Social class external Flashcards
(12 cards)
starting stats
90% of failing schools are in poor areas
only 30% WC students attend uni
MATERIAL DEPRIVATION
1) Howard -immediate cause
can add to diet, money (often have part-time job eating into study)
1) poor diet on educational attainment, worse concenration more illness and absence
MATERIAL
2) Emily Tanner -stigma too
hidden costs of free schooling, uniform, equipment and private tuition all MC luxuries in the system, disadvantaging and stigmatising WC (hence 20% FSM eligible dont)
3) C+J and Raey - higher education
‘fear of debt’ WC 5x more likely not to apply, with tuition fees 9,000 and less likely to get financial help once there either, so detered away from higher education and as Raey found, those who do attend are more likely to go to their local (so less prestige) universities to cut accomodation and travel expenses
make references to policies and their failings from policy topic
EVAL of material dep argument
policies are conistently implace to prevent disadvantage with Pupil Premimum, the social mobility commission bringing in contextual offers etc, but these policies aren’t enough to level playing fields (EMA abolished too)
Cultural dep starting fact
2007 study found that wc children by the age of 3 are one year behind in learning development than those children from privledged backgrounds
sociologists have turned to cultural and socialisation factors therefore in explaining class gaps
1) Gillian Evans - early socialisation
observes MC parent’s better prepare their child for education with ‘learning through play’, incorporating counting, writing and reading into fun activities, better engaging the child in education. WC lack that skill set to incorporate learning in play
2) Sugarman (less parents more community)
WC culture works against educational ambition
-present time oreintation, and immediate over prefferred gratification makes higher ed. unappealing also collectivism, wanting to stay as a group prevents pursuit of individual aspirations in education
and fatalism, destiny predetermined so aspirations not made
3) Bernstein -speech codes
WC language is deficient, more simple while the MC speech code is elaborate and matches the schools language of sophisication, textbooks and teachers use MC speech codes making WC feel alienated and less able to access the content as their speech is excluded from the classroom. teachers perseve this speech as ‘restricted’ which only feeds into their perception of WC children as less academically able due to their speech codes. MC socialised into the sophisticated language of schools
Evaluation of cultural deprivation ideas
1) victim-blaming when its acc schools attitudes
2) neglects wider social structures at play, poverty not of their own fault
3) Feinstern, it’s not about class culture it’s about qualifications
1)ASUMMING WC UNDERACHIEVE DUE TO THEIR OWN DEFICIENCIES, instead its the schools values
… Keddie -myth of cultural deprivation, assumes that WC are ‘deprived of culture’ victim-blaming when WC are enriched in a culture, its just not the one MC ones schools perpectuate, …..Troyna and Williams argue it’s infact the schools attitudes to speech not speech in itself, with a ‘speech hierarchy’ in schools percieving MC language as the only intellectual one (exlcuding black and WC language)
2) ignores that many WC children are structurally disadvantaged regardless of culture in terms of poverty
3) Feinstern -** educational qualifications **(regardless of later life incomes) is the more important factor than class and culture, parents with more educational experience will know how to support and prepare their child in the system. yet those who do have higher qualifications are often MC so becomes question of class
final para
-Boudieu (it’s an exercising of all three capitals mentioned)
not about the cultural deprivation of the WC but more-so what MC have in their armoury, their ability to exercise three capitals
1) economi - as evidenced by Campos and Leech in coverntry, can buy into the best states with mortage
2) cultural (most importantly) - the right habitus and respect for high culture e’g Shakespeare to suit the classroom v Raey WC self-elimitate out of alientation and go to WC habitus unis, less likely Russel Group
3) educational Gertwitz, with knowledge of the education system, able to appeal privledged schools v local disconnected ones
eval of that point
-combat study to undermine Boudieu
Alice Sullivan questionnaires on pupils and found little correlation between cultural enrichments like threatre and musems trips and attainment, so Boudieu overestimates the impact of ‘cultural capital’ instead her foundings showed that access to educational resouses and parental educational ambition had more impact on attainment
