External Explanation In Class Differences Flashcards
(13 cards)
What the external factors?
Sociologists emphasise the influence of the home, culture and wider society. Develop a macro level of analysis and structural explanation of the social class gap. Achievement is explained in terms of what pupil bring or fail to bring with them. The factors are:
-cultural deprivation
-cultural capital
-Material deprivation
Theories of material deprivation
Housing
poor housing affect pupil’s achievement both directly and indirectly. Overcrowding makes it difficult to study and do homework can lead to disturbed sleep from sharing bedroom. Young children’s development can be impaired through a lack of space for safe play and exploration. Families in temporary accommodation suffer more psychological distress, infection and accidents.
Diet and health
howard(2001) notes that young people from poorer homes have a lower intake of vitamins, energy and minerals. Poor nutrition can weaken the immune system lowering energy levels. Lead to difficulties concentrating and increase In absence. Wilkinson(1996) the lower the social class the higher the rate hyperactivity, anxiety and conduct disorders.
finance
Tanner wth al(2003) the cost of items such as transport, uniforms, books, places a heavy burden on poor families.
ridge(2002) ound that children in poverty are more likely to take on jobs and that this often has a negative impact on school work. Going to university involves getting into debt to cover tuition fees, books and living expenses. Attitudes towards debt may deter prospective working-class students from going to university. WC students are more debt averse.
What is material deprivation?
Material deprivation is linked to economic poverty. A lack of financial resources in working class homes, children are deprived of material resources and facilities that could enhance their educational progress and thus achievement. Low income creates a barrier to learning as they are unable to make the most of education opportunities. WC children are disadvantaged.
Over 90% of failing schools are located in the poorest and most deprived areas.
What are the critiques of material deprivation?
-The fact that some children from poor families still succeed suggests MD is only part of the explanation.
-Successive governments have introduced programmes of compensatory education however this does not alleviate MD. They encourage greater participation in higher education for disadvantaged backgrounds. For example Sutton trust offer support for students applying for higher education in hopes of promoting social Mobility.
What is cultural deprivation?
Linked to home, cultural backgrounds and parental values. Due to socialisation patterns WC parents do not instill which encourage children to value school and be aspirational/ ambitious.WC culture is seen as inadequate ( failing to nurture, stimulate and enrich interest) so children lack the cultural equipment for educational success.
-attitudes and values
-Intellectual development
-Language
What is intellectual development?
Development of thinking and reasoning skills ( solve problems and use ideas/concepts. Theorists argue WC homes lack books, education toys activities that would stimulate this development.
A longitudinal study ‘ home and school ‘ Douglas traced 4,720 children to secondary school and found out 77%-UMC, 60%-LMC, 53%-UWC, 37%-LWC pupil gained good olevel results. Shows middle children receive greater attention and stimulation from parents which fosters intellectual progress fit to variation in child bearing practices.MC mothers choose toys that encourage thinking and reasoning skills.
What are attitudes and values?
DOUGLAS argues most important factors affecting educational progress is the degree of parental interest shown in a child’s education and how they value which is generally MC parents. As they are more likely to attend parents evening, talk to teachers and support children with homework
HYMAN found the values of WC create a self imposed barrier to education/career success. They believe there’s less opportunity for individual advancement less value in high status jobs. BLACKSTONE argues there are variety of diff reasons can’t interact with school.
Subcultural beliefs and values place a greater value on securing steady job after school.
What are the difference between WC and MC values?
Working class:
-present time orientation thinking and living in the present.
-immediate gratification want benefit pleasure satisfaction now.
-fatalism belief u can’t change how things are as there predetermined and predestined.
-collectivism belief group/collective effort required to generate change.
Middle class:
-future time orientation planning and thinking for future.
-deferred gratification delay rewards nd gratification by sacrificing short term rewards for long term benefits.
-activism more proactive approach where individuals are encouraged to take steps to improve situation/status.
-individualism emphasise individual achievement and aspiration.
What is language?
BEREITER AND ENGLEMANN claim language used in lower class homes is deficient soo children fail to develop the necessary language skills required in school as it affects our capacity to be educated and articulate our understanding because of the importance of speech to communication and learning.
BERNSTEIN developed a sociolinguistic theory that a persons social class shapes the sport of language and the speech codes people use. The elaborated code is more effective tool to explicitly convey meanings, analyse info, logically nd rationally develop an argument nd handle complex concepts. Early socialisation means MC are fluent users of the code when they start school thus they feel at home and more likely to succeed.
The restricted code:
-speaker assume listener shares same set of meaning nd experience (context bound)
-meaning conveyed particularistic as code is implicit speaker already thinks listener knows everything.
-short, unfinished, grammatically simple limited ambitious vocabulary.
The elaborated code:
-transmission of facts nd accurate delivery of process.
-meanings are explicit characterised by longer more complex varied sentences.
-speaker doesn’t orientate to listener but message (universalists nd context free.
What are criticisms of cultural deprivation?
-NELL KEDDIE describe CDT as a myth she argues a child can’t be deprived of it own culture. WC children are culturally different and they fail cause they are at a disadvantage by an education system dominated by MC values. It’s a victim blaming explanation nd should focus on challenging discrimination in school. Teachers have a speech hierarchy.
-there are children who are CD who succeed in education
- government have attempted to overcome CD by introducing programmes of compensatory education which do not alleviate CD but provide opportunities to children from disadvantaged areas nd encourage greater participation.
What is cultural capital?
Refers to knowledge, attitudes, values, tastes and abilities of MC. So their culture is a type of capital as it gives an advantage to those who possess it nd values by education system so aids educational success. As their culture is worthy of being sought and possessed soo able to meet the demands of the curriculum nd be rewarded with educational capital which can be exchanged for economical capital in the future. Schools are biase as they favour middle class nd reproduce culture of the dominant class rather than transmitting the culture of society as a whole.
What are the effects of cultural capital to the WC?
They feel devalued rejected nd think education is not for them which they respond by truanting early leaving or not trying. SULLUVIAN used questionnaires of 465 pupil in 4 schools nd found those who read complex fiction nd watched serious TV documentaries developed a wider vocabulary nd greater cultural knowledge. These children were of graduates and were more likely to succeed in GCSEs and middle class. BALL nd GERWITZ state MC parents are more privileged as they have more cultural capital soo able to use this to ensure their child secures a place in the school of their choice.
What are criticisms of capital theory?
- value of theory is undermined by reality as many people tht lack cultural capital achieve in education.
- many schools/teachers value WC culture and experiences.
-many schools actively attempt to address lack of cultural capital by provide opportunities nd experiences.
