Differential Achievement and Class (External)

Question 1

Material Deprivation

Answer 1

Material deprivation refers to the lack of resources, such as food, housing, and clothing, that are necessary for a person’s well-being and educational success.

Question 2

Poor Housing (Tired)

Answer 2

Poor Housing can have an affect on education. Overcrowding can mean there is a lack of space to work and result in disturbed sleep, and tiredness in class.

Question 3

Poor Housing (Sick)

Answer 3

Cold and damp houses can lead to mould which can cause children to be sick, missing out on school.

Question 4

Poor Diet and Health

Answer 4

Howard (2001) found that poor families have less intake of quality food. This leads to difficulty concentrating and a poor immune system can mean time off school.

Question 5

Fear of Debt

Answer 5

Reacy (2005) found that WC children are more likely to apply to a local University so they could stay at home and save money. They were also more likely to do a part time job which makes studying harder.

Question 6

Finances

Answer 6

Poorer families lack the funds in order to buy equipment and uniforms. Poverty meant families not being able to afford private schooling or tuition.

Question 7

Poor Housing AO3

Answer 7

Students have access to other study spaces e.g. college, after-school, library.

Question 8

Poor Diet and Health AO3

Answer 8

Schools offer breakfast clubs, where students can eat breakfast in order for them to be attentive in class. Free School Meals provide nutritious food.

Question 9

Fear of Debt AO3

Answer 9

Feminists could argue that girls are more likely to stay at home than boys in order to take the expressive role.

Question 10

Finances AO3

Answer 10

Schools offer bursaries / scholarships for students with financial struggles. There is also pupil premium for disadvantaged students.

Question 11

Cultural Deprivation

Answer 11

Material deprivation refers to the lack of the ‘correct’ norms and values for educational success. The school is a middle-class institution, so deem working-class as ‘culturally deprived.’

Question 12

Parental Interest

Answer 12

Douglas (1964) found out that working class parents placed less value on education and were less ambitious, not encouraging their children to do well in education. From the attendance of parents evenings / school meetings.

Question 13

Parents Education

Answer 13

Leon Feinstein (2008) found that educated parents were more likely to use language that challenges their children to evaluate their own understanding. This gives them an advantage in school.

Question 14

Speech Codes

Answer 14

Basil Berstein stated that the different classes use different types of code.
Elaborated code - used by the middle class. This is complex context-free code that can communicate abstract ideas.
Restricted code - used by the working class. This is restricted in complexity and phrases, it is context bound.
Formal education is conducted in terms of elaborated code , which puts middle class students at an advantage as this is language that they are familiar with.

Question 15

Working Class Subculture

Answer 15

Barry Sugarman (1970) identified 4 key characteristics of the working class subculture that contribute to cultural deprivation. These being:
- Fatalism vs Meritocracy
- Collectivism vs Individualism
- Present Time orientation vs Future Time orientation
- Immediate gratification vs Deferred gratification

Question 16

Fatalism

Answer 16

The belief that luck or fate determines one’s future rather than personal efforts.

Question 17

Collectivism

Answer 17

Valuing group solidarity and prioritising the needs of the community over individual desires.

Question 18

Present Time Orientation

Answer 18

Focusing on the present and immediate concerns rather than long-term planning.

Question 19

Immediate Gratification

Answer 19

Prioritising short-term rewards instant satisfaction over delayed gratification or long-term goals.

Question 20

Cultural Capital (Definition)

Answer 20

Cultural Capital refers to the knowledge, skills and resources individuals acquire through their upbringing and socialisation. Often viewed as the knowledge of the middle class.

Question 21

Cultural Capital (Study)

Answer 21

Pierre Bourdieu (1984) argues that both culture and material factors contribute to educational achievement and that they are not separate but interlinked.
Those with higher cultural capital (often middle class students) may have an advantage in education.

Question 22

Parental Interest AO3

Answer 22

Douglas’ study was based on parents appearance at parents evening, yet working class parents may have to work or feel embarrassed in the middle class setting of school.

Question 23

Parents Education AO3

Answer 23

There are compensatory education programmes to help the culturally deprived, and socialise them for educational success.

Question 24

Speech Codes AO3

Answer 24

Bernstein’s study was on two boys, 5 years old, one working class one middle class. It was not representative and gender blind.

Question 25

Victim Blaming AO3

Answer 25

Nell Keddie (1973) views cultural deprivation as a myth and victim blaming. The working class are not culturally deprived but actually culturally different to the expected middle class environment of schools.