Differential Achievement Class

Question 1

Class, Outside, Home & parental interest (Cultural factors)

Answer 1

Douglas; Feinstein

Question 2

Douglas – Class, Outside, Cultural factor (Home/parental interest)

Answer 2

• Parental interest most important factor
• Middle‑class parents visit school more and support progress

Question 3

Feinstein – Class, Outside, Cultural factor (Home/parenting style)

Answer 3

• Parents’ own education affects achievement
• Middle‑class parenting = high expectations and support

Question 4

Class, Outside, Language and speech (Cultural factors)

Answer 4

Bereiter & Engelmann; Bernstein

Question 5

Bereiter & Engelmann – Class, Outside, Cultural factor (Language)

Answer 5

• Working‑class language seen as deficient
• Children lack skills needed for school

Question 6

Bernstein – Class, Outside, Cultural factor (Language codes)

Answer 6

• Restricted code linked to working class
• Elaborated code rewarded in school

Question 7

Class, Outside, Working‑class culture (Cultural factors)

Answer 7

Sugarman; Willis

Question 8

Sugarman – Class, Outside, Cultural factor (Working‑class culture)

Answer 8

• Fatalism and short‑term outlook
• Low value placed on education

Question 9

Willis – Class, Outside, Cultural factor (Working‑class culture)

Answer 9

• Lads form anti‑school culture
• See manual work as superior to mental work

Question 10

Class, Outside, Cultural capital and choice (Cultural/Marxist)

Answer 10

Bourdieu; Gewirtz

Question 11

Bourdieu – Class, Outside, Cultural factor (Cultural capital)

Answer 11

• School values middle‑class culture
• Working‑class culture devalued

Question 12

Gewirtz – Class, Outside, Cultural factor (Parental choice)

Answer 12

• Middle‑class parents are skilled choosers
• Can move into better school areas

Question 13

Class, Outside, Material deprivation (Material factors)

Answer 13

Smith & Noble; Reay et al; Callender & Jackson

Question 14

Smith & Noble – Class, Outside, Material factor

Answer 14

• Financial barriers to learning
• Lack of resources and space for homework

Question 15

Reay et al – Class, Outside, Material factor

Answer 15

• Economic capital needed for cultural capital
• Working‑class pupils more likely to work part‑time

Question 16

Callender & Jackson – Class, Outside, Material factor (Fear of debt)

Answer 16

• Working‑class students four times less likely to apply
• Debt discourages university applications

Question 17

Class, Outside, Health and diet (Material factors)

Answer 17

Wilkinson; Howard

Question 18

Wilkinson – Class, Outside, Material factor (Health)

Answer 18

• Poorer children have more emotional and behavioural problems

Question 19

Howard – Class, Outside, Material factor (Diet)

Answer 19

• Poor diet causes illness
• More time off school

Question 20

Class, Outside, Intelligence (Miscellaneous)

Answer 20

Eysenck; Herrnstein & Jensen

Question 21

Eysenck – Class, Outside, Biological factor (Intelligence)

Answer 21

• IQ largely inherited
• Class differences explained by IQ

Question 22

Herrnstein & Jensen – Class, Outside, Biological factor (Intelligence)

Answer 22

• 60–80% of intelligence genetic
• Explains class achievement differences

Question 23

Class, Inside, Labelling (Interactionist)

Answer 23

Becker; Rosenthal & Jacobson

Question 24

Becker – Class, Inside, Interactionist factor (Labelling)

Answer 24

• Teachers label middle‑class pupils positively
• Self‑fulfilling prophecy

Question 25

Rosenthal & Jacobson – Class, Inside, Interactionist factor (Teacher expectations)

Answer 25

• Studied the pygmalion effect: students who were highlighted to teachers as ‘spurters’ (naturally learn quicker) got 47% more attention • Teacher expectations raise achievement through self fulfilling prophecy

Question 26

Class, Inside, Streaming and setting (Interactionist)

Answer 26

Keddie; Hargreaves

Question 27

Keddie – Class, Inside, Interactionist factor (Streaming)

Answer 27

• Lower streams get poorer teaching + expectations • Streamers = groups of students set in capabilities • A streamers = top students, C streamers = need more social control

Question 28

Hargreaves – Class, Inside, Interactionist factor (Streaming & subcultures)

Answer 28

• Lower streams form anti‑school subcultures

Question 29

Class, Inside, Teacher labelling and policy

Answer 29

Abrahams

Question 30

Abrahams – Class, Inside, Interactionist factor

Answer 30

• Labelling, setting and subcultures link together • Teachers promote dominant ideologies

Question 31

Class, Inside, Pupil subcultures

Answer 31

Mac an Ghaill; Willis

Question 32

Mac an Ghaill – Class, Inside, Cultural factor (Pupil subcultures)

Answer 32

• Macho lads and crisis of masculinity • De‑industrialisation shapes attitudes

Question 33

Willis – Class, Inside, Cultural factor (Counter‑school culture)

Answer 33

• Lads reject school values • Reproduce working‑class jobs

Question 34

Class, Inside, Hidden curriculum (Marxist)

Answer 34

Althusser; Bowles & Gintis

Question 35

Althusser – Class, Inside, Marxist factor (Hidden curriculum)

Answer 35

• School passes ruling‑class ideology • Prepares pupils for obedience at work

Question 36

Bowles & Gintis – Class, Inside, Marxist factor (Correspondence principle)

Answer 36

• School mirrors workplace hierarchy • Rewards conformity

Question 37

Class, Inside, Role allocation (Functionalist)

Answer 37

Durkheim; Davis & Moore

Question 38

Durkheim – Class, Inside, Functionalist factor

Answer 38

• Teaches social solidarity • Sorts pupils for specialised roles

Question 39

Davis & Moore – Class, Inside, Functionalist factor

Answer 39

• Education sorts by ability • Meritocratic role allocation