class differences in achievement Flashcards

Question

# W/C subcultures, internalises How do w/c kids pick these values?

Answer 1

They internalise the beliefs and values of their subculture through socialisation process and this results in them underachieving

Answer 2

- Parents pass on values of their class to their children through primary socialisation - m/c values equip children for success - w/c values fail to do so

Answer 3

Tackle the problem of C.D by providing extra resources to schools and communities in deprived areas

Answer 4

Socialisation process to compensate children for the deprivation they experience at home, e.g. the US operation head start

Answer 5

* A multi-billion dollar scheme of preschool education in poorer education in poorer areas introduced in the 1960's * Included improving parenting skills, setting up nursery classes and home visits by educated psychologists

Answer 6

* The TV show Sesame street = part of Head start, proving a means of values, attitudes and skills needed for educational success like importance of punctuality, numeracy and literacy skills * Several C.E programmes like educational priority areas, education action zone, sure start nationwide programmes aimed at pre-school children and their parents

Answer 7

* C.D is a victim blaming myth * W/C kids are culturally different not deprived * The ed. system puts them at a disadvantage by adopting m/c values schools should challenge teachers' anti-w'c prejudices

Answer 8

* The problem isnt childens langanguage but the schools attitudes towards it * Teacher's have speech hierarchy - they lavel speech as highest, followed by wc speech and lastly black speech * Argues against Bernstein

Answer 9

W/c parents are interested but they work longer and less regular hours and have little time to attend parents evening. They also put off by schools m/c culture

Answer 10

Lacking material necessities such as adequate housing and income

Answer 11

1. Housing 2. Diet and health 3. Financia support and costs of education 4. Fear of debt

Answer 12

1. **Overcrowding** --> Dont have enough space to study, unable to focus. A03: afterschool clubs, libraries, government can find alt. housing. Pupil Premium 2. **Damp and cold** --> Illness, more absenses from school A03: free healthcare, kids elegible for FSM 3. **Temporary accomodation** --> multiple disruption, moving from schools to schools, unstable A03: Interventions to catch up, gov. give families benefits like univeral credit, pupil premium Leads to lack of achievement and failure in schools

Answer 13

1. Young people from poorer homes have low intakes of energy, vitamins and minerals 2. Poor nutrition affects health e.g. weakening immune system and lowinf energy levels = more absenses due to illnesses and difficult concentrating in class = lower grades 3. FSM, Gov. inititives like breaktime snacks provided by the gov like fruit, raisins

Answer 14

1. Found in 10Y/O, the lower the social class, the higher rate of hperactivity anxiety and conduct disorder 2. which will likely negatively affect a child's education 3. NHS System, counsilors and mentors in schools, therapists

Answer 15

1. Kids in low income families were more likely to engage in 'externalising' behaviour (fighting, temper tantrums) 2. disrupt their schooling, lack of focus = falling behind and gaps of knowledge 3. Some children from poor families do very well – so this is only part of the reason. & Feinstein: educated parents contribute well to a child’s education, regardless of class.

Answer 16

1. Kids from poor backgrounds have to do w/o equipment and miss out on experiences that have to do with their educational success ' the cost of free schooling' 2. lack of resources = missing out on important things e.g. not being able to afford the textbook needed for that subject = dont do as well in exams 3. Gov funding like bursaries, pupil premium, staggered payment

Answer 17

1. cost of material items place a heavy burden on poor families (transport, uniforms, books, computers, sports and music equipment etc.) 2. mean they have to use second hand or cheaper unfashionable equipment which may lead to being isolated, stigmatised or bullied. For many children suitable clothes are essential for self-esteem and fitting in. 3. PP for certain students

Answer 18

1. Having second hand things or having unfashionable equipment can lead to bullying and stigmatisation 2. Leads to unfocused concentration as they are worried about what others think 3. No one would know if they had FSM unless it's explicitly said

Answer 19

1. w/c students are more unwilling to get into debt – this stops them from going to university 2. This worsened due to the £9000 per yeat tuition fees since 2012- continues to rise/ w/c students recieve less support from family, only 30% of uni kids are w/c and w/c are 50% of the population 3. bursaries/ scholarships by gov and uni's

Answer 20

1. w/c students more likely to apply to local universities to cut costs, more likely to have to work part-time to fund studies making it more difficult to higher class degrees. 2. Less time to focus on their fegree when juggling a job= reduce focus and chance of getting a top-class degree 3. maintenance loan and bursaries

Answer 21

1. London Metropolitan university has 16.6% drop put rate but only 1.5% at Oxford where nearly half the students come from private schools. 2. leavinf school earlier w/o a degree means they dont have a higher level of education like the m/c 3. apprenticeships and courses = more accessible

Answer 22

1. Only 30% of university students are w/c (50% of population is WC) 2. cant afford uni and dont have help themselves through uni --> might get a part time job or not go at all 3. bursaries or scholarships

Answer 23

1. Watching documentaries, it is educational as it is not compulsory to watch, expands knowledge, e.g planet earth helps with science 2. educational visits, adapt the students knowledge and understanding ideas covered in schools. museums = history 3. Holidays, understand culture and tradition can help with subjects like geography and sociology

Answer 24

Argues that both cultural and material factors contribute to educational achievement * Economic capital * education capital * cultural capital (m/c generally have more of all three types of capital)

Answer 25

* speaking about the knowledge, attitudes, values, language, tastes and abilities of the middle class. * MC culture as a type of capital because like wealth if you have it, you are at an advantage

Answer 26

* Like Bernstein, he argues that through their socialisation, middle-class children learn the ability to analyse and express abstract ideas. * They are more likely to develop intellectual interests and an understanding of what the education system requires for success. * m/c **habitus** (cultural framework – knowledge, values, attitudes) is the same as the school’s habitus so they settle into education easily.

Answer 27

* Culture Capital gives MC children an advantage in school, because these abilities and interests are highly valued and rewarded with qualifications. * This is because according to Bourdieu the education system is not neutral but favours and passes on the dominant MC culture. * On the other hand, WC children find that school devalues their culture as ‘rough’ and ‘inferior’. * Their lack of culture capital leads to exam failure. * Many WC students also get the message education is not for them and respond by not trying, truanting or leaving early.

Answer 28

can be turned into one another.

Answer 29

* For example, Middle class children with culture capital are better prepared to meet the demands of the school curriculum and gain qualifications. * Similarly, wealthier parents can turn their economic capital into educational capital by sending their children to private schools and paying for extra tuition.

Answer 30

* As Leech and Campos (2003) study of Coventry shows MC parents are more likely to be able to afford houses in a catchment area of a school that is highly placed in the exam league tables. * This is known as ‘selection by mortgage’ because it drives up the cost of houses near successful schools and this excludes WC families.

Answer 31

1. Questionnaires to conduct a survey of 465 pupils in four schools. To assess their cultural capital she asked them about a range of activities like TV habits, visiting art galleries, museum and theatres etc. and tested their vocabulary and knowledge of cultural figures. 2. pupils with greatest cultural capital were children of graduates. They were more likely to be successful at GCSE.

Answer 32

However, cultural capital only accounted for part of the class difference in achievement. M/c pupils did better than w/c with the same cultural capital – so greater resources and aspirations also have a part to play.

Answer 33

1. The teacher labels the pupil 2. The teacher treats the pupil as if their predictions they made are already true 3. The pupil internalises the teacher's expectation which becomes part of thier image, so the pupil becomes the kind that the teacher belived them to be in the first place 4. If the predictions positive, they will be challenged and suceed, negatively, the pupil lacks confidence and will fail in their exams

Answer 34

Study in a chicago high school, interviewed 60 teachers --> found that they judged students on how well they fit the 'ideal' pupil sterotype. m/c seen as ideal pupil. w/c seen the furthest from the idea

Answer 35

Interviews in 9 english s.s.s, the way teachers explain and deal with underachivement creates class diff. in levels of achivement, teachers assume w/c do worse because of the labels teachers give them. they see this as normal and do little about it, teachers treat them differently and are entered into easier exams because they are percieved as underachivers. opposite for m/c

Answer 36

obersvational study, in prim. schools, childrens background , appearance were used to place them in diff. seatings and groups, m/c = tidy and neat = sit on tables closer to the teacher = fast learners and labelled as tigers w/c = less able, labelled as cardinals and clowns = low ability, given low level books e.g. reading as a group and not individually

Answer 37

- self negating/ rejecting prophecy = students reject the label and dont follow or conform with it - dont always have to be negative because if they're doing well, the teacher thinks theyre doing well = boostinf achievement - studens given attention when wanted - not all teachers are the same

Answer 38

* kids placed in lower streams at 8Y/O suffered a decline in their IQ by the age 11 * by contrast, m/c pupils tend to benefit from streaming * they're more likey to be placed in higher streams, reflecting their teacher's view of them as ideal pupils * as a result, theyve developed a more positive self concept, gain confidence , work harder and impove their grades * he found that kids placed at a higher stream aged 8 had impoved their IQ score by 11 years old

Answer 39

Studied 2 London secondary schools, teachers used sterotypical notions of 'ability' to stream pupils - found that teachers were less likely ti see w/c as having the ability to succeed. Found that this impacted them to be in lower streams and entered for lower tiers in GCSES - this then denies the knowledge and opportunities needed to gain good grades and widene gaps in achievement

Answer 40

* To the policy of publishing exam league tabels * rank each schools according to its exam performance * attract pupils and funding * A-C economy in schools

Answer 41

System where schools focus their time , effort and resouces on those pupils they see as having to get a 5 grade c's and so boost the schools league table position

Answer 42

* decide through the process called the education triage

Answer 43

* those who will pass anyway and can be left to get on with it * those with potential to pass who will be helped to get a grade c or better * hopeless casses that are doomed to fail

Answer 44

sterotypes - the view of w/c and b;ack pupils lacking ability

Answer 45

'warehoused' at the bottom set - produces a SFP and failure

Answer 46

need to gain a good league table position drives educational triage

Answer 47

used to segregate them into lower streams where they recieve less support and resources - resulting in lower levels of w/c achievement

Answer 48

marketisation policies

Answer 49

When a group of people share similar valuea and behaviour patterns happens because they often emerge as a response to the way pupils have been labelled particularyly a reaction to streaming

Answer 50

1. differentiation = process od teachers catagorising students according to what they percieve their ability , attitude and behaviour, 'less able' and lower sets --> form of streaming becuase theyr catagorise pupils into seperate classes 2. polarisation = 'more able' and given high status by being placed into higher streams --> process of how pupils respond to the streams by mobing towards 1/2 opposite poles

Answer 51

streaming polarised boys into a pro school subculture ad anti school subculture

Answer 52

* pupils placed in higher streams tend to remain committed to school values * they gain status in the approved manner through academic success * their values are those of the school- they tend to form pro subculture

Answer 53

* those placed in lower streams suffer loss of self esteem - the school has undrminded the self- worth by placing them into an inferior postion and status * this label of failure pushes them to search for alt. ways of gaining status, usually involes going against school values , hard work, obiedience and puctuality * these pupils join anti school subculture as a means of gaining status amongst peers e.g. by not listening to teachers * this is linked closely to the SFP of educational failure - lacey

Answer 54

Found a similar response to labelling and streaming in a secondary modern school 1. failed 11+ exams 2. they had been placed in low streams 3. they had been labelled as 'worthless louts'

Answer 55

* Were to create a group within which high status went to those who flouted the school's rules * helped guarantee their educational failure SFP

Answer 56

beachside comprehensive schools that was in the process of abolishing banding, in favour of mixed ability groups, banding has caused polarisation as decribed by lacey

Answer 57

- when the school abolished the banding, the reason to join anti school sub. was removed so the influence of that declined - even though pupil polarisation basically disappeared, after this differentiation continued - teacher's continued to catagorise studens differently and were more likely to label m/c as coperative and able - this posive label reflected better exam results -SFP happend

Answer 58

class inequalities can continue as a result of teachers labelling even w/o the effect of subcultures and streaming

Answer 59

after the education reform act in 1988, creating opportunities for schools and teachers to differentiate based on class. ethnicity, gender and treat them inequally as seen in Gilborn and Youdells study

Answer 60

1. ingratiation - being the teachers pet 2. ritualism - going though the motions and staying out of trouble 3. retreatism - daydreaming and mucking about 4. rebellion - outright rejection of everything the school stands for

Answer 61

pupils arent committed permanently to anyone response, but may move between different types of responses acting differently in lessons with different teachers

Answer 62

1. useful to show that schools arent neutral institutions, interactions within schools can create class inequalities 2. labelling theory is deterministic- assumes students have no choice but mary fullers study shows contary 3. marxists crit. labelling thoery for ignoring wider structures of power within which labelling take place - doesnt see why teachers label, labelling isnt simply teachers individual prejudice but stems from the fact that they work in a system that responds to class divisions

Answer 63

W/C pupil identities interacting with school produces under achievement . she used Bourdieu's concepts of capital habitus to explain this.

Answer 64

learned / 'taken for granted' ways of thinking and acting that is shared by a particular social class. Includes- their tastes about lifestyles, their outlook on life and their expectations about what is normal/ realistic for 'people like us'

Answer 65

as a response to it's position in the social structure.

Answer 66

a social classes habitus isn't naturally better than another. HOWEVER, the m/c has the power to define its habitus as superior and to impose it on the education system

Answer 67

The school puts a higher value on m/c tastes, this gives m/c pupils an advantage , white w/c culture is regarded as inferior.

Answer 68

because schools have a m/c habitus, pupils who have been socialised at home into m/c tastes and preferences gain symbolic capitalism

Answer 69

* they gain status and recognition from the school and are deemed to have worth/value * schools devalue the w/c habitus so that the w/c pupils tastes e.g. clothing, appearance and accent are deemed to be tastless and worthless

Answer 70

by the school not giving this the symbolic capital to the w/c links to symbolic v. by bourdieu leads to w/c and their tastes and lifestyles as inferior. S.V reproduces the class structure and keeps the lower classes 'in their place'

Answer 71

keeps w/c in their place. as w/c students feel alienated and unable to access m/c spaces like univeristy and professional careers

Answer 72

w/c pupils felt that to be educationally sucessful, they would have to change how they presented/talked themselves

Answer 73

often experienced as a process of 'losing yourself' they felt unable to access 'posh' , m/c spaces such as uni and professional careers = seen as 'not for the likes of us'

Answer 74

w/c pupils experience s.v. when their class identity interacts with the m/c habitus in schools contructs meaningful class identities as a way of creating self worth , status and value

Answer 75

heavily investing in 'styles' especially through branded clothes like 'nike' as an alt. to educational sucess as a way of earning status amongst their peers. pupils identities were strongly gendered females opted a hyper hetrosexual feminine style

Answer 76

through these style performances that are heavily policed by peer groups, and although deemed as tasteless among their m/c peers, with the right appearance, w/c pupils are able to earn s.c and approval from their m/c peers = brought safety from bullying

Answer 77

'social suicide'

Answer 78

conflict with the school habitus, the schools m/c habitus stigmatises w/c pupils' identities as schools oppose 'street styles' as showing 'bad taste' or even a threat , so teachers more likely to negatively label students who wear branded clothes

Answer 79

w/c pupils rejection of higher education which they saw as both unrealistic and undesirable unrealistic - because it wasnt for 'people like us' but for riches and posher people, and they wouldnt fir in . seen as unafforadable and risky investment. undesirable - not suit their preference or lifetyle/habitus e.g. they didnt want to live on a student loan - they wouldnt be able to afford the street style that gave them their identity

Answer 80

the relationship with wc identities and educational failure link to ingram

Answer 81

- 2 groups of w/c catholic boys from the same gifhly deprived neighbourhood in belfast - 1 group has passed the 11+ exam and gone yo a grammar school while the others had failed and gone to their local secondary school

Answer 82

The grammar school had a strong m/c habitus of high expectations and academic achievement , while the secondary school had a habitus of low expectations of its underachieving pupils

Answer 83

1. having w/c identity was inseparable from belonging to wc locality 2. neighbourhoods' dense network of familys and friends were a key part of the boys' habitus. it have them an intense feeling of belonging 3. street culture and branded sportwear were a key part of the boys' habitus and sense of identity --> as in archers study 4. w/c communities place greater emphasis on conformity. the boys had experienced a great pressure to 'fit in' this was particulary a problem for the grammar school boys 5. these boys experienced a tension between their habirus of their w/c habitus and that of their m/c school

Answer 84

w/c young peopple are going to uni

Answer 85

here the clash between w/c identity and the habitus of the higher education act as a barrier to sucess. this is partly due to self exclusion

Answer 86

* 21 w/c girls from south london comprehensive school studying their a-levek were reluctant ti apply to elite unis like oxbridge as they feared not fitting in * like archer and igrams study, evans also found that the girls had a strong attachmetn to their activity

Answer 87

self exlusion from elite unis narrows the options of many w/c pupils and limits their sucess

Answer 88

w/c people thubk places like oxbridge isnt for them , thinking like this becomes part of their identities and leads w/c students excluding themselves from elite unis

Answer 89

patterns of m/c ed. system that devalues the experience and choices of w/c people as worthless and inappropriate leads to w/c pupils often forced to chose between maintaining their w/c identity / abdonding them and conforming to the m/c habitus of ed. in order to succeed.

Answer 90

The teacher labels a pupil (e.g. as being very intelligent or as dumb and based on this makes predictions about him/her (e.g. he will make outstanding academic progress).

Answer 91

The teacher treats the pupils accordingly, acting as if the prediction is already true (e.g. by giving him/her more attention and expecting a higher standard of work from him/her or by not expecting good answer and challenging the student..

Answer 92

The pupil internalises the teacher’s expectation, which becomes part of his self-concept or image, so that he now actually becomes the kind of pupil the teacher believed him to be in the first place.

Answer 93

The pupil labelled positively gains confidence, tries harder and is successful, and the pupil labelled negatively lacks confidence and fails to do well in their exams. The prediction is fulfilling: the self- fulfilling prophecy

Answer 94

* Becker did a study in a Chicago high school he interviewed 60 school teachers and found that they judged students on how well they fit the ‘ideal pupil’ stereotype * Pupils’ were judged according to their behaviour, work and appearance. Working class children were the furthest from this ideal pupil and seen as badly behaved whereas M/C were seen as closer to the ideal pupil

Answer 95

* It is deterministic because it assumes that pupils do not have free will to reject the label given by their teachers. For example, a working-class student might want to work harder to prove their teacher wrong. * Different teachers may have different notions of the ideal pupil. Meaning this might not be just based on social class as Becker claims.

Answer 96

* teachers do not usually see working class students as ideal pupils. They tend to see them as lacking ability and have low expectations of them. As a result, WC are more likely to be placed into lower streams * Once streamed it is difficult to move to a higher stream. Children ‘get the message’ that their teachers have written them off as no-hopers. * students live up to their teachers' low expectations by underachieving.

Answer 97

* Douglas found that children placed in a lower stream at age 8 had suffered a decline in their IQ score by age 11. * By contrast, MC pupils tend to benefit from streaming. * They are more likely to be placed in higher streams, reflecting teachers’ view of them as ideal pupils. * As a result, they develop a more positive self-concept, gain confidence, work harder and improve their grades. * He found that children placed at a higher stream aged 8 had improved their IQ score by 11.

Answer 98

* studied two London secondary schools * They found teachers use stereotypical notions of ‘ability’ to stream pupils. * And found that teachers are less likely to see working class (and black) pupils as having the ability. * As a result, these pupils were more likely to be put into lower streams and entered for lower tier GCSE. * This denies them the knowledge and opportunity needed to gain good grades and widen the class gap in achievement.

Answer 99

* rank each school according to its exam performance – for example in terms of the percentage of pupils gaining 5 or more A* to C. * Schools need to achieve a good league table position if they are to attract pupils and funding. * Publishing league tables creates what G&Y call an ‘A to C economy’ in schools. * This is a system where schools focus their time, effort and resources on those pupils they see as having the potential to get 5 grade Cs and so boost the schools league table position

Answer 100

* teachers decide through the process they call ‘the education triage’. * 'sorting' 1. those who will pass anyway and can be left to get on with it 2 those with potential to pass who will be helped to get a grade C or better 3 Hopeless cases that are doomed to fail

Answer 101

* using a stereotypical view of WC (and black) pupils as lacking ability. * So, they are likely to be labelled as ‘hopeless cases’ and simply ‘warehoused’ at the bottom set. This produces a SFP and failure . * The need to gain a good league table position drives educational triage. 1. Teachers' beliefs about the lack of ability of the WC is used to segregate them into lower streams where they receive less support and resources. This results in low levels of achievement in the WC. * Marketisation policies (such as league tables) affect the educational triage that produces class differences in achievement

Answer 102

* A pupil subculture is when a group of pupils share similar values and behaviour patterns. * These pupil subcultures often emerge as a response to the way pupils have been labelled particularly a reaction to streaming.

Answer 103

1. Differentiation is the process of teachers categorising students according to what they perceive their ability, attitude and behaviour. 2. Streaming is a form of differentiation because it categorises pupils into separate classes. Those who are deemed as ‘more able’ and given high status by being placed in the higher stream and those who are deemed as ‘less able’ and put into a lower stream and given an inferior status. 3. how the pupil responds to the streams by moving towards one or two opposite poles

Answer 104

Hightown boys' grammar school, he found that streaming polarised boys into a pro-school subculture and anti-school subculture.

Answer 105

1. Pupils placed in higher streams (mainly middle class) tend to remain committed to school values. 2. They gain status in the approved manner, through academic success. 3. Their values are those of the school: They tend to form pro-school subcultures

Answer 106

1. Those placed in low streams (mainly WC) suffer a loss of self-esteem: The school has undermined their self-worth by placing them into an inferior position and status. 2. This label of failure pushes them to search for alternative ways of gaining status. Usually this involves going against school values, hard work, obedience and punctuality. 3. These pupils join anti-school subculture as a means of gaining status among their peers, for example by not listening to a teacher, truanting, not doing homework and smoking. * According to Lacey- joining an anti-school subculture is likely to lead to the SFP of educational failure.

Answer 107

* Found a similar response to labelling and streaming in a secondary modern school. 1 They failed their 11+ exam 2 They had been placed in low streams 3 They had been labelled as ‘worthless louts’ * A solution to this status problem for these pupils were to create a group within which high status went to those who flouted the schools' rules. Joining this anti-school subculture had helped guarantee their educational failure (SFP).

Answer 108

* studied Beachside comprehensive school that was in the process of abolishing banding (type of streaming) in favour of mixed ability groups. Banding had caused polarisation as described by Lacey * Ball found when the school abolished the banding the reason to join anti-school subcultures was removed so the influence of anti-school subcultures declined. Even though pupil polarisation basically disappeared after this differentiation continued Teachers continued to categorise students differently and were more likely to label MC as as cooperative and able. This positive label was reflected in better exam results – SFP happened. * class inequalities can continue as a result of teachers labelling even without the effect of subcultures or streaming. * after the education reform act in 1988 creating opportunities for schools and teachers to differentiate based on class/ethnicity/ gender and treat them unequally as seen in Gillborn and Youdell 2001 study.

Answer 109

* Argues other resoinses are possible 1. Ingratiation: Being teacher’s pet 2. Ritualism: Going through the motions and staying out of trouble 3. Retreatism: Daydreaming and mucking about 4. Rebellion: Outright rejection of everything the school stands for

Answer 110

pupils are not committed permanently to any one response, but may move between different types of responses, acting differently in lessons with different teachers

Answer 111

1. Useful to show that schools are not neutral institutions – interactions within schools can create class inequalities 2. Labelling theory is deterministic – assumes students have no choice. But Mary Fuller’s study shows contrary (we will look into this next topic). 3. Marxists criticise labelling theory for ignoring wider structures of power within which labelling takes place. Doesn’t explain why teachers label – labelling is not simply teacher’s individual prejudice but stems from the fact that they work in a system that reproduces class divisions.