DEA: CLASS (EXTERNAL) Flashcards
Material Deprivation
Inability to afford basic resources which can impact EA
MATERIAL: Douglas (1964)
ENVIRONMENT & PART TIME WORK Lower income families are at a disadvantage in education. This is because of the ENVIRONMENT. The environment can affect child’s concentration especially if where they are trying to learn is overcrowded/no electricity.
Some lower income students may also need to take on part time jobs which will impact how much time they can spend on their studies.
Support for MATERIAL Douglas: Waldfogel and Wasbrook (2010)
Lower income people are more likely to live in crowded/damp housing.
This also affects their wellbeing-more likely to have to take time off school.
Cooper and Stewart (2013)
EQUIPMENT & DEVELOPMENT
Poorer children can’t access the equipment in order to do well (links to hidden cost) and they have poorer cognitive, social, behavioural and health outcomes.
Hidden Cost of Education: Bull (1980)
Education is NEVER FREE even though it claims to be.
Schools rely upon families to finance extra resources that will enhance their knowledge and understanding and improve their EA. Poorer families can’t afford this and so will suffer.
Hidden Cost: Aviva Family Finances Report (2013)
Schools expect parents to finance extra thing to support EA and put pressure to pay.
Hidden Cost: Tanner (2003)
Financial burden on LI families leads to children being stigmatised.
Cultural Deprivation
DEA is due to cultural deficiencies in homes and family backgrounds.
CULTURAL: Douglas (1964) + Feinstein and Symons (1998)
PARENTAL INTEREST
If parents are not interested in their child’s success and are not encouraged to do well they will not have motivation to do well and succeed.
MC parents take more interest by:
-discussing progress
-encouragement
MC know more about the system and are more confident in how to advise their children to succeed. They have been socialised with a motivation to do well and so will succeed.
DIFFERENT VALUES AND BELIEFS: Hyman and Sugarman (1967+1970)
MC promise a career through effort and educational qualifications. WC qualifications are not seen as important for work so they have less motivation to succeed.
DV+B: Perris and Francis Review (2010)
MC children are socialised into values that encourage their success and are pointed in the direction that will get them a good job and maintain their class status.
LANGUAGE CODES: Bernstein (1971)
EA relies heavily on language and if these skills aren’t developed it will lead to decreased EA.
WC use restricted code which is simple and everyday language. MC have an elaborated code that matches the education system which is formal context language. MC will do better as they understand.
Cultural Capital
BOURDIEU
Skills knowledge and attitude that is given to a person through socialisation.
MC parents give their children an advantage as they have increased cultural capital. It is needed in the education system in order to succeed.
CC: Sullivan (2001)
Cultural capital benefits students within education. GCSE students who read complex novels have wider vocabularies and will get higher exam results. (MC FAMILIES)
CC: Gerwirtz (1995)
Parents’ cultural capital affects the school a child will go to. Affects EA as parents know what makes a good working environment and whether the school will assist a child to do.
