Class Differences In Achievement (EXTERNAL) Flashcards
(20 cards)
What is an internal factor?
Factors within schools and the education system e.g interactions
What is an external factor?
Factors outside of the education system e.g family background or wider society
Define cultural deprivation with examples
Working class: less money, public schools, cannot move to good catchment areas, lacking basic experiences. E.g going to a park
Cultural capital definition
Knowledge of how the education system works so you can benefit your family
E.g scholarships, Role models, choosing schools
Cultural Deprivation - Working class subcultures 4 key features
Cultural deprivation theorists- WC have differed goals beliefs and attitudes from the rest of society, this is why the fail at school:
SUGARMAN (1970)
- Fatalism = nothing you can do to change your status (external LOC)
- Collectivism = value being part of a group over succeeding as an individual
- Immediate gratification = seeking pleasure now rather than making sacrifices for bigger rewards in future
- Present-time orientation = seeing present as more important than future no long term goals or plans
Cultural deprivation - How is WC subculture passed on?
Cultural deprivation theorists e.g SUGARMAN believe- WC parents pass on these beliefs to their children via primary socialisation, leading to internalisation
Stems from:
MC jobs are secure careers offering prospects for continuous individual advancement- encourages ambition
Cultural deprivation - Language
The way parents communicate with their children is essential for their cognitive development and ability to benefit from schooling.
HUBBS TAIT ET AL- when parents use language that challenges children to evaluate their own understanding, cognitive performance improves.
WC families are deficient, fail to develop necessary language skills for educational success
Cultural deprivation - Speech codes
BERNSTEIN- identifies differences between WC and MC language that influences achievement:
Restricted code= limited vocabulary, short unfinished sentences, grammatically simple sentences. CONTEXT BOUND, speaker assumes listener shares the same experiences
Elaborated code= wider vocab, longer, grammatically complex sentences, abstract ideas. CONTEXT FREE, using language to spell out their meanings explicitly.
Put MC children at advantage and WC at disadvantage
Cultural deprivation - Parents’ education
Cultural deprivation theorists argue parents attitudes to education is key factor affecting their children’s achievement.
DOUGLAS study = concluded WC parents placed less value on eduaction, as a result: not ambitious for their children, took less interest in their education, visited schools less often, less likely to discuss their child’s progress with teachers.
Cultural deprivation - Parenting style
Parents with higher qualifications emphasise consistent discipline with higher expectations for their children, encouraging exploration and active learning. FURTHERMORE they are more aware of what is needed to assist their children’s educational progress.
CONTRAST - parents with fewer qualifications are more likely to apply harsh + inconsistent discipline. FEINSTEIN believes this prevents the child from learning independence and self control leading to poorer motivation and problems with interactions with teachers.
Criticisms of Cultural deprivation theory
VICTIM BLAMING - deficit view that blames victims for their own failure, lacking cultural qualities needed for success BUT it ignores inequalities in education system and society which are to blame for underachievement
DIFFERENT, NOT DEPRIVED - KEDDIE (1973) points out that child, cannot be deprived of its own culture + argues that WC children are simply culturally different not deprived. They fail due to the eduaction system being dominated by MC values
LABELLING - negative label itself creates a self fulfilling prophecy leading to educational failure when applied by teachers to those who are culturally deprived’ (WC)
PARENTAL INTEREST- critics reject view that WC parents are uninterested. EVANS notes most want their children to do well in school, because they know it leads to a better job.
What is material deprivation?
Poverty and lack of necessities such as adequate housing and income
E.g eligibility for FSM
Material deprivation- housing issues
Indirect and Direct effects:
Poor housing conditions can make it difficult for the child to study,
-DIRECT EFFECTS=
-overcrowding-less room for educational activities
-disturbed sleep from sharing rooms/beds.
-constant changes of school disrupting education
-INDIRECT EFFECTS =
-child’s health and welfare
-infections and accidents causing absences
-greater risk of accidents
-illness from cold/damp housing
Material deprivation - Diet and Health
HOWARD (2001) - poorer homes have lower intake of energy and vitamins and minerals.
Consequences of this:
- weakening immune system
- lowering children’s energy levels
- absence from school
WILKINSON (1996) -poorer households more likely to have behavioural problems
- lower social class higher rate of hyperactivity, anxiety, conduct disorders which has negative affect on education
Material deprivation- Financial support & Cost of education
Lack of financial support means that Poor families would lack equipment and miss out on experiences that would benefit their child educationally.
TANNER- study in Oxford = found that cost of items e.g calcs, sports, books, uniforms placed heavy burden on poor families.
Consequently- children would have hand me downs and cheaper/unfashionable equipment - being isolated and bullied by their peers.
Stigma = 20% those eligible for FSM don’t take their entitlement
NOBLE- poverty acts as a barrier:
-inability to afford private schooling or tuition
- low income means need to work, children babysitting helping (distraction)
Material deprivation- Fear Of Debt
Uni usually involves going into debt.
CALLENDER & JACKSON - found WC students are more debt-averse (seeing debt negative and as something to be avoided) seeing more cost than benefit of going to Uni.
CALLENDER found that attitudes towards debt were important when deciding whether to apply to UNI = WC students were over 5x less likely to apply than the most debt tolerant students.
REAY found WC more likely to apply to local UNIs to save travel costs by living at home + working part time = difficult to reach high class degrees
WC students less likely to get financial support from family
30% UNI students are WC background despite this group accounts for 50% of the population
Material deprivation- Cultural or material factors?
FEINSTEIN shows educated parents have positive contribution to child’s achievement regardless of their income level. -cultural
WHITTY argues material inequalities have greater effect on child’s achievement. —> ROBINSON suggests tackling child poverty is best way to boost achievement
Cultural Capital (BOURDIEU) 3types
BOURDIEU argues both cultural and material factors are interrelated and contribute to achievement
+ ‘capital’ explains why MC is more successful:
3 TYPES OF CAPITAL:
- Economic Capital
- Educational Capital
- Cultural capital
Define Cultural Capital BOURDIEU
Cultural capital refers to the KNOWLEDGE, ATTITUDES, VALUES, BELIEFS and ABILITIES of the MC.
Through socialisation MC more likely to develop intellectual interests + understanding of what the education system requires for success.
This provides MC students an advantage in school as these abilities and interests are highly valued and rewarded.
CONTRAST
WC students feel that school devalues their culture, labelling them as ‘rough’ and inferior. Their lack of cultural capital leads to exam failure.
Getting the message that ‘education is not for them’
Define educational and economic capital BOURDIEU
BOURDIEU argues educational and economic capital can be converted into one another.
MC children with Cc are better equipped to meet demands of school curriculum and gain qualifications.
Similarly wealthier parents can convert their Ec by sending their children to private schools.
LEECH + CAMPOS study of Coventry = MC parents more likely to be able to afford a house in catchment area of schools highly placed on league tables. Known as ‘Selection by mortgage’ excludes WC families.
