topic 1 - class differences in achievement external factors Flashcards
(43 cards)
what study shows that class differences influence children’s development
Centre for Longitudinal studies show that by the age of 3, children from disadvantaged backgrounds are already up to one year behind
what is one explanation for this
- cultural deprivation
- this is because working class famillies inadequately socialise their children so the children do not gain the ‘cultural equipment’ such as self-discipline, language and reasoning skills according to cultural deprivation theorists
- therefore they are culturally deprived
3 causes of cultural depriviation
- language
- parents’ education
- working class subculture
why is language an essential part of the process of education
- main method of communication
- therefore the way in which parents communicate with their children affects their cognitive development
example of a study as to how language affects cognitive development
Hubbs-Tait et al:
- where parents use language that encouorages their children to evalute their own understanding e.g. what do you think
- fernstein developed by saying educated parents were more likley to use language in this way
- less educated parents asked simple quesitons that do not encourage critical thinking such as what’s this animal called
what do cultural deprivation theorists see in terms of language
they see how differences in how parents use language links to social class
- Bereiter and Engelmann claim language used by w/c families is deficient, often communciating htrough gestures or disjointed phrases
what is the result of these differences in how language is used by different parents
- children of w/c or less educated parents fail todevelop the necessary language skills and therefore grow up unable to think critically or in abstract ways
- so they are unable to describe, enquire or explain concepts in the classroom setting or elsewhere
who specifically identifies differences in w/c and m/c language ( and explain key term)
Berstein identified different speech codes:
- the restricted code
- the elaborated code
restricted code
Bernsteins:
- typically used by w/c
- characterised by limited vocabulary and the use of short, gramatically simple sentences with predictable speech or even gestures
- therefore it is not descriptive or analytic so children growing up with this speech code come to communicate in similar ways
elaborated code
Berstein:
- typically used by the m/c
- consists of a wider range of vocabulary used in complex sentences which is more varied and communicates abstract ideas
why do differences in speech codes put middle class children at a disadvantage
- the elaborated code is the type predominatly used in schools by teachers and in textbooks
- moreoever, it is the preferred way to speak and write especially in exams
- it is also more effective in communicating and expressing thought and reasoning
as a result of the disadvantage in differences in speech codes, how is w/c achievement affected
- students feel alienated at school as they lack the code predominantly used in schools unlike m.c students who are confortable with it
- this compromises their success rates as they feel excluded and are unabel to meet the standards the schools require
how is Berstein criticised/what does he recognise
- working class pupils do not simply fail due to the influences of primary socialisation in the home environment but also because schools fail to teach them how to use the elaborated code
study to show how parent’s attidues affect achievement
- Douglas found that w/c parents placed less value on education
- so they were less ambitious for their children
- took less interest and were less involved
- children therefore had lower levels of motivation anf achievemment
how else do parent’s education affect achievement levels
Feinstein :
- parenting style
- parents’ educational behaviour
- use of income
how does parenting style affect achievemnt
Fernstein:
- educated parents’ parenting style emphasies discipline and high expectations accompanied by support and motivation
- by contrast less educated parents’s tyle is characterised by harsh inconsistent discipline with phrases such as ‘do as your told’ being used which negatively affects the child’s perception of learnign and interactions with teachers in school
parents’ educational behaviours
Fernstein
- educated paretns are more aware of what is needed to assist their children’s educational progress and actively engage in activities such as reading to their children, painting and drawing etc
- they are also better able to establish good relationships with teachers
- recognise the educational value of visits to the museum or libraries
use of income
Berstein and Young:
- better educated parents have higher incomes and invest in activities that improve their child’s educational development e.g. buying educational toys or activities that encourage reasoning skills or intellectual thinking
who identifies what 4 factors that a w/c subculture has that act as barriers to education
Sugarman:
- fatalism
- collectivism
- immediate gratidication
- present time orientation
fatalism
Belief that events are determined by fate and individuals cannot change their status or future.
collectivism
Valuing being part of a group more than individual success, often leading to peer loyalty over academic achievement.
immediate gratification
Preference for instant rewards rather than making sacrifices for future benefits (e.g., enjoying now instead of studying for long-term success).
present time orientation
Focusing on the present moment with little consideration for future consequences or planning.
why do these characteristics reinforce w/c underachievement
- they internalise the beliefs and values of the subculture through the socialisation process
