sociologists from class differences Flashcards
Bernstein- EXTERNAL
speech codes: elaborated and restricted
Feinstein- EXTERNAL
parenting style
parenting behaviours
use of income - YOUNG
parents’ education - if they’re educated can make a positive contribution regardless of cultural deprivation
Young- EXTERNAL
educates parents’ use of income on educational producs
Hyman and Sugarman- EXTERNAL
working-class subculture: immediate gratification, present-time orientation, collectivism and fatalism
Callender and Jackson- EXTERNAL
attitudes to apply to uni: debt averse/tolerant
Flaherty- EXTERNAL
fear of stigmatisation to take on free school meals - 20% of those eligible do not take up their entitlement
Smith and Noble- EXTERNAL
poverty is a barrier (e.g to private schooling and tuition)
Emily Tanner et al- EXTERNAL
the cost of items means w/c usually get hand-me-downs - stigmatisation
Ridge- EXTERNAL
children in poverty take on jobs such as baby sitting, cleaning and paper rounds which often has a negative impact on their schoolwork
NATION UNION OF STUDENTS online survey- EXTERNAL
81% of those from highest social class received help from home against 43% of those from lowest class
20% of uni students came from w/c backgrounds even though this group accounts for 50% of the population
Blanden and Machin- EXTERNAL
‘externalising behaviour’ (e.g. temper tantrums and fighting) more likely from low income families
Marilyn Howard- EXTERNAL
lower intake of energy, vitamins and minerals of those from poorer homes- weakens immune system, difficulty concentration, lowering energy levels
Alice Sullivan- EXTERNAL
range of activities survey to measure cultural capital - wider vocab and complex cultural knowledge, fiction and serious TV documentaries indicated a high cultural capital
BUT
even when m/c and w/c had same cultural capital, m/c still performed better
Richard Wilkinson- EXTERNAL
among 10 y/o, lower the social class, higher the rate of hyperactivity anxiety and conduct disorders
Bordieu - EXTERNAL
m/c habitus
3 types of capital: economic, educational and cultural
Blackstone and Mortimore- EXTERNAL
not uninterested but unable to attend due to work commitments and transport issues
Keddie- EXTERNAL
a way of ‘blaming the victim’
different, not deficient culture
should focus on challenging the teachers
Troyna and Williams- EXTERNAL
teachers’ reaction to w/c restricted code is to blame
Becker
‘ideal pupil’
Dunne and Gazaley
labels and assumptions from teachers meant that w/c underachievement was persistently produce and became normalised
Rist
study on American kindergarten shows
‘tigers’ and ‘clowns
Gillborn and Youdell
educational triage
A-to-C economy
Douglas
lower streams at 8-> major decline in IQ by the age of 11
m/c benefit from streaming while w/c do not
Rosenthal and Jacobson
study on ‘spurters’
20% were randomly assigned this label
after a year, 47% of those identified, made significant impact
steps of the self-fulfilling prophecy, given label, treated like this label is already try, pupil internalises this and makes it their self-image
