class differences in education 2 Flashcards

Question

what does it mean for the restricted code to be context bound?

Answer 1

context bound: speaker assumes that the listener shares the same experiences

Answer 2

Elaborated code - M/C / wide vocabulary / longer, grammatically complex sentences / context-free: speaker does not assume the listener has the same experiences and so they use language to spell out their meanings for the listener

Answer 3

context-free: speaker does not assume the listener has the same experiences and so they use language to spell out their meanings for the listener

Answer 4

Bernstein recognises that W/C don’t fail because they are culturally deprived, they fail because schools fail to teach them how to use the elaborated code

Answer 5

Hubbs-Tait - parents who use language that challenges children to evaluate their own understanding (e.g ‘what do you think?’) help their children to improve cognitive performance / Fernstein - educated parents are more likely to do this whilst less educated parents tend to use language in ways that only require children to make simple descriptive statements (e.g what is that animal called?) which leads to lower performance Feinstein - educated parents are more likely to use praise which encourages children to develop a sense of their own competence Bereiter and Engelmann - language used in W/C homes is deficient as they communicate using gestures, single words and disjointed phrases. Their children fail to develop necessary language skills such as abstract thinking and using language to compare and explain. As a result, they are unable to take advantage of opportunities that school offers Bernstein - W/C have a restricted code whilst the M/C have an elaborated code which gives them an advantage

Answer 6

Douglas, Fernstein, Bernstein and Young

Answer 7

W/C parents place less value on education: - Less ambitious / less encouragement / took less interest in their education / visited school less often / less likely to discuss progress with teachers → children had lower levels of motivation and achievement

Answer 8

parents’ own education is the most important factor affecting children’s achievement - middle class parents tend to be better educated and give their children an advantage by socialising them in a number of ways: - Parenting style - Parent’s educational behaviours - Use of income - Class, income and parental education

Answer 9

- Parenting style - Parent’s educational behaviours - Use of income - Class, income and parental education

Answer 10

Fernstein Educated parents’ style emphasises consistent discipline and high expectations / encourages active learning and exploration Less educated parents’ style - harsh/inconsistent discipline / emphasises ‘doing as you’re told / prevents independence and self control / leads to poorer motivation at school and problems interacting with teachers

Answer 11

Educated parents are more aware of what is needed to assist progress and engage with reading and homework More able to get expert advice on child rearing More successful in establishing good relationships with teachers Recognise the value of visits to museums and libraries

Answer 12

Fernstein / Bernstein and Young Better educated parents are more likely to spend their income in ways that promote their children’s educational success Bernstein and Young - middle class mothers are more likely to buy educational toys and activities that stimulate intellectual development / W/C homes are more likely to lack these resources Educated parents have a better understanding of nutrition and its importance in child development / higher income to afford nutritious food

Answer 13

Bernstein and Young - middle class mothers are more likely to buy educational toys and activities that stimulate intellectual development / W/C homes are more likely to lack these resources

Answer 14

Better-paid, M/C parents tend to be better educated Better educated parents tend to have children tend to have children who are more successful at school regardless of class May be why not all children of W/C parents do equally bad

Answer 15

Lack of parental interest in children's education reflects the subcultural values of the W/C Sugarman - W/C subculture was 4 key features which act as a barrier to achievement Fatalism - belief in fate / belief that there is nothing you can do to change your status Collectivism - valuing being part of a group more than succeeding as an individual Immediate gratification - seeking pleasure now rather than making sacrifices in order to get rewards in the future Present-time orientation - seeing the present as more important than the future and not having long term goals The differences in values exist because they stem from W/C jobs being less secure and having limited career structure Parents pass on these values through primary socialisation

Answer 16

Sugarman atalism - belief in fate / belief that there is nothing you can do to change your status Collectivism - valuing being part of a group more than succeeding as an individual Immediate gratification - seeking pleasure now rather than making sacrifices in order to get rewards in the future Present-time orientation - seeing the present as more important than the future and not having long term goals

Answer 17

stem from W/C jobs being less secure and having limited career structure

Answer 18

These programmes tackle the problem of cultural deprivation by providing extra resources to schools in deprived areas

Answer 19

Example - Operation Head Start - preschool education in poorer areas - US, 1960s - aim was ‘planned enrichment’ to develop skills and instil achievement motivation / Sesame Street was initially part of this British examples - Educational Priority areas, Education Action Zones, Sure Start

Answer 20

a compensatory education programme preschool education in poorer areas - US, 1960s - aim was ‘planned enrichment’ to develop skills and instil achievement motivation / Sesame Street was initially part of this

Answer 21

Keddie - it blames victims Tronya and Williams - problem is with the schools attitude towards language Blackstone and Mortimore - W/C parents are interested in education

Answer 22

Keddie Tronya and Williams Blackstone and Mortimore

Answer 23

cultural deprivation is a ‘myth’ and a victim blaming explanation - A child cannot be deprived of their own culture - W/C culture is different, not deprived - W/C fail because they are put at a disadvantage by an education system that is dominated by M/C values - Schools should recognise and build on the strengths of W/C subculture

Answer 24

the problem is not the child’s language but the school’s attitude towards it / teachers have a ‘speech hierarchy’ - they label M/C speech as highest, then W/C speech and then black speech

Answer 25

parents attend fewer parents’ evenings because they work longer/have irregular hours and may be put off by the school’s M/C atmosphere / may lack the knowledge and education to help their children progress / mainly W/C students have less effective ways of parent-school contacts which makes it harder for parents to keep in touch

Answer 26

Tronya and Williams

Answer 27

Tronya and Williams

Answer 28

Blackstone and Mortimore

Answer 29

inability to afford basic resources and services

Answer 30

2012 - barely ⅓ of FSM students achieved 5 or more GCSEs at A*-C vs nearly ⅔ of other pupils Flaherty - money problems in the family are a significant factor in younger children’s non-attendance at school Exclusion and truancy are more likely for children from poorer families - they are unlikely to return to mainstream education and nearly ⅓ of all persistent truants leave school with no qualifications Nearly 90% of ‘failing’ schools are in deprived areas

Answer 31

barely 1/3 of FSM nearly 2/3 of other

Answer 32

nearly 1/3

Answer 33

nearly 90%

Answer 34

Direct impacts: - Overcrowding can make it hard to study - less rom for educational activities, nowhere to do work, disturbed sleep from shared beds or bedrooms - Lack of space for safe play and exploration - Families living in temporary accommodation may have to move frequently which leads to constant changes of school and disturbed education Indirect impacts: - Crowded housing creates a greater risk of accidents - Cold or damp housing can worsen health - Families in temporary accommodation suffer more psychological distress, infections and accidents - Health problems can lead to more absences from school

Answer 35

Howard - young people from poorer homes often have poor diets and nutrition which can weaken the immune system and lower children’s energy levels which can lead to absences from school and difficulty concentrating Children from poor families are more likely to have emotional or behavioural problems Wilkinson - among 10 year olds, the lower the social class, the higher the rate of hyperactivity, anxiety and conduct disorders Blanden and Machin - children from low income families are more likely to engage with ‘externalising’ behaviour e.g temper tantrums and fighting, which are likely to disrupt their schooling

Answer 36

young people from poorer homes often have poor diets and nutrition which can weaken the immune system and lower children’s energy levels which can lead to absences from school and difficulty concentrating

Answer 37

Wilkinson / Blanden and Machin

Answer 38

among 10 year olds, the lower the social class, the higher the rate of hyperactivity, anxiety and conduct disorders

Answer 39

children from low income families are more likely to engage with ‘externalising’ behaviour e.g temper tantrums and fighting, which are likely to disrupt their schooling

Answer 40

Children from poor families have to do without the resources and opportunities that other students are able to afford Bull - ‘the costs of free schooling’ Tanner - the cost of items such as transport, books, equipment and uniforms can place a heavy burden on parents - Poor children may have hand-me-downs and cheaper equipment which can lead to them being isolated, stigmatised and bullied - suitable clothing is essential for self-esteem and ‘fitting in’ Flaherty - fear of stigmatisation may explain why 20% of FSM students do not take up their entitlement - Ridge - “People who got free school meals were teased…so I don’t get free school meals” Smith and Noble - poverty acts as a barrier to learning - inability to afford private school or tuition / poorer quality schools Ridge - children from low-income families may need to work which can negatively impact school work Financial support to poorer students staying on in education after 16 was abolished in England by the Coalition government in 2011

Answer 41

The costs of free schooling

Answer 42

the cost of items such as transport, books, equipment and uniforms can place a heavy burden on parents Poor children may have hand-me-downs and cheaper equipment which can lead to them being isolated, stigmatised and bullied - suitable clothing is essential for self-esteem and ‘fitting in’

Answer 43

fear of stigmatisation may explain why 20% of FSM students do not take up their entitlement

Answer 44

Fear of being teased prevents some FSM students from taking up the entitlement children from low-income families may need to work which can negatively impact school work

Answer 45

poverty acts as a barrier to learning - inability to afford private school or tuition / poorer quality schools

Answer 46

2011 / coalition government

Answer 47

Attitudes towards debt may prevent W/C from going to university Callender and Jackson - nationwide questionnaire of nearly 2,000 prospective students - W/C students are more debt averse (saw debt negatively) and saw more costs than benefits in going to university Callender and Jackson - attitude to debt was important in deciding whether to apply to university - the most debt-averse students (typically W/C) were over 5x less likely to apply than the most debt-tolerant students Increase in tuition fees may mean that the increased burden will deter more pupils UCAS - number of UK applicants fell by 8.6% in 2012 compared with the previous year W/C pupils who do go to uni are likely to receive less financial support from their families Online survey of 3,800+ students - 81% of those from the highest social class received help from home vs 43% of the lowest social class Only 30% of uni students come from W/C backgrounds despite this group accounting for around 50% of the population Choice of university and chance of success Reay - W/C are more likely to go to local universities so they could live at home and save on travel costs but this gave them less opportunity to go to the highest status universities / more likely to work part-time to fund their studies Dropout rates are higher for universities with a large proportion of poor students 16.6% drop out of London Metropolitan but only 1.5% at Oxford National Audit Office - W/C students spend twice as much time in paid work to reduce their debts as middle class students

Answer 48

nationwide questionnaire of nearly 2,000 prospective students - W/C students are more debt averse (saw debt negatively) and saw more costs than benefits in going to university attitude to debt was important in deciding whether to apply to university - the most debt-averse students (typically W/C) were over 5x less likely to apply than the most debt-tolerant students

Answer 49

UCAS - number of UK applicants fell by 8.6% in 2012 compared with the previous year

Answer 50

Online survey of 3,800+ students - 81% of those from the highest social class received help from home vs 43% of the lowest social class

Answer 51

30% VS 50%

Answer 52

W/C are more likely to go to local universities so they could live at home and save on travel costs but this gave them less opportunity to go to the highest status universities / more likely to work part-time to fund their studies

Answer 53

16.6% drop out of London Metropolitan but only 1.5% at Oxford

Answer 54

Some children from poor families do succeed Cultural, religious or political values of the family may create and sustain the child’s motivation Feinstein - educated parents make a positive contribution to a child’s achievement regardless of their income level

Answer 55

Mortimore and Whitty - material inequalities have the greatest effect on achievement Robinson - tackling child poverty would be the most effective way to boost achievement

Answer 56

Mortimore and Whitty

Answer 57

Material - money and resources Cultural - knowledges, skills and values Educational - qualifications

Answer 58

the knowledge, abilities, values and language of the M/C

Answer 59

M/C culture is like a type of capital because it gives an advantage to those who possess it M/C children are more likely to acquire the ability to grasp and express abstract ideas, develop intellectual interests and an understanding of what the ES requires M/S have an advantage as their knowledge and values are valued in the ES and rewarded with qualifications - ES favours M/C culture W/C culture is devalued as ‘inferior’ leading to exam failure - many W/C students believe that education is not for them and respond by failing to try and truanting

Answer 60

M/C children with CC are better equipped to meet demands of school curriculum and get qualifications Parents with more EC can afford to send their children to private schools and pay for extra tuition Leech and Campos - selection by mortgage - Middle class parents are more likely to be able to afford a house in the catchment area of a school that is highly placed in the exam league tables. Drives up the costs of houses near to successful schools and excludes working class families

Answer 61

Leech and Campos

Answer 62

Leech and Campos Middle class parents are more likely to be able to afford a house in the catchment area of a school that is highly placed in the exam league tables Drives up the costs of houses near to successful schools and excludes working class families

Answer 63

Method: questionnaires / 465 pupils in four schools - Asked about a range of activities, whether they visited art galleries, museums and theatres and tested their vocabulary and knowledge of cultural figures Results - Those who read complex fiction and watched serious documentaries had a wider vocab and greater cultural knowledge / children with the most cultural capital were the children of graduates and were more likely to be successful at GCSE - Cultural capital only accounted for part of the class difference in achievement - when pupils had the same level of cultural capital, middle class pupils still did better - Remainder of the class gap is due to the resources and aspirations of M/C families

class differences in education 2 Flashcards

(104 cards)