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What are home (external) factors in education research?
Factors outside the school that affect educational achievement, such as material deprivation, parental attitudes, and language use.
What are challenges of accessing families for educational research?
Researchers must go through parents or guardians, and families may be suspicious or unwilling to participate – especially in working-class contexts.
What is a practical issue when interviewing parents about home life?
Parents may be unavailable due to work or childcare – limiting opportunities for face-to-face interviews.
How can researcher social class affect access to families?
Working-class families may mistrust middle-class researchers, limiting rapport – a concern raised in Reay’s study of parental involvement.
What did Bernstein argue about language codes in working-class homes?
That restricted codes may limit children’s success in school compared to the elaborated code used by middle-class families.
Why might structured interviews be problematic when researching parental attitudes?
Working-class parents may feel intimidated or give brief answers, reducing depth – limiting validity.
What research method did Feinstein use to study parental support and attainment?
Quantitative data from longitudinal studies – showing that middle-class parents were more engaged with children's education.
What ethical issue arises when researching material deprivation?
It may embarrass or shame families, especially in low-income households – so confidentiality is essential.
What is a limitation of using questionnaires to study home factors?
They can miss nuance and may be difficult for some parents to complete due to literacy barriers – especially among disadvantaged groups.
What is an advantage of longitudinal studies when researching home factors?
They allow researchers to track the long-term impact of early home conditions on educational outcomes – as used in Feinstein’s work.
What did Sugarman argue about working-class subcultures?
That they emphasised fatalism and immediate gratification, which can hinder educational ambition.
What is a challenge in observing home environments?
Home life is private, and access is extremely limited – observation is rarely possible for ethical and practical reasons.
What kind of data did Bourdieu use to explore cultural capital in the home?
Qualitative interviews and secondary data – showing how middle-class families pass on values, tastes, and knowledge that benefit schooling.
Why might middle-class parents be more open to participating in research?
They may see value in education and research – making access easier compared to some working-class families.
What is a limitation of researching parental attitudes through schools?
Only parents who are already engaged are likely to respond – creating sampling bias.
How did Ball, Bowe and Gewirtz study parental choice and marketisation?
Through interviews with parents and analysis of school brochures and league tables – showing middle-class parents use their cultural capital to navigate the system.
Why might working-class parents avoid talking to researchers?
They may fear judgement or feel they have little to offer – a concern raised by Diane Reay in her research on mothers’ involvement in schooling.
What is a benefit of using case studies to research home background?
They offer rich detail on how family life affects achievement – though generalisability is limited.
How can class-based assumptions affect researcher interpretation?
Middle-class researchers may misinterpret working-class experiences – as Bourdieu warned, research is shaped by the habitus of the researcher.
What did Archer find about working-class identity and education?
That some working-class pupils rejected school success because it felt ‘inauthentic’ to their background – showing the complex role of identity and family influence.