class external

Douglas (cultural dep)

found working-class parents placed less value on education and had lower ambitions for their children which meant that the children had also learnt to have low ambitions from their parents through primary socialisation

Bernstein (cultural dep)

identifies the elaborated (middle-class) and restricted (working-class) language codes, leading to a class inequality in educational success

Sugarman (cultural dep)

immediate gratification, fatalism and parental education also play a major role in the child’s own achievement

Feinstein (cultural dep)

more highly qualifies parents are able to give their children an advantage by how they socialise them, emphasise discipline and high expectations and more aware of how to assist their child’s educations

Bernstein and young (cultural dep)

m/c mothers choice of toys are educational

Bourdieu (cultural capital)

cultural capital is the idea that the education system treats middle-class culture as if it is superior

Tanner et al (material dep)

hidden cost of schooling - found the cost of transport, uniforms and equipment is a heavy burden on low-income families

Palmer (material dep)

cultural deprivation and underachievement - working-class underachievement is linked to cultural deprivation, where parents place less emphasis on education, leading to lower motivation and attainment

Rex (material dep)

material deprivation and poverty effects - material deprivation limits educational success because families cannot afford resources like books, revision materials, or stable housing conditions

Howard (material dep)

health and attendance - working-class pupils are more likely to suffer from poor diet and illness due to poverty, this leads to higher absence rates from school or not being able to focus in lessons, causing them to fall behind in learning and underachieve.