Topic 3.1: Class & Cultural Explanations B

Cultural explanations: way of life not just ethnicity

Cultural explanations linked to social class:

  • habitus (Bourdieu) - cultural framework

FSM NOTES:

  • 1 in 4 pupils (25%) of pupils were eligible for FSM (1.9 million)

  • pupils identified as white were the most populous group, followed by Asian pupils

  • 4.6 million pupils were male

  • FSM pupils don’t perform as well as Non-FSM students

  • Pupils on FSM are less likely to achieve high grades and achieve at least 2 a-levels

  • 6,495 students excluded in 2021/22 - 3,829 of them were eligible FSM

  • Females eligible for FSM perform better than males eligible for FSM - links to toxic masculinity and bedroom culture

INTERNAL (SCHOOL) VS EXTERNAL (OUT/HOME) THAT IMPACT LEARNING

  • Material Deprivation: not being able to afford basic resources - e.g food, heating, schoolbooks, technology etc.

    • covid - lockdown learning when a device was needed to be used

    • housing + diet = illness - absence / attendance leading to reduced educational attainment

  • Cultural Deprivation: lack of cultural resources - e.g: language skills (restricted code), parental support etc.

  • Cultural Capital: the social experiences that can help a person with success eg: theatre, skiing etc.

    • For example if someone is learning about the novel Romeo and Juliet then go to the theatre and watching it person - it benefits them and gives them a better understanding of the novel.

  • Social capital: sets of shared values among people that allow them to work together in a group to achieve well.

  • Instant gratification: means wanting to feel good or be happy right away without waiting etc

  • Deferred gratification: means waiting a longer time to get a better reward, e.g doing a levels instead of an apprenticeship

  • Music graded qualifications = UCAS points

AO3: Schools may be combatting these external factors e.g: clubs within schools, school trips

→ If a child currently is, or has been FSM in the last 6 years, the school receives extra funding for this student - this is known as Pupil Premium (Coalition Gov) + Bursary at sixth form.

→ Bernstein and Young (1967) found that middle-class parents choose toys that encourage thinking and reasoning, over toys that encourage play. This encourages M/C children’s intellectual development

period poverty - leads to absence and attendance

catchment area - where pupils live - usually determines whether they get accepted into schools or not.

House prices are around 10% higher in the catchments of Ofsted ‘outstanding’ primary schools, compared to those ranked ‘good’ in their Ofsted report, while average rents are 5% higher. The price difference between ‘good’ and ‘requires improvement’ is 8%.

One key criticism is that cultural explanations can be seen as a “blame the victim” approach rather than looking at the institution of education r.g: the national curriculum - middle class centric

One key criticism is that culturao explanation scan be seen as a “blame the victim” approach

It can:

  • Over-exaggerate - SRP

  • Overlook barriers at school (internal factors)

  • Put forward that W/C parents are less interested

Keddie

Argues that there is NO cultural deprivation But cultural differences. Cultural deprivation fails to acknowledge cultural strengths of the ‘deprived’.

From this view, it is the education system that is at fault, as most schools ethos’ are based in white, middle class ideas. This disadvantages those from different backgrounds, including by class and ethnicity.