External class differences in acheivment Flashcards
(38 cards)
Cultural deprivation
when pupils lack cultural equipment from primary socialisation which includes things like language, self discipline and skills.
CD theorists fail to socialise their kids adequately so they end up culturally deprived meaning that WC pupils lack the cultural equipment to do well so they underachieve
Cultural deprivation ihas 3. aspects - language, parents education and WC subculture.
Critisisms of cultural deprivation theory
Keddie - its a myth and its just victim blaming explanation that ignores WC failure being down to an education system that dominates MC values
Language
Speech code differences put WC pupila at a disadvantage as elaborated code is used in schools
MC code is also seen as the correct way to speak and write as it gives essential skills for education such as analusis reasoning and clearly expressing thoughts
meaning that MC pupils that are raised with elaborated code feel at home in school while WC pupils feel less included and fail
Hubbs-Tait et al
found childrens cognitive ability improved when parents used challenging language like what do u think helping children evaluate their own understanding
Feinstein
found educated parents are more likely to use challenging language like this (what do u think) and WC language was more simple
Bernstein - Speech codes
Identifies the differences in WC and MC pupils language and says that WC dont fail because theyre culturaly deprived but because school fails to teach them elaborated code
Restricted code - limited vocab - short unfinished and gramatically simple sentences
predictable speech - involves single words or gestures
context bound - speaker assumes listener shares the same experience
Elaborate code
Wider vocab - long and gramatically complex sentences
more varied speech - express abstract ideas
context free - doesnt assume listener shares same experience so they use language to spell things out.
parents education
parents attitudes to education can affect a childs achievement in school
Douglas says that WC parents placed less value on education, making them less ambitious for their children, taking less interest in their education and giving less encouragement.
They visited school less and didn’t discuss progress.
This resulted in children with low levels of motivation and achieve
Feinstein - Parents education
argues that parent’s own education is the most important factor that affects student’s achievement. Since MC parents have better education, they can advantage their children to an advantage. This is in ways like:
Parenting style, parents educational behaviours, use of incomes and class, income and parental education
parenting style
educated parents emphasise consistent discipline and high expectations of children suppoting their achievement by encouraging active learning and exporation
less educated parents had harsh and inconsistent discipline and emphasised on behaving urself and doing as ur told which prevents children from learning independence and self control leading to poor motivation and problems interacting w teachers
parents educational behaviours
educated parents are more aware of what their child needs tonhelp their educational progress so they engage in behaviour like reading to their children teaching letters and numbers helping with homework drawing and being activly involved in schooling
they are also able to get expert advice on childrearing and are more successful in starting good teacher student relationship
they recognise the educational value inof museum trips and library
WC families may not no what will helpmtheir child succeed in education so they wont engage in activities like this causing them to be unsuccessful in school
use of income
better educated parents have higher incomes that they spend on their childs educational success as well as habing the funds and knowledge about nutrition to support the childs development
Bernstein and Young saw that MC mothers are more likley to buy educational toy books and more which encourages reasoning skills and stimulates intellectual development
WC homes are more likely to lack these resources so they start school with educational skills that need progress
Class income and parental education
Feinstein - parentsl education influences childs achievement regurdless of class or income
even within
Helping to explain why not all WC studentd do equally bad and why not all MC students are successful a given social class more educated parents tend to have more successful children
Working class subculture
CD theorists argue that lack of parental interest in education is a reflection of the subcultural values of the WC.
Large sections of the WC have different goals, values, attitudes and beliefs from the rest of society. This is why their children underachieve/fail at school.
Working-class children internalise the values of their culture through primary socialisation- this results in underachievement at school because education hold
MC values/beliefs/attitudes.
What is Fatalism?
A belief in fate, ‘what will be, will be’ - nothing can be done to change your status.
MC Contrast with meritocracy where one can change their position through their own efforts.
Define Collectivism.
Valuing being part of a group over succeeding as an individual.
MC Contrast with the idea that an individual shouldn’t be held back by group loyalties.
What does Immediate gratification refer to?
Seeking pleasure now, with no making sacrifices for future rewards.
MC Contrast with deferred gratification, which emphasizes sacrifices now for rewards later.
What is Present-time orientation?
Seeing now as more important than the future, therefore having no long-term goals/plans.
MC Contrast with future-time orientation, which values planning for the future.
What is compensatory education?
Compensatory education refers to educational programs designed to support students from disadvantaged backgrounds.
Examples include Sure Start and Educational Priority Areas.
material deprivation
poverty and a lack of resources, and is seen as a factor in pupil’s underachievement.
Department of education
only 1/3 of pupils eligible for FSM achieving 5 or more GCSEs at A*-C compared to 2/3 of non-FSM pupils.
What are the consequences of poverty on school attendance?
Exclusion and truancy are more likely for children from poor families, with 1/3 of persistent truants leaving with no qualification
Many excluded students do not return to mainstream education.
Flaherty
a family’s money problems are a huge factor in young pupils’ poor attendance.
What percentage of failing schools are in deprived areas?
Almost 90% of failing schools are in deprived areas.
What factors contribute to material deprivation?
Factors contributing to material deprivation include housing, diet & health, financial support & costs of education, and fear of debt.
