class differences in achievement -external factors Flashcards
nationwide study by the centre of longitudinal studies (2007)
by the age of 3 children from disadvantaged home are one year behind the privileged
gap widens with age
statistics of those attending private school and then attending Oxbridge
7% - private school
almost half of oxbridge students
Sutton trust (2011)
over 3 years 1,300 state schools send 0 pupils to Oxbridge
Eton alone sent 211 to Oxbridge
what is cultural equipment
language, self-discipline +reasoning skills
what is Hubbs - Tait et al view on language and cognitive development
(Feinstein + educated)parents use language that challenges an evaluation of own understanding - cognitive performance increases
Bereiter and Englemann view of the quality of WC language
WC lang = deficient, ungrammatical, communication is in gestures
WC children fail to take advantage of opportunities bcs cannot explain + analyse adequately
speech codes
elaborated + restricted code
berstein
why is early socialisation of elaborated code an advantaged to the MC
when MC enter school, they feel at ‘home’ whereas WC feel excluded
elaborated code - textbooks, teacher language, exam Qs
= misunderstanding
what does Bernstein recognise between the school its influence of developing WC achievement
unlike cultural deprivation theorists Bernstein recognises school, not just home affect achievement. WC fail not because culturally deprived but because school fails to teach elaborated code
what does Douglas state about WC parents and their involvement in school, what is the effect?
WC parent = place less value on education, less encouragement. attended less parent meetings
WC children then lack ambition + motivation
Feinstein’s 4 advantages of how educated parents better socialise
- parenting style = (MC) constant discipline + high discipline. (WC) harsh, ‘doing as told’ leads to problems of interacting with teachers
- parents educational behaviours - more learning, teaching letter, rhymes,
- use of income - buy educational toys that build reasoning skills + nutrition
parents own education - even if WC , educated parents can socialise children in the MC culture they learned at school.
what did Bernstein and Young find about MC parents and how they use their income
MC more likely to buy educational books toys, activities that stimulate intellectual development
who talks about subcultures and what are the aspects on WC subcultures
Sugarman
fatalism - negative
collectivism - family is more important
immediate gratification - seeking pleasure rather than making sacrifices
present - time orientation - present more important than future. avoid long term goals
why do WC subcultures exist
MC jobs are secure offering prospects for individual advancement, encourages ambition + willingness to invest time
WC - jobs have no structure, no advancement so less willingness to invest time (fatalism they believe they are getting a low WC job)
how are WC class subcultures passed on
through primary socialisation
what is a subculture
a group whose attitudes and values differ from the mainstream culture
what does compensatory education tackle and do
intervene in early socialisation process to compensate for the deprivation they experience at home
-operation head start 1960’s - includes parenting skills, home visits by educational psychologists, nursey class
what does this sociologist say about cultural deprivation being a victim - blaming explanation
Keddie - dismisses failure from being culturally deprived
you cannot be culturally deprived, only culturally different, fail due to domination of MC values
what sociologists criticize Beretier and Engelmanns view of WC language being the problem
Troyna + Williams - problem is not WC lang but teachers attitudes to it
teachers create a hierarchy from MC, WC + black speech
criticism of Douglas of WC parents being disinterested
Mortimore + Blackstone - WC parents attend less parents meetings + lack of interest because days are dominated by low paid labour
they cannot make time for childs education
department for education (2012) FSM achievement
1/3 eligible for FSM gained 5 A* - C grades, against 2/3 of other pupils not FSM
deprived schools locations
90% of deprived schools in deprived areas
Flaherty on young children’s attendance
money problems significant in younger children’s attendance
how does poor housing affect education of WC (4)
- overcrowding - homework, studying + lack of sleep from sharing bedrooms
- lack of space leads to lack of exploration + play for young children
- temporary accommodation - leads to moving frequently so a disrupted education
-poor housing - health affected by mold + accidents = absences
