Class External Factors Flashcards
Cultural deprivation
Parents ed
Douglas - W/C = less emphasis on ed cos less ambition and interest
Feinstein - parenting style -> W/C is harsh and inconsistent
Cultural deprivation
Language
Bernstein ~ non-natives pick up more colloquial -> makes look less intelligent -> stereotyped from the teacher
Lang in W/C homes = restricted code (informal and limited) -> find it hard to access the elaborate code (formal) used in schools
Cultural deprivation
W/C subcultures
Often negative and unsupportive attitudes passed onto kids
Sugarman
. Fatalism - W/C socialised into “what will be will be” attitude
. Deferred gratification - M/C socialised into work hard now get rewards later
The myth of Cultural deprivation
Kiddie - W/C just culturally different not deprived
Material deprivation
Housing
Overcrowding
. Nowhere to concentrate
. Disturbed sleep
.moving frequently
.lack of space for safe play
.increased risk of accident, cold and damp = ill = up absence from school
Material deprivation
Diet and health
Howard ~ younger from poorer = intake less energy, vitamins and minerals -> poor nut = up absences + hard to concentrate
Wilkinson ~ LI = more likely suffer emotional to suffer emotional and behaviour probs -> the lower social class = up rate of hyperactivity, anxiety, etc among 10 year olds
Blanden et al ~ LI kids up likely to engage in externalities behaviour. Eg fighting + temper tantrums = Ed disrupted
Material deprivation
Cost of ed
Poorer could miss out on equipment/experiences that would enhance ed achievement
Tanner ~ poorer have to do with hand-me downs -> could get bullied
Flakerty ~ stigmatism could explain y 20% of those eligible for free meals not claim them
Material deprivation
Cost of ed ~Ridge
Poorer kids take jobs like baby sitting, paper round and cleaning
This negatively affects ed
Material deprivation
Cost of ed ~ EMA
Helped W/C kids go onto further Ed
Was abolished in 2011
Material deprivation
Fear of debt
. Jackson et al ~ W/C see debt as negative and something to avoid -> found W/C were 5x less likely to go to uni than M/C
. Reay ~ W/C up likely to work part-time to fund studies = harder to get higher class degree
. Reay ~ W/C up likely stay local so can live at home and save
. National Audit Office (2002) ~ W/C spend 2x as long in work to pay off debt
. UCAS saw less applications in 2012 by 8.6% cos tuition fees increased
Cultural capital
W/C find sch devalues their culture
. ‘Rough’ + ‘inferior’
. Lack of culture cap = exam failure
Alot get the message “ed not for them” -> respond by early leaving or just not trying
Cultural capital
Bourdieu
Bernstein
Bourdieu ~ m/c knowledge, lang, attitude, values, tastes and abilities gives them and advantage
Bernstein ~ through socialisation m/c acquire ability to grasp, analyse and express abstract ideas
These give m/c advantage cos ed system favours m/c culture
Cultural capital
Economic/ educational capital
Bourdieu
Parents change economic to ed cos can afford to send kids to private sch/ have private tutoring
M/c with cul cap are better equipped for ed system demands + get qualifications
Cultural capital
Economic/ educational capital
Selection by Mortgage
More expensive houses near better schools so w/c excluded cos can’t afford them
Campos et al -> did study in Coventry
= m/c afford houses in catchment of good schools
Cultural capital
Economic/ educational capital
Testing Bourdieu
Sullivan
. Found reading complex fiction + watching documentaries = up cult cap = did better ( usually m/c )
. Questionnaire to 465 pupils in 4 schools
-> were asked about TV viewing, art galleries, museums and theatres
-> tested vocab abd knowledge
