education- external -topic 1

Question 1

m/c occupations

Answer 1

non manual, teachers, doctors

Question 2

w/c occupations

Answer 2

manual, skilled workers such as plumbers

Question 3

m/c may achieve more because ect.

Answer 3

• parents have a pro-school culture
• can afford a tutor

Question 4

m/c pupils {achieved 5 or more a-c passes at gcse }

Answer 4

83%

Question 5

w/c pupils {achieved 5 or more a-c passes at gcse }

Answer 5

44%

Question 6

internal factors

Answer 6

factors within the school and education system. eg student and teacher

Question 7

external factors

Answer 7

factors outside education eg. family

Question 8

private schools educate 7% of the population yet

Answer 8

accounts for nearly half the students that go to elite universities

Question 9

class differences in children’s development and achievement in early years

Answer 9

by the age of three children form w/c backgrounds are already a year behind

Question 10

what is cultural deprivation

Answer 10

the basic values, attitudes and skills that are need for educational success through primary socialisation in the family. are not taught to w/c kids

Question 11

three main aspects of cultural deprivation

Answer 11

language, parents education, w/c subculture

Question 12

cultural deprivation- language theory - who’s theory ?

Answer 12

hubbs-tait et al

Question 13

children who are socialised inadequately

Answer 13

underachieve, often w/c

Question 14

language theory

Answer 14

where parents use parents use language to challenge their children to evaluate their own understanding or abilities improves cognitive performances.
Educated parents are more likely to use this language this way, feinstein found that educated parents are more likely to use praise
w/c homes are less likely to use language

Question 15

language codes - who’s theory

Answer 15

Bernstein

Question 16

restricted code

Answer 16

it has limited vocabulary and is based on grammatically simple, often unfinished sentences. Speech is predictable and may involve only a single word or gesture. Descriptive not analytic - context bound

Question 17

elaborate code

Answer 17

wider vocabulary and is based on longer, more grammatically correct sentences. Speech is more varied and communicates more abstract ideas, context free

Question 18

how do language codes give m/c children an advantage

Answer 18

textbooks and exams use elaborate code. Early socialisation into the elaborate code means that m/c students are already fluent users of the code when they start school, they will feel more at home and achieve higher thus w/c will feel excluded

Question 19

who does Bernstein blame

Answer 19

the school

Question 20

parents education- who’s theory ?

Answer 20

douglas/feinstein

Question 21

douglas parental education

Answer 21

working class parents placed less value on education, as a result they were less ambitious for their children, gave them less encouragement and took less interest in their education - they visited schools less often and were less likely to discuss progress with teacher. As a result their children had lower levels of motivation and achievement.

Question 22

feinstein parental education

Answer 22

parents own education is the most important factor as since m/c parents tend to be more educated, they can give their children advantages by how they socialise them

Question 23

parenting styles

Answer 23

Educated parents → emphasises constant discipline and high expectations of their children, and this supports achievement by encouraging active learning and exploration.

Less educated → harsh, inconsistent discipline that emphasises doing as you are told and behaving. This prevents the child learning independence and self control, leading to poorer motivation at school and problems interacting with the teacher

Question 24

parental education behaviour

Answer 24

educated parents are more aware of what is needed to assist their children’s education progress.
eg. Reading to children
and are more active

Question 25

bernstien and young (1967) - use of income

Answer 25

Bernstein and young (1967), m/c mothers are more likely to buy educational toys, books and educational activities

w/c homes are more likely to lack these resources and start school with less intellectual skills

Question 26

feinstein- income and education

Answer 26

Better paid m/c parents tend to be better educated, feinstein notes that parental education has an influence on children’s achievement in its own right, regardless of class or income. Thus even within a given social class, better educated parents tend to have children that are more successful at school. This may explain why not all children of working class parents do equally badly, and why not all children from middle class families are equally successful

Question 27

working class subculture

Answer 27

Large sections of the working class have different goals, beliefs, attitudes and values from the rest of society and thai is why their children fail at school.

Question 28

barry sugarman (1970)

Answer 28

argues that w/c subculture has four key features that acts as a barrier to achievement:
fatalism / collectivism / immediate gratification / present time orientation

Question 29

fatalism

Answer 29

a belief in fate that whatever will be, will be and there is nothing you can do to change your status. This contrasts with middle class values, which emphasises that you can change your position through your own efforts.

Question 30

collectativism

Answer 30

valuing being apart of a group more than succeeding as an individual. This contrasts with the middle class view that an individual should not be held back bey group loyalties.

Question 31

immediate gratification

Answer 31

seeking pleasure now rather than making sacrifices in order to get rewards in the future, by contrast middle class values emphasise deferred gratification, making sacrifices now for greater rewards later.

Question 32

present time orientation

Answer 32

seeing the present as more important than the future and so not having long time goals or plans. By contrast m/c cultures sees planning for the future as important

Question 33

sugarman argues that

Answer 33

that the differences in values stem in the fact that m/c jobs are secure careers offering prospects for continuous individual advancement. This encourages planning, long term ambition, and a willingness to invest time and effort.

By contrast w/c are jobs are less secure and have career structure through which individuals can advance. There are few promotion opportunities and earnings peak at an early age

Question 34

issue of parental attitudes - when researching

Answer 34

Parents with poor personal experiences of education may identify the researcher with the school and refuse to participate
Some parents may see questions about parental support for their child’s education as attempting to portray them as bad parents
However if the researcher can gain parental trust, they will be more willing to talk as it gives them a voice
Parents are not easily contacted except through the school, so the researcher has to depend on the heads cooperation
Another way of contacting parents is through the schools parent association- most likely to be m/c - reduce representatives
Issues such as truancy or parental support are sensitive - defensive, exaggerate
May see as useful for school relationship
Literacy or language problems with the parents may cause difficulty when articulating feelings

Question 34

compensatory education aims …..

Answer 34

to tackle the problem of cultural deprivation by providing extra resources to schools and communities in deprived areas. They intervene early in the socialisation process to compensate children for the deprivation they receive at home.

Question 35

operation head start

Answer 35

A multi billion dollar scheme of pre-school education in poorer areas introduced in the 1960s. Its aim was planned enrichment of the deprived child’s environment to develop skill and install achievement motivation.
It included improving parenting skills, setting up nursery classes and home visits by educational psychologist,
Sesame street was apart of this head start programme, as a means of transmitting values, attitudes and skills for educational achievement. Eg. the importance of punctuality, numeracy and literacy.

Question 36

compensatory education programmes in Britain

Answer 36

→education priority areas
→education action zones
→sure start

Question 37

myth of cultural deprivation

Answer 37

deprivation is Criticised as an explanation of class differences in achievement
Nell keddie (1973): describes cultural deprivation as a myth and calls it a victim blaming explanation. She dismisses the idea that failure at school can be blamed on a culturally deprived home background. She points out that a child can not be deprived of its own culture and argues that working class children are simply culturally different, not deprived. They fail because they because they are put at a disadvantage by an education system that is dominated by middle class values.
Keddie argues that rather than seeing w/c subculture as deficient, schools should recognise and build on its strengths. - challenge anti-w/c prejudice

Question 38

Barry troyna and jenny williams (1986): - language

Answer 38

argue that the problem is not the schools language but the schools attitude towards it. Teachers have a speech hierarchy- label m/c higher, then w/c speech, then black.

Question 39

tessa blackstone and jo mortimore (1994) - parents and education

Answer 39

they attend fewer parents evening, not because they are not interested but because they work irregular or longer hours or are put off by the m/c atmosphere. Lack the knowledge and education to help their children. There is evidence that school with mainly w/c pupils have less effective systems of parent school contacts. This makes it harder to keep track of their progress.

Question 40

material deprivation

Answer 40

refers to poverty and a lack of material necessities such as adequate housing and income.

Question 41

poverty is linked to educational achievement

Answer 41

According to the department for education (2012 ), barely a third of pupils eligible for free school meals {a widely used measure of poverty} achieve 5 or more gcses at a*-c, including english to maths, as against nearly ⅔ of other pupils

Question 42

jan flaherty (2004) - money and childrens education

Answer 42

money problems in the family are a significant factor in younger children’s non- attendance in schools
Exclusion and truancy are more likely from poorer families. Children excluded from school are unlikely to return to mainstream education, while ⅓ of all persistent truants leave school with no qualifications
Nearly 90% of failing schools are located in deprived areas

Question 43

how does can overcrowding lead to underachievement

Answer 43

Overcrowding …….
Harder to study
Nowhere to do homework
Disturbed sleep

Question 44

how can housing lead to underachievement

Answer 44

For young children especially, development can be impaired through lack of space for safe play and exploration. Parents living in temporary accommodation may have to move frequently→ constant change in schools and disrupted education.
Can also affect health and welfare, children in crowded homes run a greater risk of accidents. Cold or damp housing can also cause ill health, families in temporary accommodation suffer more psychological distress infections and accidents. May lead to more absences.

Question 45

marilyn howard - diet and health

Answer 45

young people from poorer homes have lower intakes of energy, vitamins and minerals. Poor nutrition affects health, like affecting the immune system and lowering energy levels, this may result in more absences due to illness and difficulty concentrating in class.

Question 46

richard wilkinson (1996)

Answer 46

children from poorer homes are more likely to emotion or behavioral problems. According to richard wilkinson (1996), among ten year olds, the lower the social class, the higher the rate of hyperactivity, anxiety and conduct disorders, all of which are likely to have a negative effect on the child’s education.

Question 47

jo blenden and stephen machin (2007)

Answer 47

found that children from low income families were more likely to engage in externalising behaviour eg. fighting and temper tantrums, which will disrupt schooling.

Question 48

sure start

Answer 48

aim is to work with parents to promote the physical, intellectual, social developments of babies and young children, who are disadvantaged so that they can flourish at home and school.

• improve ability to learn by encouraging high quality learning enviroments that promote early learning and improve language skills

Question 49

david bull (1980)

Answer 49

the cost of free schooling

Question 50

the costs of free schooling

Answer 50

• transport, uniforms, books, calculators, computors, sports, music, art
• childen may be bullied if they have hand me downs

Question 51

flaherty - fsm

Answer 51

20% of children do not take free school meals

Question 52

teresa smith and michal noble (1995 )

Answer 52

adds that poverty acts as a barrier to learning in other ways, such as inability to afford private schooling or tuition and poorer quality or local schools

Question 53

ridge w/c children and jobs

Answer 53

lack of funds also means that children from low income familes often need to work. ridge found that children in poverty take on jobs such as baby sitting, cleaning and paper rounds and that this often had negative impacts on their schoolwork

Question 54

EMA

Answer 54

financial support to poorer students staying on in education after 16 that had previously been avaliable through education maintinave allowance (EMA) was
abolished in england by the colition goverment in (2011)

Question 55

fear of debt

Answer 55

going to university involves getting into debt to cover the cost of tuition fees, books, and living expenses.
attitudes towards debt may deter w/c students from going university.

Question 56

nationwide questionnaire survey: claire callender and john jackson (2005) →

Answer 56

found that working class students are more debt averse - associate debts with negativity, more cost than benifit.
debt averse means that they are five times less likely to apply than the more debt tolerant students - m/c

fees have increaesd to 9,000 - deter even more w/c students

Question 57

diane reay (2005) - local xxx

Answer 57

found that working class students were more likely to apply to local universities so that they could save on travel costs but this gave them less opportunities to go to the highest status university.

Question 58

w/c students that attend uni are …

Answer 58

more likely to work part time jobs to fund their studied, making it more dificult for them to gain higher class degrees.

drop out rates are also higher for universities with a large proportion of poor students
the national audit office

(2002) found that w/c students spend twice as much time in paid work to reduce thier dbts as m/c students

Question 60

bourdieu (1984) - theory

Answer 60

• capitals
  cultural, cultural, economic

Question 61

which class has more of the capitals

Answer 61

m/c

Question 62

cultural capital

Answer 62

knowledge, attitudes, vlaues, taste and abilities

Question 63

middle class culture gives them an

Answer 63

advantage

Question 64

middle class children are socialized to

Answer 64

have more educational abilities ect. abstract ideas

Question 65

advntaged in school

Answer 65

middle class because the eductional system favours m/c culture

Question 66

w/c exam failure tells children that

Answer 66

higher education is for them

Question 67

school deems what culture as inferior

Answer 67

w/c

Question 68

capital can be xxx into one another

Answer 68

convertd

Question 69

economic capital can be used to

Answer 69

send children to high achieving tuition schools

Question 70

alice sulivan (2001)

Answer 70

pay for extra tuition.
alice sulivan (2001) → used questionnaires, to conduct a survey of 465 pupils in the school. to acess cultural capital, she asked them about a wide range of activities, such as reading and tv viewing habits. those who read complex fiction, ad watched serious tv documentaries had better vocabulary and more cultural knowledge. these children are more likely to have graduate parents, these pupils are more likely to SUCCEED in gcses.
middle class children still had the highest cultural capital, explaining the gap in achievement