Class differneces in achievement

Cultural deprivation - external

W/C do not recieve the adequate socialisation for societies values, attitudes and skills

Cultural deprivation - external (Feinstein - language)

The way that children communicate inside and out of school. M/C children likely to be communicated with in a way that challenges their language, e.g ‘what do u think'?’. but W/C parents will ask simple questions, e.g ‘what animal is this?’. Also M/C parents likely to use praise.

Cultural deprivation - external (Bernstein - language codes)

Restricted - W/C, limited vocab, based on simple sentences, speech is context bound - meaning is implied

Elaborated - M/C, wwide range of vocab, complex sentences, context free - meaning explicitly stated. Elaborated gives advantage in school as teachers, textbooks, exams

Cultural deprivation - external (Parents)

Douglas - W/C parents place less value on education, so are less ambitious, less encouragement, and less interest. / Also discipline children less, less expectations. / Also dont assist their childrens progress, e.g doing hw w them. / Bernstein + Young - M/c mothers more likely to buy educational toys, books, activities taht encourage and develop skills. also educational trips, and more nutritional food.

Cultural deprivation - external (W/C subculture - Sugarman

A group who’s attitudes and values don’t align with mainstream culture. Fatalism - Belief in ‘fate’, that the situation is inevitable, but M/C think u can change status through hard work. Collectivism - Valuing being part of a group more than succeeding as an individual, M/C believe in succeeding as individual. Immediate gratification - Seeking pleasure immediately rather than making sacrafices to recieve it later, M/C, delayed gratification. Present-time orientation - Seeing present as more important than future, and not having long term goals, M/C plan for future. Believes these come from the different classes jobs

Cultural deprivation - external (criticism - Compensatory education

Aim to tackle it by providing resources to deprived areas, usually by intervening in early socialisation. Sesame street Tv show - emphasised importance of literacy, punctuality, and numercy, gave a means for transmitting norms and values of society. Part of operation head start in 1960s.

Cultural deprivation - external (criticism - Myth of cultural dep - Keddie)

Sees as victim blaming, child cant be deprived of its own culture - and they are simply culturally different, not deprived.Schools should recognise this and build on it.

Material deprivation - external

Poverty and lack of material necessities of W/C children. Flaherty - Money problems affects attendance at school.

Material deprivation - external (Housing)

Can be overcrowding, effecting a childs space, both so they cant work and they cant relax leisurely, also damp and damaged houses can lead to poor attendance.

Material deprivation - external (Diet and Health)

Howard - W/C children have lower intakes of energy, vitamins, and minerals, affecting health, and then attendance

Material deprivation - external (Cost of education

W/C children dont have the right equipment for school, and cant go on experiences that enhance their education. Tanner - costs of uniforms books, computers etc place burden on W/C families. Children often need jobs alongside school aswell.

Material deprivation - external (Fear of debt

Going to uni involves debt, and debt may scare W/c individuals.Callendar + Jackson - W/c students saw debt as negative, and wanted to avoid it, so they were five times less likely to apply to unis. Also wont recieve support from families

Cultural capital - external (Bordieu)

Economic capital - Wealth, educational - qualifications, cultural - Knowledge, attitudes, values, language, tastes and abilities of the M/C. M/C have more capital than W/C. Through socialisation, M/C recieve cultural capital, giving advantage in school as they value it more, while they devalue W/C culture as rough and inferior.

Cultural capital - external (Sullivan - test of bordieu)

Used questionnaires of 465 pupils in 4 schools. Assesed cultural capital by asking their TV habits, and whether they visited theatres, art galleries, musuems, also tested vocab and knowledge of cultural figues. Found those who read complex fiction, and tv documentaries, had wider vocab, more likely to do well at GCSE.

Labelling - internal (Becker) Interactionist

When a definition is attatched to a student, based on stereotypes e.g class. Interviews on 60 high school teachers, found they judged students on how close they fit the ‘ideal pupil’. M/C closest, W/C furthest, with them being ‘badly behaved’. Dunne + Gazely - Schools persistently produce W/C underachievement due to labels, teachers normalised W/C underachievement due to their background, and how parents treated their education. Leads to streaming, SFP, subcultures.

Labelling - internal criticism (Hempel-Jorgensen)

Aspen - W/C primary school, behaviour was an issue, ideal pupil was passive, obedient. However - Rowan - M/C primary school, behaviour wasn’t an issue, ideal pupil was based on personality and academic ability. Shows how ideal pupil isn’t fixed, and differs, so doesn’t inevitably mean they will misbehave.

SFP - internal

A prediction that becomes true because it was made. Teacher labels student, then treats student this way, then student internalises label and starts acting like it. Rosenthal + Jacobson - new test to identify students that will ‘spurt’ ahead, but test was just normal. Picked 20 perc of pupils to tell school that they would spurt, almost half of these students spurted ahead. However, doesnt always lead to SFP.

Streaming - internal

Putting students into groups for all subjects. W/C students likely to be put in lower streams, due to stereotypes. Hard to move up stream as teachers expectations are locked in, creates SFP. Douglas - students age 8 placed in low stream had decline in IQ score by age 11. M/C benefit from streaming as they placed higher.

Streaming - internal (A-to-C economy

Gillborn + Youdell - W/C students likely to be placed in lower streams bc they have low ‘ability’, thus placed in lower tier GCSES, meaning they put less focus on these students as they care about students who get A-to-C as it looks better for league tables, placing them into three groups, those who will pass, have potential, and will fail anyway. (Educational triage - sorting)

Pupil subcultures - internal

Group of pupils who share similar values and behaviour patterns, usually emerging because of labelling or streaming. Lacey - Differentiation - process of teachers sorting pupils according to percieved ability, attitude and/or behaviour, leading to streaming. Polarisation - The way by pupils respond by moving to two poles, Pro-school (M/C, high stream, keep values of school, gaining status from school) or anti-school(W/C, low stream, reject values of school, gaining status from peers, leading to failure and SFP)

Pupil subcultures - internal (pupil responses) Woods

Ingratiation - ‘Teachers pet’. ritualism - going through motions and staying out of trouble. retreatism - daydreaming and mucking about. rebellion - outright rejection of everything school stands for. Pupils may move between these. (Furlong)

Pupil’s class identities - internal (Archer)

Habitus (Bordieu) - Taken for granted ways of thinking, being or acting of a social class, aswell as their tastes and preferences for all aspects of life. Schools have M/C habitus, and value it, meaning students who have M/C habitus gain symbolic capital, and students who don’t (W/C) have symbolic violence comitted on them. This is bc of Schools withholding symbolic capital from these students, and defining their culture as inferior. Archer found W/C students felt they had to change how they present themselves for sucess, ‘losing themselves

Pupil’s class identities - internal (Archer) Nike identities.

Students who had symbolic violence constucted their own identities to get status, e.g by wearing nike. Styles were policed by peers, gaining symbolic capital. But this lead to conflict with schools dress code, reflecting schools M/C habitus. These students also rejected education in 2 ways: Unrealistic - ‘Not for them’, but for richer people. Undesireable - Would not ‘suit’ their preferred life. So they may drop out or reject school it self. Evans - Less likely to apply to elite uni’s bc of ‘barriers’.