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Hyman and Sugarman

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  • Cultural deprivation + sub-cultural values

  • Parental attitudes + involvement significantly contributes to the success of a student

  • Different social classes have set values + attitudes that affects their view on education

  • Hyman → Working class looks for immediate gratification instead of looking for higher paying jobs. The middle class looks for the highest paying jobs

  • Sugarman → Middle class jobs offered more opportunities for promotions + wage increase

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Cultural deprivation

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People who lack the correct culture to succeed in education due to limitations at home. e.g. improper socialisation

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6 Terms

1
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Hyman and Sugarman

  • Cultural deprivation + sub-cultural values

  • Parental attitudes + involvement significantly contributes to the success of a student

  • Different social classes have set values + attitudes that affects their view on education

  • Hyman → Working class looks for immediate gratification instead of looking for higher paying jobs. The middle class looks for the highest paying jobs

  • Sugarman → Middle class jobs offered more opportunities for promotions + wage increase

2
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Cultural deprivation

People who lack the correct culture to succeed in education due to limitations at home. e.g. improper socialisation

3
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Douglas

  • Parental interest

  • Longitudinal study on w/c + m/c children with similar IQ and found that m/c children still left with a higher education qualification

  • M/C parents showed more interest in their child’s education by attending parent/teacher meetings + encouragement

4
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Criticisms of douglas

  • Blackstone and Mortimore

  • W/C parents may not be able to attend parent teacher meetings as they cannot take time off from their manual jobs - this does not mean that they are less involved

  • They may be less comfortable with meeting their teachers due to their previous negative experiences

5
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Bernstein

  • Language codes

  • W/C - restricted code (limited vocabulary) which can put them at a disadvantage

  • M/C - elaborated code which has a broader vocabulary + grammar

  • Schools follow and elaborated code which benefits the M/C

  • Restricted code can prevent the students from understanding their teachers/textbooks

  • M/C students have a higher chance of attainment due to the formality + detail that they can produce in their work

6
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Criticisms of Bernstein

  • Labov

  • Doesn’t acknowledge that middle class vary their use of restricted code

  • 1973 study showed that their code was only different, not informal

  • Middle class include unnecessary detail whereas working class get straight to the point