social class: attitudes to education

Sugarman 1970 - subcultures

argued the differences in educational achievement between MC and WC can be directly linked to subcultures they’re socialised into

the norms, values and attitudes of MC parents transmitted to their kids were different to WC and inked to their respective occupations in non/manual work

Sugarman - parents’ attitude

WC parents were more likely to be fatalistic, immediate gratification and present-time oriented and have a sense of collectivism

MC parents more likely to be optimistic, deferred gratification, future-time oriented and individualist

Sugarman - conclusions

as these attitudes and orientations are passed onto kids, this helped to explain the differences in achievement that result in WC kids being disadvantaged

WC parents place a lower value on education

Leon Feinstein 2003 - sources

used data from British cohort study and the national child development study to argue that there was a link between social class and educational achievement

Feinstein - findings

lower rates of achievement by WC kids was linked to a number of factors e.g. parents’ education, quality of school and MD

parental interest/support was the key factor

reinforces Douglas’ research

Douglas 1964

MC parents provide more support and take a greater interest in their children’s educational development

Hyman 1967

WC and MC have different value systems which explain differences in achievement

WC place lower value on education

WC less likely to value professional jobs that have a higher status in society so they limit their own opportunities

Hyman - WC values

WC place more value on manual work/trades which is seen as a stable/secure job that involves less risk than non-manual jobs

values of WC parents limit educational achievement of their kids