Differential Achievement Flashcards

Question

EXPLAINING SOCIAL CLASS DIFFERENCES IN ACHIEVEMENT OUTSIDE FACTORS Material (Money) - Structural - Raey et al

Answer 1

economic capital is needed to gain cultural capital meaning that some students miss out on this which has negative impact on their educational attainment. Working class students are more likely to have part time jobs and therefore more likely to work long hours reducing their chances of attaining higher grades in education. Over 25% of private school students have extra tuition compared to only 10% of state school students therefore highlighting the importance of social class on a child’s achievement.

Answer 2

‘Fear of Debt’ found that those afraid of debt were 4x less likely to apply for university. They state that this fear was treated among the poor. Increase in tutoring fees for example in 2012 to £9000 per year increased the debt which deterred working class students even further. According to UCAS in 2012 the number of uni applicants fell by 8.6% compared to the previous year.

Answer 3

children from poorer homes are more likely to have emotional or behavioural problems. Looked at 10 year olds and found that the lower the social class, the higher the rate of hyperactivity, anxiety and conduct disorders, all these facts can have a negative impact on the child’s education.

Answer 4

noted young people from poorer home have lower intakes of energy, vitamins and minerals, which can lead to a weaker immune systems and therefore more time off school.

Answer 5

(longitudinal study: ‘the home and school’) factors affect attainment such as the students health, size of family, the school etc. he argued that the most significant factor was the degree of parent’s interest in their education. M/c parents were more likely to encourage attainment and progression - he judged this based on the indicator of more frequent visits to school to discuss their child’s progress.

Answer 6

parents own education is an important factor in determining children’s achievement. M/c parents tend to be better educated, they can give their children an advantage by how they socialise them. Parenting style: discipline and high expectations.less educated parents = harsh, inconsistent discipline and emphasises ‘doing as you are told.’ = prevents the child from learning independence and self control which leads to poorer motivation at school and issues interacting with teachers. Parents’ educational behaviours = educated parents are more aware of what is needed to assist their children’s educational progress and are better at getting device on childbearing, more successful at establishing relationships with teachers and cognise the educational value of activities such as museums and libraries. use of income: better educated parents = higher income which can be spent on resources which w/c families cannot do.

Answer 7

restricted code: used in informal situations and lacks in-depth descriptions. dialogue is unplanned and is generally associated. with the working class. elaborated code = used in formal, educated situations which allows people to be creative in their expressions and descriptions. it is characterised by using a range of adjectives and pronouns and leads to a wider description of the topic being discussed. Generally associated with middle class students.

Answer 8

fatalism: see their futures of manual labour work and lack of academic success as ‘mapped out’ they accepted their situation and did not attempt to change it.. immediate gratification: leave education with the aim of going into work for financial reasons and would rather have the money now than work hard towards degrees. present time orientation: too focused. and distracted by getting involved in what is happening at the time rather than focusing attentions towards work and progressing/developing in. order to improve their. Future prospects. Collectivism: peer group cultures lead. students to get involved in anti-school subcultures. Rather than. focusing on themselves and their futures.

Answer 9

12 working. Class lads. who had little. Interest in academic work and proffered to amuse themselves through deviant behaviour as. They saw manual work as superior to. Mental work.. they were influenced by their home background which led to anti-school subcultures and and also the counter—school subculture as they replicated the behaviour learnt from school to entertain themselves in typically boring jobs.

Answer 10

macho lads: perform physical, manual labour work which became a way to shape their working class identity but de-industrialisation led them macho lads to face a crisis of masculinity as the job market changed to suit the lifestyles of women and the working class boys did not have the academic qualifications needed in order to move into new working class job roles.

Answer 11

education system is based in favour of the culture of the dominant social classes (m/c and u/c), devaluing the norms, values and knowledge of the working class. M/c have more cultural capital which benefits them in the education system. Working class cultural attributes are rejected because the education system is defined by and for the middle classes who in turn succeed by default rather than greater ability.

Answer 12

competition between schools benefits the middle class who can get their children into more desirable schools. The differences in economic and cultural capital lead to class differences in how far parents can exercise choice of secondary school. M/c parents should have more economic capital meaning that they can move house into areas with better schools.

Answer 13

Education is impacted by the infrastructure to benefit the bourgeoisie by passing on ruling class ideologies and passing on necessary skills to relate a workforce. Ideological state apparatus - education is used by the ruling class to pass on ideologies and ensure the working class are kept in a subordinate position. The education system is manipulated and designed to ensure that student are trained to be unquestioning, subordinate, hard working and conformist

Answer 14

education system is institutionally racist. Teachers racist assumptions led them to believe that black make students would cause trouble and that teachers would see the behaviour of these students as challenging. Teachers would confront this behaviour and this would build resentment and escalate problems. When they carried out their study disproportionate amounts of black students are not entered into high tiers- lower achievement

Answer 15

agrees with gilborn. schools are institutionally racist and leads to the self-fulfilling prophecy of black male students as they live down to negative labels given by teachers. The curriculum needs to be adapted to make it more relevant

Answer 16

Pakistani pupils keep to themselves because in their own words they are often made to feel excluded and diﬀerent at school. Pakistani and Bangladeshi pupils had their schooling; careers advisors at school believed south Asian girls were bound by tradition and it was a waste of time advising them; not feeling assemblies were relevant.

Answer 17

researched 4 inner city primary schools and found teachers seeing African-Caribbean children as aggressive and disobedient. Singled out for punishment and felt unfairly treated. Negative relationships between teacher and pupil. She also found young Asian children to be seen as problematic, but were often ignored. Assumed their English wouldn’t be good enough for classroom interaction.

Answer 18

dominant view of teachers does not identify ethnic minority identities with the ideal pupil. Dominant view made up of three aspects of identity. Ideal pupil identity = white, middle class, masculine heterosexual., pathologised pupil identity - Asian, poor, feminine, homo or asexual succeeds due to hard work. Demonised pupil identity- black or white working class, hyper-sexualised : unintelligent and does not succeed.

Answer 19

carried out two ethnographic studies the first one the relations between white teachers and two groups of male students with ant school values the Asian warriors and the African African Caribbean rasta heads. MAC an ghail identified that for the Rasta heads, racism and not the attitudes of the boys themselves was the cause of the underachievement, they gained an in-depth insight into the way in which blacks systematically experienced education in a diﬀerent way to white peoples due to institutional racism and ethnocentric curriculum.

Answer 20

statistics mark the fact that black boys face high exclusion rates in school. Children are educated in schools not at home meaning that culture and external factors cannot be blamed for the underachievement of black males. Curriculum does not do enough to be inclusive.

Answer 21

school curriculum is ethnocentric meaning the curriculum is based around one particular cultural view point (white British) while ignoring others. White history and literature come to dominate the curriculum and teachers were found to be dismissive of non-standard English as a way of speaking. Hidden and overt messages are transferred to students.

Answer 22

many teachers had racial stereotyping. Black Afro-Caribbean boys made up 32% of population but compromised of 85% of exclusions. Teachers were divided into 3 groups, supportive groups 10% of staﬀ, irritated teachers 60% of staﬀ, more discipline, antagonistic teachers 30% of staﬀ, racist or object to African = led to strained teacher-pupil relationship. Boys formed subcultures: rebels= visible and influential but minority. Often expelled, rejected both school’s goals and rules. Formed subcultures, see themselves as superior and black macho lads with sexual virility. Saw down on white boys and conformist black boys.

Answer 23

black Caribbean boys lack positive role models due to being from matriarchal backgrounds as a result of their upbringing and matriarchal backgrounds they are generally financially deprived. He suggest that boys turn to role models in wrap/youth culture which pass on the idea of getting rich quick through illegitimate means rather than through hard work. these boys then vulnerable to peer pressure and become joined into hyper masculine ant school subcultures.

Answer 24

carried out two ethnographic studies the first one the relations between white teachers and two groups of male students with ant school values the Asian warriors and the African African Caribbean rasta heads. MAC an ghail identified that for the Rasta heads, racism and not the attitudes of the boys themselves was the cause of the underachievement, they gained an in-depth insight into the way in which blacks systematically experienced education in a diﬀerent way to white peoples due to institutional racism and ethnocentric curriculum.

Answer 25

between 60-80% if intelligence is genetically based. Class diﬀerences in intelligence is largely account for class diﬀerences in educational attainment.

Answer 26

IQ is largely inherited - 60-80% of intelligence is genetically based. What children take out of school is proportional to what they bring into school in terms of IQ. class diﬀerences in intelligence largely account for class diﬀerences in educational attainment

Answer 27

social class diﬀerences account for a high proportion of diﬀerenced in achievement between ethnic groups. According to Flaherty, Pakistanis and Bangladeshis are 3x more likely to be in the poorest ⅕ of the population. Africans, Pakistanis and Bangladeshis are 3x more likely to be unemployed than whites. 15% of minority groups live in overcrowded homes.

Answer 28

‘Financial barriers to learning’ due to parents' low income. Parents are unable to aﬀord school uniforms, transport, textbooks, etc and are less likely to have a computer/desk/homework area. Pupils are more likely to work part time or care for younger siblings if parents do shift work.

Answer 29

50% of BAME come from low income families this can impact life chances. Lack economic capital to access high-quality education. For example can’t aﬀord extra tuition Internet access devices.

Answer 30

British-Indian families place a greater value on their children’s education. They push their children to have high ambitions and to gain the best possible grades. This is reflected in the achievements of Indian pupils who do better than black and white groups on average at gcse and this may lead them into certain types of careers.

Answer 31

cultural factors are importance in explaining eh success of British-Chinese students. They identified thag educstional success is part of their identity. Boys engage in laddish behaviour. They still maintain a commitment to school. They continually talk to their children about their future education and invest time and money in supporting their children even when they have little money to spare. Parents were happy to push their children and were critical of white British parents who were seen as allowing failure to develop. Therefore Chinese students in poverty do better than other groups in poverty.

Answer 32

method return where some ethnic groups are attached their country origin and may one day return there. This perception has increased with the rise of Islamophobia within schools both amongst staﬀ and students. They found that students with family in Pakistan are likely to take longer holidays and religious commitments result in extra time out of school which leads to gaps in learning. This leads to 2 issues: students missing course content but also teachers potentially presuming that they are not fully focused on their educational attainment.

Answer 33

believes black Caribbean boys lack positive role models due to being from matriarchal backgrounds which as a result of their upbringing and matriarchal backgrounds they are generally financially deprived. He’s just the boys who tend to be role models in wrap/youth where the message passed on a miss culture is to get rich quick rather than putting in hard work. These boys are then vulnerable to pressure and become drawn into hyper masculine anti-school subcultures.

Answer 34

black Caribbean boys lack positive role models due to being from matriarchal backgrounds which as a result of their upbringing and matriarchal backgrounds they are generally financially deprived. He’s just the boys who tend to be role models in wrap/youth where the message passed on a miss culture is to get rich quick rather than putting in hard work. These boys are then vulnerable to pressure and become drawn into hyper masculine anti-school subcultures

Answer 35

suggest that many ethnic minority parents face language barriers showing that this can have a negative impact on their children’s educational attainment for example they can’t support their children with homework. Three out of 5 Bangladeshi women did not speak English, half Pakistani women did not speak English and 1/5 of Pakistani and Bangladeshi men did not speak English. As a result, this impacts educational attainment.

Answer 36

girls put more eﬀort into homework and unlike boys are prepared to draft and redraft assignments. Girls appear to mature earlier than boys. In the past it was assumed that boys would catch up in secondary school but this no longer seems to be the case. It appears that girls work harder and are more motivated than boys.

Answer 37

- claims there is a growing number of female teachers and women in management positions in secondary education and FE - This provides positive role models for women showing that being clever isn’t unattractive.

Answer 38

conducted interviews to show how girls’ priorities have changed. In 1974 they focused on “love marriage and mush and and careers” more or less in that order. By 1996 women were focusing on job, career and being able to support themselves. This made them more confident, more assertive, more ambitious and more committed to gender equality. Being career focused meant that they worked harder in education to ensure they could be successful. Sharpe studies girls attitudes towards educations work and marriage which have changed in recent years. In the 1970s girls’ priorities were ‘love, marriage, husbands and children. ’ By the 1990s, girls’ priorities had changed to ‘job, career and being able to support themselves’ education was therefore seen as the main route to get a good job and financial independence.

Answer 39

majority of pupils in both primary and secondary schools saw their future identity in terms of careers, rather than seeing employment as simply a stopgap before marriage. Girls especially in middle class families were under increasing pressure from parents to achieve exam success.

Answer 40

the theory of risk society. We are moving into an era of late modernity in which society is characterised by greater risk and uncertainty. This can be seen in greater concern about the risks of divorce and relationship breakdown and also of the loss of jobs. People have become more individualised meaning that they are more concerned about their own personal needs and are more self-suﬃcient and self-reliant. This is particularly apparent in the attitudes of women. Young women are putting their financial independence first and are more wary of the risks associated with marriage and economic dependence on a husband.

Answer 41

girls put more eﬀort into homework and unlike boys are prepared to draft and redraft assignments. Girls appear to mature earlier than boys. In the past it was assumed that boys would catch up in secondary school but this no longer seems to be the case. It appears that girls work harder and are more motivated than boys.

Answer 42

outlined how socialisation in modern industrial societies shapes the behaviour of girls and boys from an early age. 4 ways = verbal appellations, manipulations, canalisation all lead girls to being more home - centred

Answer 43

found that girls were more protected by parents and given less freedom than their brothers as a result they tended to spend more time at home and developed bedroom culture. This uncles spending time to chatting to friends but also meant they were more likely to study and help each other with homework

Answer 44

introduction of coursework, the abolition of 11+ and introduction of the national curriculum meant for the first time boys and girls were entitled to have the same education. Introduction if more course work mean that girls ar more methodical and organised.

Answer 45

teacher training from the 1960: has changed and teachers believe it is inportant to develop girls in a way that would have been unthinkable a few years ago. Exam questions, textbooks and classroom language has changed to include and recognise girls so that girls now see education as an institution for them.

Answer 46

fought for by the workmen’s movement in the 1960s has led to a generation of women that have a higher expectation of equal rights to men in the workplace.

Answer 47

12 working class lads who had little Interest in academic work and proffered to amuse themselves through deviant behaviour as. They saw manual work as superior to. Mental work. They were influenced by their home background which led to anti-school subcultures and also the counter—school subculture as they replicated the behaviour learnt from school to entertain themselves in typically boring jobs.

Answer 48

black Caribbean boys lack positive role models due to being from matriarchal backgrounds as a result of their upbringing and matriarchal backgrounds they are generally financially deprived. He suggest that boys turn to role models in wrap/youth culture which pass on the idea of getting rich quick through illegitimate means rather than through hard work. these boys then vulnerable to peer pressure and become joined into hyper masculine ant school subcultures

Answer 49

boys attitudes to learning and found that they felt they risked being labelled as bag by their male peers if they work hard therefore leading them to acting masculine and anti-school. Boys assert their ‘normal’ masculinity through heterosexuality, meaning that because education is not seen as “masculine” they face homophbic taunts. As a result boys may underachieve win education in order to experience inclusion.

Answer 50

boys are asserting laddish identities as a way of redeveloping their masculinity. These laddish identities are anti school and emphasis the idea that working hard is not masculine. Boys are also more confident about their abilities and may therefore think they do not need to work hard.

Answer 51

poor boys discourse: where boys are seen as the victims. The way schools are run, the organisation of teaching and learning and the examination system all discriminate against boys. “Boys will be boys discourse” teachers claim boys have a natural inclination to be boys. They are naturally never but tend to be lazy and difficult to motivate, competitive, noisy.

Answer 52

the “problem boys discourse” where boys are seen as the problem by teachers. They develop anti-learning behaviour and contribute to their own underachievement. At risk boys discourse where boys are it bad but vulnerable. They are socially excluded and disconnected from the wider society and confused with low esteem and take refuge in heretic masculinity and resort to bravado to boost their self esteem

Answer 53

carried out two ethnographic studies the first one the relations between white teachers and two groups of male students with ant school values the Asian warriors and the African African Caribbean rasta heads. MAC an ghail identified that for the Rasta heads, racism and not the attitudes of the boys themselves was the cause of the underachievement, they gained an in-depth insight into the way in which blacks systematically experienced education in a different way to white peoples due to institutional racism and ethnocentric curriculum.

Differential Achievement Flashcards

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