class differences Class

Question 1

Cultural capital

Answer 1

Behaviour attitude and cultural experiences that ensure that middle class children succeed in education (Bourdieu came up with this idea) 

Question 2

Hyman (1967)

Answer 2

working-class put less emphasis on education. Working class values ability stability and initiate economic benefit over status when choosing employment. Working class believe there are limited opportunities for personal achievement for themselves. They have “self-imposed barriers” between them selves and education

Question 3

Gewirtz (1995)

Answer 3

Parental choice impacts educational achievement. Looked at 14 schools in London. Lower class are less likely to find better schools. Middle class parents find the best schools for there children to go to have more choice going to a better school puts children in a ‘good’ position better education

Question 4

Privileged skilled workers

Answer 4

Mainly middle class profession, culture capital, good understanding of admission process (time to visits schools research options) economic capital afford to move children around transport.

Question 5

disconnected local choosers

Answer 5

working class with restricted economic/ cultural capital don’t grasp admission procedures less aware of choice more concerned with safety and quality than league tables limited funding restricted ability to travel

Question 6

Semi skilled choosers

Answer 6

Working-class conditions for children also find difficult to navigate rely on opinions of others frustrated at inability to get children into preferred schools

Question 7

Internal factors

External factors 

Answer 7

Factors within the education system like how teachers and people interact with each other

Factors outside the education system like Homelife family background why does society

Question 8

Middle class

Working-class

Answer 8

Non-manual occupations like doctors teachers managers business owners

Manual occupations skilled workers- plumbers semiskimmed- workers lorry drivers unskilled workers- cleaners

Question 9

Parents

Answer 9

Douglas- working-class parents put less emphasis on education therefore don’t push the children to be ambitious and take less interest in education parents visit the schools/parents evenings.

Leon feinstien- Parents own education is the most important factor affecting children’s education middle class better educated parents put their children an advantage.
Better educated parents have better income.

Question 10

working class subculture

Answer 10

a group who attitudes and values differ to those in mainstream culture
sugarmman- argues wc have 4 features that act as a barrier to education
fatalism (they have a fatalist Mentality believe they cannot do anything to change there situation) collectivism (I want to be part of a group rather than succeeding individually) Immediate gratification (Pleasure now rather than waiting for Quality rewards later) Primary time orientation (Present in the moment more important in future don’t have long term goals)
WC parents pass on beliefs through primary socialisation resulting in underachievement. WC jobs are less secure, have no career structure where individuals can advance,
MC jobs are more secure have more change to earn more, successful

Question 11

language

Answer 11

language quality impacts academic achievement achievement as it advantage those who use it lice MC as it is use in the education system. the way parents communicate with there children affects there intellectual development.school use MC culture like language, dress code and cultureal knoledge
Feinstine- high qualified parent use self praise wich improves self confidence. Came up with speech roles identifies how different backgrounds speech and language and terms they use.
restricted- WC limited vocab, short sentences
Elaborated code- MC more vocab, long complex sentences

Question 12

culture capital how it benifits MC Pirre Bourdieu

Answer 12

Emerged in the USA in the 1950s working-class underachievement due to their own deficiencies and the deficiencies of parents.

pirre Bourdieu- culture capital refers knowledge, attitude, values, language, tastes and abilities of MC. MC culture is a capital as it gives them an advantage. MC children are socialised to abstract ideas and experiences. therefore they are more likely to understand the education system and succeed.

criticisms functionalists say education is meritocratic

Question 13

who tested the ideas of Bourdieu

Answer 13

sullivan- conducting a survey on 465 pupils across four different schools. student with higer culture capital at home archive better in education. But culture capital isn’t the only impact. the children who did best were mc children of graduates

Question 14

culture capital in WC

Answer 14

education is now equal favours dominant MC. WC feels school devalues there culture as rough and inferior there lack of culture capital leads to exam failure. WC get the message education is not for them so truant and dont put effort into there education. school use MC culture like language, dress code and cultural knowledge This means WC will be at a disadvatange to MC as they have less culture capital

Question 15

how they over came cultural depravation

Answer 15

sure start- introduced by new labour government plan to tackle child poverty and social exclusion of children in deprived ares. brought in a range of services to support families by enhancing development and life changes os children under 5. health services, parenting support, early learning. The funding was taken out of this by Tori government (conservative) but has been proven to be effective.
Education action zones- introduced by labour 11998. brought together a group of schools with parents, community groups and small businesses and aimed to attract sponsorships and investments from the private sector. wasn’t a good policy as there weren’t very may sponsorships and archived disappointing achievements.

Question 16

Education triage

Answer 16

this is a type of sorting. schools categorizes pupiles in 3 types:
1. those who are guaranteed to pass left to get on with it
2. those with potential to pass will be helped to get a C/ better
3. hopeless doomed to fauile
teachers do this based on stereotypes WC are hopeless cases this creates a self fulfilling prophecy and failure.

Question 17

Gillborn and Youdell like between steaming and league tables

Answer 17

Gillbon and youduell linked streaming to policies. (exam league tables) schools need to be high on the league table to attract students and get funding. Gillbon and youduell said this lead to A-C economy schools focus on student they though had potential to get 5 c grades in order to boost there position on the league table.

Question 18

streaming and the A-C economy
Gillborn and Youdell study

Answer 18

Gillborn and Youduell- studys 2 secondary schools in London. studied how teacher steorytipes lead to them deciding on wich stream to put them in. less likely to see WC/ black student as high ability put them in lower stream and entered for lower tire GCSES. this denys them knowledge, opportunity stopping them from getting good grades

Question 19

streaming high stream

supported by Douglas

Answer 19

MC beinfit from streaming as they are likely to be place in high streams as they are perceived as ideal students. the develop a positive self image gain confidence work hard to improve grad.
douglas- found children in high stream age 8 had improved there IQ score by age 11

Question 20

streaming low stream
supported by Douglas

Answer 20

separating children into diffrent ability grops or classes.
beck- teacher do not see wc children as the ideal pupile they think they lack ability and have low expectations of them. therefore more like to be put in lower streams. once streams it hard for pupils to move up. students in low streams get the message they have been given up on by there teachers they dont try and then do achieve
dougiasi found children placed in lower streams at age 8 had suffered a decline in there IQ score by age 11

Question 21

‘Nike’ identities

Answer 21

Symbolic violence leads the wc to
find alternative ways of creating self-worth, status and value.
They do this by creating a class identity by wearing brands such as Nike
Not only do they ‘get the message’
that education is not for the likes of them, but they actively choose to reject it because it does not fit in with their identity or way of life.

Question 22

Class identities
how they present them selves

Archer (2010)

Answer 22

The school devalues the WC habitus, so that WC pupils’ tastes like clothing, appearance and accent are seen as tasteless and worthless.
Archer (2010) found that WC pupils felt that to be successful in education, they would have to change how they talked and presented themselves. They felt unable to access ‘posh’, MC spaces such as uni and professional career, which were seen as ‘not
for the likes of us’.

Question 23

Hargreaves (1967)

support subcultures

Answer 23

Boys in lower streams were triple
failures: they had failed their 11+ exam; been placed in low streams; and they had been labelled as ‘worthless louts’.

Question 24

Subcultures

Answer 24

pro-school subculture- Pupils placed in high streams (largely middle
class) tend to remain committed to the values of the school.
anti-school subculture- Pupils placed in low stream (tend to be WC)
suffer a loss of self-esteem: School has undermined their self-worth by placing them in a position of inferior

Question 25

Class identities
MC/ WC habitus
Bourdieu

Answer 25

Because schools have a MC habitus (ways of thinking, being and acting that are shared by a particular social class.) pupils who have been socialised at home into middle class tastes and preferences gain ‘symbolic capital’ or status. Pupils are recognised to have value

Bourdieu calls this withholding of symbolic capital ‘symbolic violence’. This keeps the lower classes ‘in their place’. As there is a clash between
WC pupils’ habitus and the school’s MC habitus WC pupils may experience the world of education as different to what there use to

Question 26

Phymolion effect.
robert rosenthan

Answer 26

the operation on the pylone effect is similar to that of the pylon effect.
1. others beliefs about us shapes there conduct towards us
2.there conduct towards us influences our balifes about ourselves
3.there belief in turn impact our actions towards other
4.our actions towards others influence their beliefs about us thereby retrying to the initial stage

Question 27

The self fulfilling prophecy

Answer 27

1. teachers labeled pupiles as being more intelligent and makes predictions about them.
   2.teacher treat pupiles according as if they predictions are true
   3.student internalises the teachers expectations and this becomes part of there self concept and they become the pupil the teacher thought they would be in the first place

Question 28

Ray rist (1970)
how teachers base judgment on home life and appearance

Answer 28

-american kinderyten study.
-teacher used back-group information about children home life and appearance to seat them differently.
-fast learners tigers were mc and of clean appearance were sat close to the teacher
-the cardinals and clowns were at further away. likely to be wc. weren’t encouraged to read individually and given lower level books to read

Question 29

labelling-

Answer 29

to attach a meaning or definition to someone. teachers label students based on stereotypes about classes. wc- negative labelling. mc- positive labelling.
By looking at ethnic differences in achievement, interactionists focus on different labels teachers give to children from different ethnic backgrounds. Studies show that teachers often see black and asian pupils as being far from “the ideal pupil”.

Question 30

reasurch of labelling

Answer 30

becker- interviewed 60 Chicago school teachers they judged pupiles by close there were ti the ideal pupile. they work conduct, appearance were key factors in influencing there judgment. MC were closer to there ideal pupile and wc were further.

Hempel jorgense- notatons vary deppening on the major social class in school. in largely wc school where there was bad disciple a ideal pupil was obedient and quite children where defined by behaviour nor ability. In MC predominate school the ideal pupile was based on personality and academic ability rather than bad behaviour as it wasn’t as bit of an issue

Question 31

Dunne and Gazeley 2008
how tecahers see WC

Answer 31

-interviewed 9 state secondary schools and found teachers normalise the underachieve of wc pupiles but believe they they could do something about underachievement in mc
-teacher had attitudes about children home life. WC parents uninterested MC support childs education
-this lead to teacher setting extra work for underachieving MC children and entering wc for easier exams