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Sociology > Education - Educational Achievement - 3.2 (Class Differences) > Flashcards

Education - Educational Achievement - 3.2 (Class Differences) Flashcards

1
Q

What are External Influences on Educational Achievement?

A

> Material Deprivation

> Cultural Factors

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2
Q

What is Cultural Deprivation?

A

Being deprived of cultural values facilitating educational success.

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3
Q

3 Main Aspects of Cultural Deprivation

A
  • Language
  • Parents Education
  • Working class Subculture
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4
Q

What is Basic Cultural Equipment?

A

Language, self-discipline and reasoning skills.

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5
Q

What did the Centre for Educational Studies find on the difference between Middle Class and Working class?

A

Found by age of 3 children were three years behind those from middle class

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6
Q

Cultural Deprivation Theorists

A

Cultural Deprivation:
> Centre for Educational Studies (Working Class behind Middle Class)

Language:
> Feinstein & Tait (Language Differences between Educated & Non Educated Parents)
> Bernstein (Elaborated versus Restricted Code)

Parents Education:
> Douglas (Lack of Working Class Parent Interest)
> Feinstein (Parenting Styles/Education)

Use of Income:
> Bernstein and Young (Middle Class Mums buy Educational Resources for Kids)

Subcultures:
> Sugarman (Fatalism, Collectivism etc and Security of Middle Class Jobs)

> Hyman (Self-Imposed Barriers)

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7
Q

What is Tait and Feinstein’s view on Language affecting Educational Achievement? (Differences between Educated and Uneducated Parents)

A
  • Educated parents more likely to use language challenging their children to evaluate their own understanding. Results in higher performance
  • Less educated use language in ways requiring children to make only simple statements. Results in lower performance.
  • Feinstein found educated parents more likely to use praises, helps children be more confident.
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8
Q

Bernstein’s view on Language affecting Educational Achievement (Difference between working class and middle class)

A 
- Working class more likely to use:
Restricted Code: Limited vocab, short, unfinished, simple sentences, context-bound. (Assume listener shares same experience)
- Middle class are more likely to use:
Elaborated Code: Wider vocab, longer, abstract ideas, context-free (Assume listener doesn’t shares same experience)
  • MC can switch codes, WC limited to restricted code.
  • MC students at advantage as teachers, textbooks use elaborate code
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9
Q

Criticisms of Bernstein’s

A

Actually, it is schools who fail to teach elaborated code

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10
Q

What was Douglas’s view on Parental Education?

A
  • Working class parents placed less value on education, so children were less ambitious, getting less encouragement, so took less interest
  • Working class parents unikely to go and discuss child’s progress with teachers and as result working class had low achievement.
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11
Q

What was Feinstein view on Parental Education and Parents Education?

A
  • Parents’ Education/Parenting Styles are very vital
  • More educated they are, better position they’re in for socializing children
  • Encouraging active learning and exploration.
  • Parenting of working class involves harsh, inconsistent discipline focused on behaving yourself, so problems interacting with teachers.
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12
Q

What was Bernstein and Young view on Use of Income?

A

> Middle class mums more likely to buy educational, toys, books etc.

> Encourage reasoning and stimulate intellectual development

> Working class parents unable to afford this (only have money for necessities) thus, working class are behind peers.

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13
Q

What were the 4 Values outlined in Sugarman’s view of the Working class subculture in relation to Education?

A
  • Fatalism: Belief your status is fixed and can’t be changed
  • Collectivism: Value being part of a group more than succeeding as an individual, opposite for middle class
  • Immediate Gratification: Want to get pleasure straight away, without making sacrifices. - middle class have delayed gratification, make sacrifices now have pleasure later.
  • Present Time-Orientation: Seeing present more important than future not having long-term goals.
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14
Q

What does Sugarman link the differences between MC values and WC values are down to?

A

He also links this to security of middle class jobs, having room for progression and ambition, instilling this into children.

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15
Q

Explain Hyman’s Theory of Self-Imposed Barriers in relation to Working Class Subcultures

A

> Working class create barriers and have limited care for education

> As working class parents had negative experience in school.

> Which is passed on to child, thus working class continue to fail in education.

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16
Q

A03 Criticisms of Cultural Deprivation in Achievement

A

> Keddie (Sugarman)
Troyna and Williams (Any Language Theorist)
Blackstone & Mortimore (Douglas)

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17
Q

How does Keddie criticise Sugarman’s view?

A
  • Working class different culturally, but not deprived.

- Rather than seeing working class subculture as deficient, schools should challenge teachers working class prejudices.

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18
Q

Explain how Troyna & Williams criticise any Language Theorist?

A
  • Problem not working class language but school’s attitudes towards it.
  • Teachers have speech hierarchy, favouring middle class speech, then working class speech than Black speech.
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19
Q

Explain how Blackstone and Martimore criticise Douglas

A

Working class parents don’t miss Parents Evening voluntarily, but busy at work so don’t have time and put off by middle class atmosphere.

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20
Q

Define Compensatory Education

A

> Introduced to tackle cultural deprivation giving resources to schools and communities in deprived areas.

> Come in early at socialisation process to compensate children for deprivation faced at home

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21
Q

What is an example of Compensatory Education in the US?

A

> Operation Head Start in the US, where pre-school education was introduced to develop skills and motivations of deprived children.

> Included setting up Nursery Classes and home visits by educational psychologists.

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22
Q

Example of TV show used for Compensatory Education as part of what program and what did this provide?

A

Sesame Street was set up as a part of HeadStart, providing a way to transmit skills needed for Educational Success.

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23
Q

What are the 3 examples of Compensatory Education in the UK?

A

Education Priority Areas and Education Action Zones and Sure Start.

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24
Q

Define Material Deprivation

A

Poverty and lack of material necessities which prevent educational achievement.

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25
Q

What were DOFE findings in 2012 on Free School Meals students?

A

found barely ⅓ of FSM pupils get 5+ GCSES incl. (Engl and Maths)

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26
Q

Flaherty

A

Money problems are a significant factor in younger children’s non-attendance in school.

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27
Q

Which type of family is exclusion and truancy common in?

A

poorer families

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28
Q

What % of failing schools are in poor areas

A

90%

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29
Q

Material Deprivation Theorists

A

Material Deprivation
> Department for Education 2012 (Impact of Free School Meals)
> Flaherty (Money Problems)

Diet and Health
> Howard (Effects of Poor Diet)
> Wilkinson (Working class more prone to Behaviour Issues)
> Blanden and Machin (Working class more likely to be in fights)

Cost of Education
> Bull (Cost of Free-Schooling)
> Tanner (Cost of Equipment)
> Flaherty (Free School Meal Stigmitisation)
> Smith & Noble (Can’t afford Private Tuition etc)
> Ridge (Working class Part-Time Work)

Fear of Debt
> Calender and Jackson (Working class more debt-averse)
> Reay (Working class limited Uni choices)
> National Audit Office (Debt)

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30
Q

How does Poor Housing affect Educational Achievement in relation to Overcrowding

A
  • Overcrowding makes it harder to study, no room to do h/w, disturbed sleep from sharing bedrooms etc.
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31
Q

How does Poor Housing affect Educational Achievement in relation to Young Kids development

A
  • Development of young children can be impaired, though lack of space for safe play/exploration.
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32
Q

How does Poor Housing affect Educational Achievement in relation to Children’s Health?

A

Children in crowded homes have more accidents and cold/damp housing means ill-health, thus meaning more absence from school.

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33
Q

How do children living in a B and B affect their education?

A

frequently move meaning constant changes of school and disrupted education.

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34
Q

Explain Howard findings on how Poor Diet affects WC achievement?

A

Kids from working class have poorer diets and nutrition, leads to lack of energy and concentration and higher absence rates.

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35
Q

Explain Wilkinson findings on how Poor Mental Health affects WC achievement?

A
  • Children from working class more likely to have emotional and behavioural problems.
  • For 10 yr olds, lower the class, higher rate of hyperactivity, anxiety, conduct disorders, impacting their education.
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36
Q

Explain Blanden & Machin findings on how Anger problems affects WC achievement?

A
  • Found working class children were more likely have fights and temper issues, disrupting their schooling.
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37
Q

What was Bull’s view on Cost of Education, affecting Educational Achievement?

A

Refers to ‘cost of free schooling’, children from WC don’t have equipment missing out on experiences, bettering their achievement.

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38
Q

How does Emily Tanner support Bull’s findings?

A
  • Tanner found cost of items e.g. Transport, Books, Uniforms, Computers, Calculators, and Sports Equipment put burden on WC.
  • So have to use hand me downs, leading to bullying from peers.
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39
Q

Explain Flaherty’s findings on Stigimisation of Free School Meals?

A
  • Stigma for FSM prevents some from taking up entitlements.
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40
Q

What was Smith & Noble’s view on Cost of Education, affecting Educational Achievement?

A
  • WC pupils cannot afford private tuition or schools, so do less well than MC.
41
Q

What was Ridge’s view on Cost of Education, affecting Educational Achievement?

A
  • WC may need to work whilst at school, to help family, so have less time to study.
42
Q

How is Fear of Debt a factor affecting whether WC are likely to go Uni?

A
  • Going Uni, may mean debt to cover tuition fees of 9K a year, books, and living expenses, so deter WC kids.
43
Q

What were Calendar and Jackson’s findings on why WC kids were put off from going Uni?

A
  • WC kids more debt-averse.
  • Saw more cons than pros in going uni
  • So 5x less likely to apply for Uni than middle class.
44
Q

What were Reay’s findings on WC uni choices?

A
  • WC kids more likely to go local uni’s.
  • To stay home and save money, so less chance to go Oxbridge.
  • Also carrying out part time work to fund studies
  • So can’t get higher class degrees.
45
Q

Explain National Audit Office’s findings on the impact of debt for WC compared to MC?

A
  • WC spent twice as much time in paid work than MC to reduce debts.
46
Q

How may Material Deprivation theorist be too deterministic?

A

Can still be successful even if you’re materially deprived.

47
Q

How can Howard’s view that WC have poor diets be criticised?

Think in relation to events today?

A

> Due to Marcus Rashford campaign, FSM programme continued through lockdown.

> Many schools provide Free Breakfast and After-School Clubs

48
Q

How may the factor that WC kids can’t afford cost of free-schooling be criticised?

How is COVID applicable to this?

A

> Through the COVID 19 pandemic, many schools provided children with laptops.

> Now offer facilities such as computers outside of normal school time so children can catch-up

> SureStart programs provide pre-school and nursery places in poorer districts

49
Q

Cultural Capital Sociologists

A

> Bourdieu (3 Types of Capital)
Leech and Campos (Selection by Mortgage) (Economic and Educational Capital)
Sullivan (Cultural Capital and Success at GCSE)

50
Q

Who outlined the 3 Types of Capital?

A

Bourdieu

51
Q

What are the 3 Types of Capital Bourdieu outlined?

A

> Economic Capital - Wealth

> Educational Capital - Qualifications

> Cultural Capital: Knowledge, attitudes, values, language, taste, and abilities of MC.

52
Q

How do Leech & Campos believe Educational and Economic Capital are linked together, through their theory of selection by mortgage?

A

> Linked together, Leech and Campos state, theory of ‘selection by mortgage’’

> Good schools drive up cost of houses around them.

> MC can afford house in catchment area of a good school, WC can’t

> Thus WC are stuck near underperforming schools.

53
Q

How does Cultural Capital benefit the MC classes in School

A

> MC kids have ability to analyze and develop intellectual interests and understanding of what’s needed in to succeed gives MC advantage in school

> These skills are high valued, as education favours MC culture.

54
Q

What were Sullivan’s Findings on Culutral Capital and Success at GCSE?

A

> Those who read complex fiction, watched serious documentaries, gained greater vocab and knowledge, leading to cultural capital.

> These kids were more likely to succeed at GCSE.

55
Q

What did Sullivan believe Culutral Capital only accounted for part of the differences in achievement??

A

> But this only accounted for part of class differences, as kids could have the same cultural capital, but MC students still did better.

> Believed greater resources of MC, explain gap in achievement.

56
Q

Define Labelling

A

process of defining a group or person positively or negatively, based on perceived characteristics.

57
Q

Outline all Labelling Theorists and what they advocate?

A

> Becker (Ideal Pupil)
Rist (Primary School Tables)
Dunne and Glazeley (Labelling in Secondary Schools)
Jacobson and Rosenthal (IQ Test)

58
Q

Explain Becker’s Idea of the Ideal Pupil

A

> Teachers form opinion of pupil based on how close pupils fit ideal pupil.

> Pupils from MC were viewed as closest to the ideal & WC furthest as they were seen as badly behaved.

> These labels can lead to a self-fulfilling prophecy

59
Q

Explain the differences in outlook towards WC and MC underachievement by teachers in Dunne and Glazely Study of Labelling in Secondary Schools

A

> Schools produced WC underachievement due to labels they were given

> Normalised’ and unconcerned about under achievement of WC

> But believed they could overcome under achievement of MC.

60
Q

Explain the differences in views of MC/WC Parents and in how teachers helped pupils from different classes in Dunne and Glazely Study of Labelling in Secondary Schools

A

> Saw WC uninterested in education and MC as supportive e.g. attending parents evenings etc.

> Lead to differences in how they helped MC setting them extension work but entered WC pupils for foundation exams.

> Underestimated WC kids potential - those who did well were seen as overachieving.

61
Q

Explain Rist Study of Labelling within Primary Schools

A

> Teacher used home background to group kids.

> Those teachers saw as clever and treated better were called tigers, seen as neat, MC & clean appearance

> Slow learners, labelled as ‘clowns’ and WC sat further away and neglected.

62
Q

Rosenthal and Jacobson Findings on SFP in their IQ Test study used to investigate teacher labelling?

A

> IQ Test given to students. Random 20% of children identified as (bloomers) to teachers

> Went back a year later, finding children labelled as bloomers made more progress than others.

63
Q

Explain how Fuller sees the idea of teacher Labelling as too deterministic in relation to criticisms of Labelling Theory?

A
  • Black girls she studied were labelled as low achievers.

- Their aim was to knuckle down and study hard to prove their teachers wrong, despite what they said.

64
Q

Explain Structuralist views on the Role of Schools in Labelling in relation to criticisms of Labelling Theory?

A

Focus on teachers too much, structuralists would say Schools encourage teachers to label students e.g. teacher training.

65
Q

Explain Marxists views on Labelling in relation to criticisms of Labelling Theory?

A

Marxist say labels not always result of teachers individual prejudices but stem from fact teachers work in a system, reproducing class divisions.

66
Q

Outline the Impact of Setting and Streaming Theorists Setting and what they advocate?

A

> Douglas (Students IQ)

> Gilbourn and Youdell (A-C Economy)

67
Q

Define Setting

A

Placing kids in groups based on ability in individual subjects.

68
Q

Define Streaming

A

Placing kids in groups based on overall ability in all

subjects.

69
Q

What process is likely to occur when students are streamed?

A

Self-fulfilling prophecy likely to occur when kids are streamed.

70
Q

What is the negative consequence of Streaming?

A

When streamed it’s hard to move up, entered for lower tiers, students internalize message they’re ‘no-hopers’ not having potential do well.

71
Q

Explain Dogulas’s Study on the Impact of Setting and Streaming?

A

Children placed in lower stream at 8 suffered decline in IQ score by age 11, opposite for children in top streams.

72
Q

Explain Gilbourn and Youdell’s idea of the A-C Economy?

A

> Link streaming to publishing league tables.

> Creating an ‘A-C economy in schools’ - schools focus time, and resources on kids they see as having potential to get 5 C’s to boost position on league table.

73
Q

Explain what process do Schools use to assess which students are most likely to get them C’s and what occurs in this?

A
  • Educational Triage

> Those who’ll pass anyway - left to get on with it
Those with potential - targeted intervention to help get C.
Hopeless cases - No chance of passing - doomed to fail.

74
Q

Who do Teachers have a stereotypical view of in the Educational Triage?

A

Teachers have a stereotypical view of working class students and black as lacking ability - likely to be labelled as hopeless cases.

75
Q

Explain the Criticisms of Sociologists view on Streaming

A

Allows higher ability children to be challenged and lower ability students to be supported, so can lead to higher achievement

76
Q

Outline the Development of Subculture Theorists and what they advocate?

A 
> Lacey (Differentiation and Polarisation)
> Hargreaves (Anti School Subcultures)
> Ball (Abolishing Streaming)
> Woods (4 responses)
> Furlong (Not fully in 1 response)
77
Q

When do Subcultures emerge?

A

> Emerge as response to way pupils been labelled and as reaction to streaming

78
Q

Explain Differentiation in relation to Lacey’s Explanation for the development of Pupil Subcultures?

A
  • Where teachers group students, based on ability, attitude, and behaviour.
  • Streaming is form of differentiation, as it categorises pupils into different classes.
79
Q

Explain Polarisation in relation to Lacey’s Explanation for the development of Pupil Subcultures?

A
  • Where children respond to streaming by moving to pro-school subculture or an anti-school subculture.
80
Q

Define Pro-school subculture

A
  • Usually by pupils in higher streams
  • Committed to school’s values of hard work, respect for authority etc.
  • Gain approval/status from academic success
81
Q

Define Anti-school subculture

A
  • Usually by pupils in lower streams

- Reject school values e.g. truanting, disruption, not doing homework etc.

82
Q

Why do Pupils in Low Streams Join Anti-School Subcultures?

A

> As school deprives them of status, labelling them as failures.

> So create own status hierarchy, gaining status from peers, rebel against values of school

83
Q

Explain the Impact of Subcultures?

A

> Often lead to self-fulfilling prophecy.
Those in pro-school subculture work hard so succeed
Those in anti-school subculture faff about and fail.

84
Q

Explain Hargreaves Study in relation to Anti-School Subcultures?

A

> Boys in secondary who’d failed 11+ exams was put in low-streams, and labelled worthless by school.

> In response formed ASS to get high status, going against school rules.

> Forming delinquent subculture, guaranteeing their academic failure.

85
Q

Explain Ball’s Study on the Impact of Abolishing Streaming

A

> When schools abolished streaming, polarisation and anti-school subcultures declined.

> But differentiation remained as teachers continued to categorise pupils

> Likely to label middle class as cooperative and able.

> Positive labelling resulted in better exam results where self-fulfilling prophecy happened.

86
Q

Woods found that students didn’t always join anti or pro school subcultures, but there were 4 other responses, what were these?

A
  • Ingratiation – Pupils who’re eager to please teachers, having favourable attitude towards school. (Teacher’s Pet)
  • Ritualism - Going through motions, (don’t take an interest) staying out of trouble.
  • Retreatism - Faff about and daydream in class but not challenging authority of school.
  • Rebellion - Troublemakers, firmly reject everything school stands for - challenging authority.
87
Q

What was Furlong’s view on the 4 responses?

A

Students may not be fully in 1 response, moving between them acting differently with different lessons and teachers.

88
Q

Outline Class Identity Theorists and what they outline?

A

> Bourdieu (Habitus)
Archer (Nike Identities)
Ingram (Catholics Boys)
Evans (WC Girls - Self Exclusion for Success)

89
Q

Define Habitus

A

> Learned ways of thinking, being or acting shared by particular social class

> Including tastes, outlook on life, expectations and what’s normal or realistic for people ‘like us’

90
Q

Explain how the Education System works in favour of middle class habitus compared to working class habitus?

A

MC have power to impose their habitus on the education system, system so school holds MC values, placing higher value on their tastes and preferences, see WC habitus as inferior.

91
Q

Define Symbolic Capital

A

Those who’ve been socialised with MC habitus gain ‘symbolic capital’- status and recognition from school, deemed to be valuable.

92
Q

Define Symbolic Violence

A

> Where school rejects WC habitus and WC tastes are deemed worthless.

> Reproduces class structure and keeping WC ‘in their place’

93
Q

Explain the Impact of symbolic violence on WC students

A

> WC see world of education as alien and unnatural

> WC felt they have to change/lose themselves to be successful.

94
Q

Explain Archer’s Findings on Nike Identities?

A

> Symbolic violence leads WC students to find alternatives to creating self-worth, status and value.

> Done by investing heavily in ‘styles’ like Nike, to gain status from peers

> Styles were heavily policed by peer groups not conforming was ‘social suicide’

> This conflicted with the school’s dress code and conflict with their MC habitus.

95
Q

How did Nike Styles play a part in WC pupils’ seeing university as unrealistic?

A
  • Saw it as not for them and for posher MC people
  • Thought they wouldn’t fit in.
  • Seen as risky investment.
96
Q

How did Nike Styles play a part in WC pupils’ seeing HE as undesireable?

A
  • Wouldn’t suit preferred lifestyle or habitus

- Would lead to debt, so wouldn’t be able to keep up Nike identities.

97
Q

Explain Ingram’s Study of Conflict between WC Habitus and MC schools for WC grammar schoolboys?

A

> Problem for WC grammar school boys, experienced tension between neigbourhood’s habitus and that of MC school.

> Faced being judged as worthless at school for wearing street clothes or worthless in community for not doing so.

98
Q

Explain Evans Study on how WC girls self excluded themselves from success?

A

> Found even successful WC girls faced hidden barriers.

> Felt their identity wouldn’t fit in with habitus of elite universities

> They had strong attachment to WC locality and Family

> Wanting to remain at home to study, an economic necessity.

99
Q

Explain how Postmodernists criticise Class Identities?

A

> Postmodernists say class, no longer has as much impact on students identity, due to pick n mix culture.

Sociology (27 decks)

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