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Sociology Mock Revision > Explanations for social class differences in achievement > Flashcards

Explanations for social class differences in achievement Flashcards

1
Q

Material Deprivation: home - What plays an intrinsic role in educational failure?

A

Poverty plays an intrinsic role in educational failure

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2
Q

Material Deprivation: home - What do poorer children have worse?

A

Poorer children generally have worse cognition behaviour and health which effects their ability to learn

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3
Q

Material Deprivation: home - What does poor behaviour and health effect?

A

Children’s ability to learn

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4
Q

Material Deprivation: home - What does a poor diet and damp conditions lead to?

A

Tiredness and hunger = school absenses and lost education

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5
Q

Material Deprivation: home - crowded housing =

A

crowded housing = difficult to study and sleep

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6
Q

Material Deprivation: home - low income =

A

low income = less money for books, toys, internet etc

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7
Q

Material Deprivation: home - What are poorer children more likely to become?

A

Poorer children more likely to become young carers

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8
Q

Material Deprivation: home - Poorer teens =

A

Poorer teens more likely to have to work alongside their studies

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9
Q

Material Deprivation: home - What does being poor impact?

A

being poor impacts mental health

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10
Q

Material Deprivation: home - What are poorer families less likely to do?

A

Poorer families less likely to send their child to pre school, buy them textbooks etc

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11
Q

Material Deprivation: home - What are the hidden costs of education

A

Pe kits, uniform, travel, textbooks etc

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12
Q

Material Deprivation: Catchment area- What do poorer schools rely on?

A

School rely on parent contribution e.g PTA events

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13
Q

Material Deprivation: Catchment area- What is there commonly more of in deprived areas?

A

More social problems in deprived areas e.g unemployment = discipline problems = difficulty learning , underperformance

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14
Q

Material Deprivation: Catchment area- What is their lower of in poorer catchment areas?

A

Lower aspiration and expectations in poorer catchment areas

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15
Q

Material Deprivation: Catchment area- What percentage of FSM pupils gain 5 GCSE passes?

A

only 33% of FSM pupils gain 5 GCSE passes

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16
Q

Material Deprivation: Vs economic capital and middle class advantage - Children from better of backgrounds more likely to…

A

Children from better off backgrounds more likely to eat nutritious food, live in warm homes, have own bedroom, fully kitted out for school

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17
Q

Criticism of Material deprivation - What does Raey blame?

A

Raey blames the victim approach - ignoring social structure

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18
Q

Criticism of Material deprivation - Why is it too deterministic?

A

Too deterministic as many pupils on FSM do well

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19
Q

Criticism of Material deprivation - Exaggeration

A

Ignores differences between social classes and ignores similarities

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20
Q

Cultural Deprivation - What do different classes have?

A

Different classes have different values, attitudes and lifestyles

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21
Q

Cultural Deprivation - What does Sugar Mavis’ research show?

A

Shows how different values influence children progress in school

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22
Q

Cultural Deprivation - Who found more recent similar research to Sugar Mavis

A

Perry and Francis

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23
Q

Cultural Deprivation - What is symbolic violence?

A

How Bourdieu referred to way schools consider working class values as less desirable = leading to a culture clash

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24
Q

Cultural Deprivation - What do middle class schools seem to be to W/C pupils

A

Middle class Schools seem alien to working class and working class pupils are seen to not care

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25
Q

Cultural Deprivation - What do W/C believe in?

A

-Fatalism = life chances based on luck
-Collectivism = togetherness/unions
-Immediate gratification = enjoy yourself now

26
Q

Cultural Deprivation - What does the M/C believe in?

A

-Future orientation = hard work now success later
-Deferred gratification = put off fun now to achieve greater

27
Q

Cultural Deprivation - What are ‘Nike identities’

A

Where the working class create status through investing heavily in styles which are polices by peers - failure = social suicide

28
Q

Douglas’ study: Parent interest - What type of study did he conduct?

A

A longitudinal study

29
Q

Douglas’ study: Parent interest - Who did he observe?

A

Observes children from birth through primary and secondary schools, measuring IQ and social class throughout

30
Q

Douglas’ study: Parent interest - What were his findings?

A

-90% of upper middle class were in education after 15yr old
-50% of lower working class pupils were in education after 15yr old

31
Q

Douglas’ study: Parent interest - What did he relate his finding too?

A

Related his finding to connected factors e.g health, family size and quality of schooling

32
Q

Douglas’ study: Parent interest - What did he find was the most significant factor in educational achievement?

A

Most significant factor = parental interest in child’s education

33
Q

Douglas’ study: Parent interest - What can parental interest in education be shown by?

A

-Amount of stimulus in primary socialisation
-Frequency of visits to school
-Encouraging children to stay in school

34
Q

Douglas’ study: Parent interest - What did he find as children grew older?

A

Found parental interest and encouragement became increasingly more important as a spur to high attainment as children grew older

35
Q

Douglas’ study: Parent interest - Which other sociologists have more recent research supporting Douglas’ findings?

A

Feinstein and other sociologists have more recent research supporting Douglas’ finding

36
Q

Douglas’ study: Parent interest - What was Douglas’ conclusion

A

Parent interest seems to lead to higher attainment

37
Q

Cultural Deprivation: Parents attitudes - What does Feinstein claim is the most important factor influencing children educational achievement?

A

The degree of parental interest and support

38
Q

Cultural Deprivation: Parents attitudes - What are M/C parents more likely to do than W/C?

A

M/C parents more likely to attend parents evening, read children stories etc than W/C parents who don’t see importance in doing so

39
Q

Criticisms of Parent attitudes - Too deterministic =

A

Too deterministic as there’s a wide range of differences between families

40
Q

Criticisms of Parent attitudes - Exaggerated

A

Exaggerated as it assumes you can split interest by class

41
Q

Criticisms of Parent attitudes - Raey argues…

A

Raey argues it blames educational underachievement on parents without considering structural and school inadequacies

42
Q

Cultural Deprivation: Parents ability to help - Why do M/C parents have an advantage?

A

M/C parents have an advantage as there educated themselves and familiar with the school system/ know about subjects

43
Q

Cultural Deprivation: Parents ability to help - What might have happened to W/C parents?

A

W/C parents may have had poorer education themselves, not realise importance of stimulation in primary socialisation and may not value education

44
Q

Cultural Deprivation: Parents ability to help - What is the outcome?

A

Outcome = Children do not have equal skills to negotiate a predominately middle class education system

45
Q

Linguistic deprivation: language skills - What did Bernstein suggest?

A

Class differences in educational achievement related to speech patterns

46
Q

Linguistic deprivation: language skills - What does speech and language influence?

A

Influences educational understanding and achievement

47
Q

Linguistic deprivation: language skills - What are language skills needed for?

A

Language skills needed for listening, participating and working

48
Q

Linguistic deprivation: language skills - Define restricted code

A

narrower vocabulary, informal language associated with the working class

49
Q

Linguistic deprivation: language skills - Define elaborated code

A

Wider vocabulary associated with middle class - more formal

50
Q

Linguistic deprivation: Criticisms - What does it ignore?

A

ignored differences within social classes placing all M/C and W/C as the same

51
Q

Linguistic deprivation: Criticisms - What does it assume about M/C speech?

A

That M/C speech is superior

52
Q

Linguistic deprivation: Criticisms - What is devalued by the education system?

A

W/C speech devalued by education system

53
Q

Define positive discrimination

A

schools in disadvantaged areas are given extra favourable treatments e.g better paid teachers

54
Q

What is the thought behind positive discrimination?

A

Children in poorer catchment areas are more likely to succeed with this extra help and attainment gap can be narrowed

55
Q

What is the excellence in cities programme?

A

Giving disadvantaged schools extra treatments to help narrow the attainment gap e.g better paid teachers, more TA’s

56
Q

Positive discrimination: What did Power and Whitty say?

A

It did not make a significant impart on home based deprivation

57
Q

The double test - What where W/C pupils tested in?

A

Working class pupils tested in academic subjects and in coping with other disadvantages and difficulties

58
Q

The double test - What explains why W/C underachieve?

A

home problems on top of academic demand explain why W/C under achieve

59
Q

The double test - Where do these disadvantages start?

A

Before primary school but become more emphasised as they grow older as they fall more behind possibly leaving with no qualifications

60
Q

Conclusion of the double blind test-

A

schools cannot compensate for structural failure it’s down to a deeply unequal society

Sociology Mock Revision (12 decks)

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