Education: class differences in education external factors Flashcards
(14 cards)
Describe Berstein’s speech codes theory
The restricted code is the speech code typically used by w/c it has limited vocabulary it is based off of short unfinshed gramatically simple sentences. descriptive and not analytical. context bound (the speaker assumes the listener shares the same set of experiences) .
The elaboted code: used by m/c ot has a wider vocab longer and more gramiatically complex sentences. varied speech communicates complex ideas. context free.
m/c have the advantage at school as eleborated code is used by teachers textbook and in exams. it is a more effective tool for analysing and reasoning clealry and effectiveky.
early socialisation of the elaborated code means that the middle class children are already fluent users of the code thus they feel at home and are likelu to suceed.
What are criticisms to bersteins language code
cultural deprivation theorists argue that parents attitudes are a key factor affecting childrens achievement.
e.g study by douglas found w/c parents place less on eductaion. as a reult they were less ambitious and took less intrest in their education.
feinstein argues that parents own educational achievement and since m/c parents tend to be better educated they give children the advantage on how to socialise them
What is feinstein’s ways of m/c parental socialisation to aid their educational eachievement
Parenting style: M/c parenting style include discipline and high expectations of children and this supports school achevement active learning and exploration.
Parent’s educational behaviors:education parents are more aware of how to assit children and edicational progress. helping with homeowrk yeaching numbers etc
use of income: spend inome to aid education. Berstein and young m.c mothers more likley to buy educational toys books and encourage intellectual development better educated in nutirition.
Describe sugramans working class subculture (cucltural deprivation theorist)
w/c subcultures act as a barrier to educational achievement. due to the fact they are fatalistic: what will be with be and there is nothing you can do to change your status. collectivisms: valuing being part of a group than suceeding as an indivodual. immediate gratification: seeking pleasure now rather than making sacrafice in otder to gain furture rewards. Present time orientation: seeing the oresent as more important no long term goals.
w/c internalise these beliefs and values of their subcultures through socialisation process. steming from the fact m/c jobs are secure and allow for continous advancement encouring ambition. w/c jobs less secure and lack structure.
How can poor housing affect w/c educational achievement
overcrowding can lead making it harder for childrem tp study, less room for educational activities, nowhere to do homework, disrupted sleep.
for young children especially, development xan be impaired through lack of space for safe play and exploration. families who need to move alot may need to move schools disrupting education.
indirect effects: children in crowded homes run greater risks of accidents, cold or damp can cause ill health (statistic to be added). families in temporray housing suffer pscological distress. more absences from school
how does diet and health affect the w/c educational achievemnt
marilyn howard nores that young people from poorer homes have lower intakes of energy, vitamins and minereals. poor nuitrition affects health by lowering childs energy levels and weakening immune system. resulting in difficluties attending school and concentrating.
wilkinson: among 10 year olds w/c hyperactivity anxiety and conduct disorders.
blanden and machin: w/c more likely to engage in externalising behavior (fighting temper tantrums etc)
How does financial support and costs of education affect w/c achievement in education
Bull: ‘costs of free schooling’. stidy in oxford area by emily tanner et al found cost of transport music books etc places a heavy burden on w.c famillies
w/c may feel isolated stigimatised or bullied. flaherty 20% elligible for fsm dont take it.
smith and noble add poverty acts as a barrier
inability to afford school tuition and extra support. EMAs abolished by the coalition gov in 2011.
Fear of debt affecting w/c
Going to uni involves debt to cover tuition fees books and living expenses. national questionnaire survey of nearly 2000 prospective students callender and jackson found w.c are more debt averse (something to be avoided). the most debt averse students were over five times less likley to apply to uni.
incrreased tuition fees in 2012 to a max of 9k. ucas 2012 applicants fell by 8.6%
students wh dont go to uni are less likely to recieve support from parents finnancially. only 30% from w/c backgrounds go to uni.
reay found w.c go local ot save costs but given less oppurtunity and had to work part time.
Describe boudieu three type sof capital
Cultural capital: knowledge attitudes values languages tastes ad abilities of m/c/ through socialisation m/c aquire the ability to analyse abstract ideas that will allow for sucsess. schools devalues w/c culture as rough and inferior and lack of cultural capital leads to exam failure.
educational and economic capital: m/c with cultural capital are better equpped to meet demands of the school curriculm. Wealthier parents can convert economic capital into educational capital by sending children to private schools or paying tuition.
Dennis leech and erick campos study of coventry shows middle class parents were more likely to afford a hous ein catchment areas of school high in league exam tables. ‘selection by mortage’
Describe tests of Bourdieu’s ideas
Alice sullivan used questionairres to conduct a survey of 45 pupils in four schools. she asked them a range of activities such as reading, and whether they visited art galleries etc. Those who had read complex fiction had deeper vocab and cultural knwledge, pupils with more cultural capital more likely to be sucessful at gcse.
where pupils of different classes had sae cultural capital m/c still more likely t do better educationally
Describe keddie’s myth of cultural deprivation
Keddie describes cultural deprivation as a myth and sees it as victim blaming. She dismesses the idea that failure at school can be blamed on culturally deprived home baclground. She says a child cannot be deprived of its own culture w/c are culturally different not deprived.
Describe barry tronya and jenny williams argument agaisnt cultural deprivation theory
problem is not the child’s language but the schools attitudes towards it. teachers have a speed heirachy they label middle class speech highest followed by w/c and then black speech.
Blackstone and mortimore criticism of parental involvement
they attend less parents evenings not because of a lack of interest but because they work longer hours or put off by m/c atmosphere. may lack knowledge on how to help. majority w/c schools have less parent-school conatcts
