differential educational achievment

Question 1

what is the difference between internal and external factors

Answer 1

An external factor is something that affects educational achievement outside of the school, whereas an internal factor is something that affects achievement in the school for example labelling

Question 2

what is a useful way to measure social class and achievment

Answer 2

• eligibility for FSM
• a significant achievment gap is apparent
  at GCSE between 26-28%
  in 2014-15 60% of pupils non FSM got 5 GCSEs A-star to C only 33% eligible for FSM go the same

Question 3

what is cultural deprivation

Answer 3

• cultural deprivation
  , Sugarman and Hyman argued that pupils could be culturally deprived as well as materially deprived
• they argued working class parents are less interested in school than middle class
• Bernstein - elaborate and restricted speech codes
  frammaticly simple

Question 4

what are the criticisms of cultural deprivation theory

Answer 4

• not just cultural deprivation but material deprivation
  -marxists argue cultural deprivation theorists blame working class parents for underachievement for their children but these parents are really the victim of unequal society

Question 5

what is material deprivation (external factor)

Answer 5

• the inability to purchase neccesary resources
• some pupils do not have enough food, heating, educational resources
• research shows poor diet affects educational achievment (Howard)
  -lack of internet access books, holidays etc
• more like to have part time work, takes up study time
  children form wealthier backgrounds can afford private tuition

Question 6

what are the external factors of social class differences

Answer 6

• cultural deprivation
• material deprivation
  -cultural capital

Question 7

what is cultural capital

Answer 7

• having the skills, knowledge, notes and values that aid in getting ahead in life
• economic capital wealth
• social contacts that can open doors and opportunities
• marxist theory coined by bourdieu
• recognises cultural differences between social classes but not the idea that one is supperior to the other
• Boudieu argues each class has its own cultural framework, norms and values – this is the habits
• middle class culture coincides with the culture of education
  -Alice sullivan - carried out a questionnaire on 465 year 11 students across 4 schools to assess their cultural capital
  found that read complex fiction and those who watched cserious tv documentaries had more knowledge and indicating a higher cultural capital - more likely to be middle class

Question 8

what are the internal factors affecting social class

Answer 8

• labelling
• anti school sub-cultures

Question 9

what is labelling

Answer 9

• mc labelled as intelligentt whereas wc pupils labelled unintelligent leading to a self fulfilling prophecy for both
• Becker, interviewed 60 teachers form Chicago high schools about their attitudes towards pupils
  found that teachers were more enthudiastic and attentive to mc students and were less to wc students

Question 10

what is an anti-school sub-culture?

Answer 10

• Collin Lacey found that streaming can lead to pro-school sub-cultures formed by pupils in higher streams, anti school sub-cultures formed in lower streams more likely to be working class pupils in sub-cultures that do not value educational achievment

Question 11

different language does

Question 12

achievement for gender statistics

Answer 12

achievement gap in GCSE grew through the last decade to reach 9% in 2016,
more girls get Astars than A’s
girls outperform boys as A-level
only 45% of all A-levels were sat by boys in 2017
- more girls than boys in higher education
- until recently boys outperformed girls in science and maths

Question 13

what are the external factors of diferential achievment in gender

Answer 13

– at the same time as girls performance has improved women’s role in society has changed
- more women going to work
- more women in leadership positions
- more female role models
makes educational achievement more relavant and attractive, women can use their educational achievment to get on thanks to
1. the feminist movement changing attitudes to women’s social role
2. change in the nature of work for women
3. changes in family life and fam structurre
4. changing media representation of women and girls and social expectations

Question 14

what was Sue Sharpe study on educational achievment in gender

Answer 14

she conducted a study in 1976 to see the change of attitudes, life goals and expectations of school girls
- interviews and research with working class girls in London
- in 1976 after the equal pay act and sex discrimination act 1975 she found girls attach little importance to education
she resisted in 1994 and found that it had reversed, girls put careers first
they were confident and ambitious and and committed to gender equality

Question 15

what are the internal factors of differential achievement in gender

Answer 15

• reasons girls used to underperform:
• teachers had low expectations of girls
• textbooks and reading schemes reinforcing gender stereotypes
• Becky Francis - boys dominating the classroom and teacher attention
• schools encouraging passivity from girls
• girls worrying intelligence is unattractive to boys
  influence of careers advice

Question 16

reasons girls now outperform boys

Answer 16

• initiative such as GIST and Wise
• feminisation of education
• teachers interactions with girls focus on education whereas with boys its discipline
• labelling girls as ideal pupils- Abraham -
• ## the national curriculum allows fro all pupils to do well in league tables

Question 17

what is feminisation of education

Answer 17

• sewell, found education has been feminised
  teachers are overwhelmingly female
  boys then associate school reading and writing Wirth females while girls have good role models
  matzos and Brown, found that girls have better organisational skills and are perfectionists benefitted from the increase in coursework

Question 18

what is the alternative explanation for why girls outperform boys

Answer 18

• crisis of masculinity

Question 19

what crisis of masculinity

Answer 19

• loss of traditional working class occupations
• boys lack aspirations unsure what to do
• Charles Murray, government welfare policy encourage boys to leave school without qualifications and no aspirations

however, you might expect boys to be more determined to get qualification ,
Murray also argues that welfare policies give girls the options of getting pregnant and being dependant on the state so his view cannot really explain girls educational achievment

Question 20

what is the differential achievment in ethnicity

Answer 20

• some ethnic groups perform better than others in school
• children with Chinese and Indian heritages perform well
  -74 and 73% 5 Star compared with white British 545 n 2014
• children form Pakistani afro carribean backgrounds care a little further behind white British children
  rom, HGypsy children performed least well
  only 8% getting 5 gGCSE
• not.a straightt forward picture, black girls more likely to go to Uni from those in other ethnicity including white British
  -Bangladeshi children perform above the national average at GCSE but are the least likelyy to go to Uni

Question 21

what are the external factors in differential achievment of ethnicity?

Answer 21

• • cultural deprivation

Question 22

what is cultural deprivation in educational achievement ethnicity

Answer 22

-intellect and linguistic skillsBereiter and Engleman consider language of low income black families inaddiquet of educational success
- language codes can apply to ethnicity as well as social class

• attitudes and values

not equipped for educational success

• family structure a parental support
  51% of one parent children from Black Families
  boys don’t have an eddiquet role model
  Charles Murray 1984
• Archer and Francis mentioned a strong emphasis on education in some cultures

social class can contribute to some of the ethnicity stats
Pakistani and Afro-carribean more likely to receive FSM

Question 23

what is material deprivation in ethnic educational achievement

Answer 23

– lack of physical necessities

Guy Palmer 2012, almost half of ethnic minority children live in low income households

• some minorities earn low wages
  live in economically depressed areas
  in some muslim households, tradition of Pudah - women are not allowed to work outside the home
• asylum seekers may not be able to work and some discrimination in the labour market

Question 24

what are the internal factors of educational achievment in ethnicity

Answer 24

• • ethnocentric curriculum
• centered around white British view of the world
• ethnocentric structures
  christian based education and calendar
• racism in schools and racial stereotypes informing teacher labelling positively and negatively

Question 25

internal factors ethnicity Gillborn

Answer 25

-‘the myth of the black challenge’ leads to negative labelling of black pupils
– teachers expect more pupils to represent more discipline problems
- schools might be institutionally racist
policy and procedures may discriminate
- pupil subcultures both anti-school and pro school

Question 26

young femalee and black

Answer 26

Heidi Safia Mirza
wide ranging study of education using questionnaires, observations and interviews
- close study of 3 black girls
key concept: the myth of underachievement
black girls in her sample outperformed white girls and black boys
there was evidence of negative teacher labelling
had the opposite affect of lower self esteem, a self refuting prophecy
- may form or join anti-school sub-cultures but they are pro education
the girls had high levels of self esteem with over half of the girls in the questionnaire naming themselves as th person they most admired

Question 27

evaluating external and internal factors

Answer 27

social class has a large impact on educational achievment
some argue its the main factor influencing ethnicity to
– pakistani and Bengali families have high expectations but they do not perform well as on average are more likely to come from household incomes
–Low achievement rates among Irish travellers and Roma gipsy pupils
maybe because of low attendance and disruption to school life along with economic and material factors rather than cultural deprivation
– issues like ethnocentric curriculum and school calendar fail to explain while white British under achieve and some minority groups have christian backgrounds and high achievers have not