2.1 education- class differences in achievement (external factors)

Question 1

external factors definition

Answer 1

factors outside of the school education system

Question 2

3 main external factors that explain class differences in achievement

Answer 2

• cultural deprivation
• material deprivation
• cultural capital

Question 3

material deprivation

definition of material deprivation

Answer 3

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

Question 4

material deprivation

example of poverty linked with educational underachievement: fsm gcse results

Answer 4

• only 1/3 achieved 5 or more grades a*- c

Question 5

material deprivation

Jan Flaherty said money problems in the home linked to

Answer 5

school attendance

Question 6

material deprivation

exclusion and truancy are more likely for kids from what type of families

Answer 6

poorer, less likely to return to mainstream education and 1/3 of truants leave with no qualifications

Question 7

material deprivation

where are 90% of failing schools located?

Answer 7

in deprived areas

Question 8

material deprivation

how does poor housing directly affect a pupils achievement?

Answer 8

overcrowding:
- less room for educational activity
- nowhere to do homework
- disturbed sleep
- having to look after siblings (lack of childcare)

Question 9

material deprivation

how can poor housing impaire a childs development?

Answer 9

• lack of safe space for play and exploration
• temporary accomodation- constant moving (disturbed education)

Question 10

material deprivation

how does poor housing indirectly affect a pupils’ achievement?

Answer 10

• crowded house- higher risk of accidents
• cold or damp- ill health
• temporary accomodation- more psychological distress and incidents and infections

Question 11

material deprivation

what about diet and health does marilyn howard believe contribute to absenses from school and difficulties concentrating in class?

Answer 11

• poorer houses- lower intakes of energy, vitamens and minerals
• poor nutrition- weakens immune system- lowers energy levels- more absenses

Question 12

material deprivation

what link did richard wilkinson find between poorer homes and emotional problems?

Answer 12

• lower the social class, higher the rate of hyperactivity, anxiety and conduct disorders

Question 13

material deprivation

blanden and machin found that children from low income families were more likely to…

Answer 13

engage in externalising behaviour (fighting and tempers), disrupting their schooling.

Question 14

material deprivation

what was david bulls “the cost of free schooling”

Answer 14

the idea that:
poor households have to do without equipent and miss out on educational experiences

Question 15

material deprivation

what things did emily tanner find to place a burden on poor families

Answer 15

transport, uniform, books, computers, calculators, sports, music, art equipment

Question 16

material deprivation

what do hand me downs and cheaper, unfashionable equipment lead to in schools?

Answer 16

being isolated, stigmatised or bullied. essential for self esteem and fitting in

Question 17

material deprivation

why do 20% of those eligible for fsm not take them?

Answer 17

fear of stigmatisation and teasing

Question 18

material deprivation

how do teresa smith and micheal noble believe poverty acts as a barrier to learning?

Answer 18

• inanility to afford private schooling/tuition
• going to poorer quality local schools

Question 19

material deprivation

examples of jobs children from low icome families take up and what is the impact of them

Answer 19

• baby sitting, cleaning, paper rounds
• negative impact on schoolwork

Question 20

material deprivation

when and who abolished EMAs

Answer 20

2011, coalition government

Question 21

material deprivation

Callender and Jackson found that debt adverse students were … less likely to go to uni than …

Answer 21

• 5 times
• debt tolerant students

Question 22

material deprivation

in 2012 the maximum tuition fee was … which …

Answer 22

• £9000
• detered debt adverse students from applying
• e.g numer of applicants fell by 8.6

Question 23

material deprivation

statistics on financial support at uni from home

Answer 23

• middle class- 86%
• working class- 43%

Question 24

material deprivation

what percentage of university is from a working class background

Answer 24

30%

Question 25

# material deprivation why are working class students more likely to apply to local universities and what impact does this have

Answer 25

closer to home- live at home and save on travel costs less opportunity to go to higher status universities

Question 26

# material deprivation why is it more difficult for working class students to get higher class degrees

Answer 26

working part time to fund their studies

Question 27

# material deprivation drop out rate for london metropolitan univeristy compared to oxford

Answer 27

16.6 % 1.5%

Question 28

# cultural deprivation what kind of language are educated parents more likely to use and what impact does that have?

Answer 28

* language that challenges children to evaluate their own understanding/ability * cognitive performance to improve

Question 29

# cultural deprivation what language are less educated parents likely to use and what is the impact of that?

Answer 29

* language that requires children to make simple descriptive statements * lower performance

Question 30

# cultural deprivation who researched language?

Answer 30

Feinstein

Question 31

# cultural deprivation educated parents are more likely to use praise which...

Answer 31

leads a child to develop a sense of their own confidence

Question 32

# cultural deprivation what claim did Bereiter and Engelmann make about the link between social class and language used? what is the impact of this?

Answer 32

* language used in lower class homes is deficient; communicating using gestures, single words or disjointed places * fail to develop necessary language skills, become incapable of abstract thinking and limited language to convey feelings and thoughts

Question 33

# cultural deprivation Basil Bernstein distinguished two speech codes:

Answer 33

* the restriced code - working class - limited language - grammatically simple/ incorrect sentances - predictable - single words or even just a gesture - context bound * the elaborated code - middle class - wider vocabulary - grammatically correct, longer sentances - context free

Question 34

# cultural deprivation how does using elaborated code give middle class children an advantage

Answer 34

elaborated code is used by teachers, textbooks and exams. essential for analysis and reasoning in answers. middle class children are already "fluent" in this by the time they enter education.

Question 35

# cultural deprivation evaluation of bernstein's theory: why may he be a cultural deprivation theorist? what does bernstein argue unlike most cultural deprivaation theorists?

Answer 35

* he decribes working class language as inadequate * he recognises that school (not just home!) influence a childs achievement and that working class students dont fail because they are culturally deprived but because schools fail to teach them how to use elaborated code.

Question 36

# cultural deprivation differences in an educated parenting style with a less educated style

Answer 36

* educated- emphasises consistent discipline, high expectations, encouranges active learing and exploration- supporting achievement * less- harsh, inconsistent, preventing independence and self control

Question 37

# cultural deprivation what educational behaviours do educated parents show?

Answer 37

* reading to their children * teaching them letters * numbers * songs * poems * nursery rhymes * painting * drawing * helping with homework * actively involved in their school work * better at establishing relationships with teachers * guide children in school * recognise educational value in museums and things

Question 38

# cultural deprivation in what ways do middle class parents **use their income** to increase educational success compared to working class parents?

Answer 38

* bernstein and young found that middle class mothers are more likely to buy educational toys, books and activities that stimulate intellectual development (which working class homes lack the access to) * educated parents- more knowledge on nutrition to better development and can afford more nutritious food.

Question 39

# cultural deprivation why dont children of the same class perform the same

Answer 39

different levels of parental education

Question 40

# cultural deprivation what is a subculture?

Answer 40

a group whose attitudes and values differ from those of the mainstream culture

Question 41

# cultural deprivation what are the 4 key features of working class subculture that Barry Sugarman claims to be the barrier to educational success?

Answer 41

* fatalism - a belief in fate, the idea that "whatever will be will be" and you cant do anything to change your status. Contrary to middle class views that argue you can change your position through personal efforts * collectivism- value being part of a group more than individual success. Middle class would not hold back due to group loyalties * immediate gratification- seeking pleasure rather than making sacrifices (e.g saving) to benefit the future * present-time orientation- seeing the present as more important rather than future goals

Question 42

# cultural deprivation why do the differences in values Barry Sugarman identifies exist?

Answer 42

* middle class jobs- more secure jobs that offer prospects for individual advancement (promotion). this encourages ambition, long term planning and willingness to invest time and effort into qualifications * working class jobs- less secure, less career structure for advancing, few promotion opportunities, earnings peak at a young age * these values then passed on through primary socialisation.

Question 43

# cultural deprivation what is the aim of compensatory education?

Answer 43

to tackle the problem of cultural deprivation by providing extra resources in deprived areas to intervene early on in the socialisation process to compensate for the deprivation experienced at home.

Question 44

# cultural deprivation what is operation head start?

Answer 44

* US * multi-billion dollar * pre-school * poorer areas * introduced in 1960's * planned enrichment of childs environment to develop skills and instil achievement motivation * included improving parenting skills, nursery classes, home visits by educational psychologists

Question 45

# cultural deprivation why did Nell Keddie argue that cultural deprivation is a myth?

Answer 45

* she believes it is victim-blaming * dismisses the idea that failing at school is due to culturally deprived background: cannot be deprived from their own culture, just culturally different and that the education system is dominated by middle class values (putting them at a disadvantage)

Question 46

# cultural deprivation what did Nell Keddie believe schools should do to prevent working class student failing in education?

Answer 46

* rather than seeing working class culture as deficient, recognise it and build on its strengths, and also challenge teachers prejudices

Question 47

# cultural deprivation what do troyna and williams believe about the "problem" with working class language in education.

Answer 47

that the problem isnt the childs speech but the teachers attitude towards it, setting expectations and labelling, middle class highest, working class, then black

Question 48

# cultural deprivation evaluating that working class parents "arent interested in their childs education"

Answer 48

* no parents evening- work longer/ less regular hours, cant afford childcare, put off by schools middle class atmosphere * want child to progress, lack knowledge to do so * less effecting parent- school contacts in mainly working class schools.

Question 49

evauation: why is it unclear whether material or cultural factors play a part in achievement

Answer 49

* children from poor families can be high achievers- material deprivation is only part of the explanation * other cultural, religious and polital views may help a childs achievement despite poverty

Question 50

# cultural deprivation what are the three types of capital Bourdieu identifies?

Answer 50

* cultural * economic * educational

Question 51

# cultural capital what does the term cultural capital refer to?

Answer 51

* the knowledge, attitudes, values, language, tastes and abilities of the middle class

Question 52

# cultural capital 3 ways cultural capital is acquired

Answer 52

* family background and social class * educational background and achievement * geographic location

Question 53

# cultural capital 3 effects of cultural capital

Answer 53

* economic advantage- power of signaling to others that you belong in their wealthier world through subtle social cues * social advantages- advantages relationships e.g. advice for a job and networks * reproduction of social inequality- conforming to the social structures, upholds the social structures. taught to behave in a certain way (difficult to move up the social ladder)

Question 54

# cultural capital why does possessing cultural capital give a child an advantage?

Answer 54

* through their socialisation, middle class children aquire the ability to grasp, analyse and express abstract ideas * more likely to develop intellectual interestsand an understanding of what the school education system requires for success * eventually being an acedemic advantage as schools admire these qualities and favour middle class culture

Question 55

# cultural capital why is a lack of cultural capital a disadvantage for a working class child?

Answer 55

* schools devalue their culture as "rough" and inferior * lack of cultural capital- exam failure * get the message "education isnt for them"

Question 56

# cultural capital how do educational, economic and cultural capital interlink with one another?

Answer 56

* middle class children- more likely to be equipped to meet demands of qualifications * wealthier parents- convert economic capital into educational capital (send kids to private school, tutoring etc...) * leech and campos study: middle class parents, more likely to be able to buy house in school catchment area ("selection by morgage") (drives up the cost of these houses)

Question 57

# cultural capital how did Alice Sullivan test Bourdieu's ideas?

Answer 57

* survey * questionnaires * 4 schools 465 students * to assess their cultural capital * asked them abou a range of activities, TV habits, reading and whether they visited art galleries, museums and theatres.

Question 58

# cultural capital what findings were produced from Alice Sullivans survey?

Answer 58

* those who read complex fiction and watches serious documentaries- greater cultural knowledge/ cultural capital wich were children of graduates and more likely to pass their GCSE's * however = despite class some children had the same cultural knowledge yet middle class students still performed better * - showing the greater middle class resources and aspirations are the reason for the gap in achievement

Question 59

# cultural deprivation what features may make it easier/ more difficult to research parental attitudes towards education

Answer 59

* parents may have poor personal experience with education so refuse to participate * parents may feel defensive about their role, e.g. when it comes to truancy/ their support * may see the questions as having a dig at them * gives parents an opportunity to talk freely about school