Education names

sugar man (1970)

sugar man (1970)

Large sections of the working class have different goals values beliefs, and attitudes from the rest of society and this is why their children fail in school

working class subculture has four key features that act as a barrier to educational achievement:

• fatalism - nothing you can do can change your status “what will be will be”

• collectivism - valuing being part of a group more than succeeding as an individual

• immediate gratification - needing to see results immediately

• present-time orientation - seeing the present is more important than the future —> no long-term plans And no high qualifications

in class parents pass on these beliefs and values to their children through primary socialisation

he also suggests these differences stem from the fact that middle-class careers are secure and office prospects for continuous individual advancements . courageous ambition long-term planning and a willingness to invest time and effort into getting qualifications.

in class jobs, however, are less secure and have no secondary structure through which individuals advance this means there are fewer promotion opportunities and earning peak at an early age

feinstein (2008)

he found that more highly qualified parents (who are more likely to be middle-class) are more likely to choose language that challenges their children to evaluate their own understanding which causes coding to performances to improve

he also found that they’re more like to use praise, which encourages their children to have to develop a sense of their own own competence.

Douglas

He argues that parents own educational achievements are the most important factor affecting a child’s development, and since middle-class parents tend to have higher qualifications, they are able to give their children an advantage by how they socialise them :

• parenting style – parents with higher qualifications emphasise consistent discipline and high expectations of their children. This encourages active learning and exploration.

• parents educational behaviours – parents with high qualifications are more aware of what’s needed to assist their children’s educational progress (helping with work, reading to them)

• use of income – middle class families will have a higher income and be able to use this income to support them academically. He found that middle class parents are more likely to buy educational toys/books to stimulate intellectual development. Working class don’t have access to these resources to help them support their children.

bernstein (1975)

he identifies differences between working-class and middle-class language that influences achievement. He distinguishes between two types of speech codes:

• Restricted code- the speech go typically used by the working class. It has limited vocabulary and is based on the use of short often unfinished and grammatically incorrect sentences. Speech is predictable and may involve only using a single word or gestures.

The restricted occurred is context bound that is the speaker assumed the listeners shares the same set of experiences that I can only use and describe situations they’re familiar with.

• The elaborated code-  typically used by the middle-class wide vocabulary longer and more grammatically correct sentences. Speech is more varied and communicates most ideas. Context free – the use of language to spell out their meanings explicitly to the listener( analysing reasoning expressing thoughts clearly.)

Bourdieu

argues that educational economic and cultural capital can all be converted into one another.

cultural capital—(better equipped to meet the demand of the curriculum)—-> educational capital

economic capital—(sent to private schools)—> educational capital

educational capital —(higher qualifications and better jobs)—> economic capital

middle-class parents are also more likely to be able to afford a house in the catchment area of a school that is highly placed in the exam league tables

this is become known as “selection by mortgage “because it drives up the costs of the houses near successful schools and secludes working class families

Howard(2001)

she says that young people from poorer homes have blow it intakes of energy vitamins and minerals. Poor nutrition affects health for example by weakening the immune system and lowering children’s energy levels.

This can result in more absences from school due to illness and difficulty concentrating in class.

Keddie (1973)

• dismisses the idea that failure in school can be blamed on cultural deprived home backgrounds

• she points out that a child cannot be deprived of his own culture and argues that working-class children are simply culturally be different not deprived

• They failed because they put a disadvantage by an education system that is dominated by middle-class values

• she also argues that rather than seeing working-class culture as deficient, school negotiate and build on its strengths and challenge schools “anti-working class prejudices “