Social class Flashcards
(15 cards)
Material deprivation - External
Inability to afford basic resources - impact educational achievement
Food-heating-clothing-educational resources - M/C ahead of W/C students as likely to learn to read from younger - have more resources.
A02 - Key stats
M/C children reading age = 2.5 years ahead
90% failing schools in deprived areas
A03 - Slit shifting
Students that threaten the role on the schools position on the league tables.
Not allowing students in from certain areas
Housing
Quality of housing
Lack of child development from lack of outdoor spaces.
Temp accomodation - having to change school a lot
Cold/damp conditions - ill health - low attendance
Overcrowding - less places to do h/w / revision
Cultural deprivation
A01 - W/C families fail to give proper give Primary socialisation adequately.
A02 - Bernstein - Restricted speech code - school made for M/C who speak in elaborated speech code - exam questions/textbooks/teachers language
W/C become alienated in classroom - negative labelling - anti-school subcultures.
A03 - Bernstein positive
Recognise how school fail to teach elaborated code or provide extra help to those students who don’t have it.
A03 - Bernstein negative
Devalues w/c culture - speed being inadequate despite it working in their own habitus.
Habitus = Norms/values/behaviours of a certain social group/class
W/C attitudes and values - Cultural deprivation
(Douglas)
W/C - parents don’t see the education system as effective and so dont push their children to try hard in in and encourage other forms of achieving.
(Deviant subcultures)
W/C jobs require less skills - pay often monthly/weekly
Children will internalise these norms/values and behave accordingly in school.
A02 - W/C attitudes/values - Sugarman (1970) - Parents attitude
W/C = Fatalistic - immediate gratification -Collectivism - Present time orientation
M/C = Optimistic - concerned with education - individualistic - deferred gratification - future time orientation
W/C values - Sugarman
Fatalism - Fate = Predetermined - no matter what they do their social status will remain the same - Not encouraged to put effort in
Collectivism - Strong emphasis on being apart of a group - anti-school subculture - will follow students in it as they are in a similar situation so can relate.
Immediate gratification - Want immediate rewards (money) - fall into crime if not do well in school - not look at long term reward of education.
Present time orientation - Focus on current moment not look at the long term.
A03 - Blackstone/Mortimer - Class Intimidation
Its not that W/C parents are not interested in their child’s education but that they are intimidated by the M/C school environment and feel out of place and so don’t encourage their child to do well.
They also have less engagement with school as they likely have irregular work patterns - unable to attend to school events + cant afford trips/resources for children so appears they don’t care.
A03- Systematic discrimination
Tronya/Williams
Some parents want children to do well but are not equipped to understand the school environment (link to ethnicity too)
Schools not challenge m/c bias - language barriers/negative labelling
What is cultural capital ?
A01 - Knowledge of values/attitudes/abilities/language of the dominant culture in society.
Dominant culture is the M/C/UC - W/C is devalued in education and seen to be rough/inferior.
A02 - M/C high cultural capital
Know how to help children with homework
Relate to teachers - knowledge of how to contact to complain/ask questions.
Confidence/understanding in researching the best schools.
Money to move to different catchment area - better schools
See importance to wider learning - extra tutoring - music lessons - school trips.
A03 - Other types of capital not accounted for
Some w/c students have cultural capital but lack economic capital so do worse.
7% of children in the UK are privately educated - Cultural - economic and educational capital
