External factors that affect education

Material deprivation

Lack of physical and financial resources needed for success

Examples-

• Poor housing (overcrowding, damp)

• Inadequate diet and health

• Lack of access to resources (Books, internet, tutors)

• Less money for transport/ uniform and trips

Impact-

• Higher absence rates

• Poor concentration and health

• Less support for homework/ revision

Cultural deprivation

Language-

Bernstein

• Restricted code- Used more by working class (Informal, limited vocabulary)

• Elaborated code- Used in education (formal, complex speech)- benefits middle class students

Parental attitudes-

Working class parents may-

• Place less value on education

• Be less confident dealing with schools

• Attend fewer parents evenings

Douglas- Parental interest is a key factor in achievement

Habitus (Bourdieu)-

• Middle class families provide cultural capital

• Knowledge, tastes, ways of speaking and behaving that match the schools expectations

Cultural capital (Bourdieu)-

• Cultural capital- Skills, knowledge, attitudes passed on by middle-class families

• Economic capital- Money and recourses

• Educational capital- Ability to use both to do well in school

MC students often have all three

Parents education

Educated parents-

• Use more challenging speech and reasoning

• Read more to their children

• Know how to deal with school/systems

Feinstein- Parental education is the most important factor in a child’s achievement

Working class subcultures (Sugarman)-

Values passed down that may hinder success-

• Fatalism- Belief that fate determines success

• Immediate Gratification- Preferring short term reward

• Collectivism- Valuing group over individual success

• Present-time orientation- little planning for the future

Impact on social class, Gender and Ethnicity

Class- Working class students face more material and cultural disadvantages

Ethnicity- Some minority groups face-language barriers or less parental knowledge of the system

Gender- External influences like changing job markets or gender role socialisation also matter (see gender-specific revision for more)

Bernstein’s study

Explores how language use in different social classes affects educational achievement

Schools operate using the elaborated code (in teaching, textbooks)- Therefore, middle class students are at an advantage and WC students may struggle leading to lower achievement

Bourdieu’s study

Studied how the middle class maintain their advantage in education to reproduce class inequality

Found MC students understand education and can convert cultural capital into success and WC students feel out of place and may lack the knowledge and confidence to succeed

Douglas study

Studied how home background affects educational achievement, with focus on parental interest

Found that cultural deprivation (lack of support. books) limits working-class children’s progress and MC families pass on values and attitudes that help children to succeed

Feinsteins study

Studied how parents own education levels affect their children’s cognitive development and educational achievement

Found that parental education shapes how children are raised and children from better-educated homes are more school ready-and likely to succeed long term

Sugarmans study

Studied how working class values and attitudes contribute to lower educational achievement

Found that these values can limit aspiration, reduce motivation to study and discourage long-term educational planning and MC are more likely to develop behaviour aligned with school expectations