Topic 1 - External Factors Leading To Class Differences In Achievement

Question 1

What is meant by cultural deprivation ?

Answer 1

Cultural deprivation - where individuals fail to acquire the basic values , attitudes and skills that are needed for educational success due to poor primary socialisation in the family

Question 2

What are the 3 main aspects of cultural deprivation ?

Answer 2

-Language
-Parents education
-Working class Subculture

Question 3

Language - what did Hubbs Tait et al find out about language ?

Answer 3

Hubbs tait et al found that where parents use language that challenges their children to evaluate their own understanding or abilities (eg what do you think ? ) cognitive performance improves

Question 4

Language - what type of parents did Feinstein found used language which challenged their children to evaluate their own understanding or abilities and what language did less educated parents use ?

Answer 4

Feinstein found educated parents are more likely to use that type of language
Less educated parents tend to use language in ways that require children to make simple descriptive statements eg what’s this an animal called ? Which lowers their performance

Question 5

Language - what did Feinstein find that educated parents are more likely to use and wha does this encourage children to do ?

Answer 5

Feinstein found that educated parents are more likely to use praise which encourages their children to develop a sense of their own competence

Question 6

Language - what did Bereiter and Engelmann claim about language used in lower class homes and what does this lead to ?

Answer 6

Bereiter and Engelmann claim that language used in lower class homes is deficient , they describe lower class homes as communicating by gestures , single words and disjointed phrases
As a result , their children fail to develop the necessary language skills , they grow up incapable of abstract thinking and unable to use language to explain , describe or compare so are unable to take advantage of the opportunities that the school offers

Question 7

Language - what did Bernstein compare between the working and middle class ?

Answer 7

He distinguishes between 2 types of speech codes ;
- the restricted code
-the elaborated code

Question 8

Language - what does Bernstein mean by the restricted code ?

Answer 8

Bernstein restricted code - speech code typically used by the working class , it has limited vocabulary and is based on the use of short , often unfinished , grammatically simple sentences.
Speech is predictable and may involve a single word or a gesture . this code is context bound - the speaker assumes that the listener shares the same set of experiences

Question 10

Language - what did Bernstein mean by the elaborated code ?

Answer 10

Bernstein elaborated code - speech code typically used by the middle class , it has wider vocabulary and is based on the use of longer , grammatically more complex sentences . speech is more varied and communicates abstract ideas
The elaborated code is context free - the speaker doesn’t assume that the listener shares the same experiences and so they use language to spell out meanings explicitly for the listener

Question 11

Language - How does Bernstein believe the speech codes give the middle class an advantage but working class at a disadvantage ?

Answer 11

These differences in speech code give the middle class children an advantage at school but put the working class children at a disadvantage.
This is because the elaborated code is the language used by teachers, textbooks and exams
early socialisation into the code means that middle class children are already fluent users of the code when they start school. Thus they feel at home and are more likely to succeed
By contrast ,working class children who lack the code are likely to feel excluded and therefore be less successful

Question 12

Language - why does Bernstein argue that working class children fail ?

Answer 12

Bernstein argues that working class pupils fail not because they are culturally deprived but because school fails to teach them how to use the elaborated code

Question 13

Parents education - what did Douglas find about parents education that impacted their children ?

Answer 13

Douglas found that working class parents placed less value on their children’s education . As a result , they were less ambitious for their children , gave them less encouragement and took less interest in their education . They visited schools less often and were less likely to discuss their children’s progress with their teachers.
As a result , their children had lower levels of motivation and achievement

Question 14

Parents education - what did Feinstein believe about how parents education is important for their children’s success ?

Answer 14

Feinstein argues that parents’ own education is the most important factor affecting children’s achievement and since middle class parents tend to be better educated , they are able to give their children an advantage by how they socialise them ;
-parenting style
-parent’s educational behaviours
-Use of income

Question 15

Parents education - what is the difference between educated parents parenting style and less educated parents parenting style and what does this lead to for their children ?

Answer 15

-educated parents parenting style emphasises consistent discipline and high expectations of their children and this encourages active learning through exploration
-Less educated parents parenting style is marked by harsh or inconsistent discipline that emphasises doing as you’re told or behave yourself , this prevents the children learning self control , leading to poor motivation at school and problems interacting with teachers

Question 16

Parents education - why does parents educational behaviour help their children to succeed or fail ?

Answer 16

educated parents are more aware of what is needed to assist their children’s educational progress and so they engage in behaviour such as ;
-reading to their children
-teaching them letters , numbers , rhymes
-painting and drawing with them
-helping with homework
-being actively involved in their schooling
These parents also recognise the educational value of activities such as museums and libraries

Question 17

Parents education - how does parents use of income help their children in education ?

Answer 17

better educated parents tend to have higher incomes , they also spend their income in ways that promotes their children’s educational success
educated parents also have a better understanding of nutrition

Question 18

Parents education - what did Bernstein and Young find out about use of income ?

Answer 18

Bernstein and Young found that middle class mothers are more likely to buy educational toys , books and activities that encourage intellectual development
working class homes are more likely to lack these resources and this means that children from such homes start school without the intellectual skills needed to progress

Question 19

working class subculture - what is meant by a working class subculture and what does it lead to ?

Answer 19

working class subculture - large sections of the working class have different goals , beliefs , attitudes and values from the rest of society and this is why they fail at school

Question 20

Working class subculture - what are the 4 key features that Sugarman believes to the working class’s educational failure ?

Answer 20

Sugarman argues that the working class subculture has 4 key features that act as a barrier to educational achievement ;
-Fatalism
-Collectivism
-Immediate gratification
-Present time Orientation

Question 21

Working class subculture - what does Sugarman mean by Fatalism ?

Answer 21

Fatalism - a belief in fate - what whatever will be , will be and there is nothing that you can do to change your status

Question 22

Working class subculture - what does Sugarman mean by collectivism ?

Answer 22

collectivism - valuing being part of a group more than succeeding as an individual

Question 23

Working class Subculture - What does Sugarman mean by immediate gratification ?

Answer 23

Immediate gratification - seeking pleasure now rather than making sacrifices in order to get rewards in the future

Question 24

Working class Subculture - What does Sugarman mean by present time orientation ?

Answer 24

Present time Orientation - seeing the present as more important than the future so not having any long term goals

Question 25

Working class subculture - why does Sugarman believe the working class values exist in the first place ?

Answer 25

Sugarman argues that the working class values stem from the fact that middle class jobs are secure offering prospects for continuous individual advancement which encourages ambition , long term planning and a willingness to invest time and effort into gaining qualifications. By contrast , working class Jobs are less secure and have no career structure which individuals can advance . There are few promotion opportunities and earnings peak at an early age

Question 26

what are the aim of compensatory education programmes ?

Answer 26

Compensatory education programmes aim to tackle the problem of cultural deprivation by providing extra resources to schools and communities in deprived areas . They intervene early in the socialisation process to compensate children for the deprivation they experience at home

Question 27

what is the best known example of a compensatory education programme include name , what it was , the aim and what it included ?

Answer 27

best known example is Head start in the United states it was a multi billion dollar scheme of pre school education in poorer areas its aim was planned enrichment of the deprived child's environment to develop skills and instil achievement motivation It included improving parenting skills , setting up nursery classes and home visits by educational psychologists.

Question 28

Evaluation of Cultural deprivation - How does Keddie criticise cultural deprivation ?

Answer 28

Keddie describes cultural deprivation as a myth and sees it as a victim blaming explanation . she argues that working class children are simply culturally different not culturally deprived. They fail because they are put at a disadvantage by an education system that is dominated by middle class values

Question 29

Evaluation of Cultural deprivation - How do Troyna and Williams criticise cultural deprivation ?

Answer 29

Troyna and williams argue that the problem is not the child's language but the schools attitude towards it Teachers have a speech hierarchy they label middle class speech highest , followed by working class speech and finally black speech

Question 30

Evaluation of cultural deprivation - How do Blackstone and Mortimore criticise cultural deprivation ?

Answer 30

Blackstone and Mortimore reject the view that working class parents aren't interested in their children's education they argue that working class parents attend fewer parents evenings , not because of lack of interest but because they work longer or less regular hours or are put off by the school's middle class atmosphere.

Question 31

what is meant by material deprivation ?

Answer 31

Material deprivation refers to poverty and lack of material necessities such as adequate housing and income

Question 32

what evidence do the Department for education (2012) have that shows that poverty and educational underachievement are linked ?

Answer 32

according to the department for education (2012) barely a third of pupils eligible for free school meals - which is a widely used measure of child poverty - achieve 5 or more GCSE's at grade 9-5 including English and maths as against nearly 2 thirds of other pupils

Question 33

how does Flaherty believe poverty and educational underachievement are linked ?

Answer 33

Flaherty argues that money problems in the family are a significant factor in young children's non attendance in school

Question 34

what are 2 other points which link poverty and educational underachievement ?

Answer 34

-exclusion and truancy are more likely for children from poor families so more likely to leave school with no qualifications -Nearly 90% of failing schools are located in deprived areas

Question 35

Material deprivation - how can poor housing impact a pupils achievement directly ?

Answer 35

Poor housing can affect a pupils achievement directly . for example overcrowding has a direct effect by making it harder for the child to study , less room for educational activities , nowhere to do homework , disturbed sleep from sharing beds or bedrooms and so on

Question 36

Material deprivation - how can poor housing impact a pupils achievement indirectly ?

Answer 36

Poor housing can affect a pupils achievement indirectly . for example children in crowded homes run a greater risk of accidents . cold or damp housing can cause ill health which lead to more absence from school

Question 37

Material deprivation - what does Howard note about diet and health and how impacts children's achievement?

Answer 37

Howard notes that young people from poorer homes have lower intakes of energy , vitamins and minerals . Poor nutrition affects health. For example , by weakening the immune system and lowering children's energy levels . This may result in more absences from school due to illness and difficulties concentrating in class

Question 38

Material deprivation - what does Wilkinson note about how diet and health is impacted for children from lower social class and how this impacts their education ?

Answer 38

Wilkinson found that children from poorer homes are more likely to have emotional and behavioural problems Wilkinson found among 10 year olds , the lower the social class , the higher the rate of hyper activity , anxiety and conduct disorders all of which have a negative effect on the child's education

Question 39

Material deprivation - what did Blanden and Machin find about diet and health and how did this impact the children's education ?

Answer 39

Blanden and Machin found that children from low income families are more likely to engage in externalising behaviour such as fighting and temper tantrums which are likely to disrupt their schooling

Question 40

Material deprivation - what does lack of financial support mean for children from poor families ?

Answer 40

Lack of financial support means that children from poor families have to do without equipment and miss out on experiences that would enhance their educational achievement

Question 41

Material deprivation - what did Tanner et al find about the cost of education ?

Answer 41

Tanner et al found that the cost of items such as transport , uniforms , books , computers , calculators , sports , art and music equipment place a heavy burden on poor families. As a result poor children have to deal with hand me downs and cheaper but unfashionable equipment which may result them in being isolated , or bullied by peers.

Question 42

Material deprivation - what did Flaherty discover about financial support ?

Answer 42

Flaherty believes that the fear of stigmatisation helps to explain why 20% of those eligible for free school meals do not take up on their entitlement.

Question 43

Material deprivation - what did Smith and Noble argue poverty acts as a barrier for ?

Answer 43

Smith and Noble argue that poverty acts as a barrier to learning in other ways , such as inability to afford private schooling or tuition and end up in poorer quality local schools

Question 44

Material deprivation - what did ridge find about children from low income homes and how did this impact their educational ?

Answer 44

Ridge found that children from low income families often have to work . Ridge found that children in poverty take on jobs such as baby sitting , cleaning and paper rounds , this often had a negative impact on their school work

Question 45

Material deprivation - what was financial support which was given to poorer students in education and who was it abolished by and when ?

Answer 45

Financial support to poorer students staying on in education after 16 had previously been available through the education maintenance allowance(EMA) but was abolished by the Coalition government in 2011

Question 46

Material deprivation - what does fear of debt lead to for working class students ?

Answer 46

Going to university usually involves getting into debt to cover the cost of tuition fees , books , living expenses . Attitudes towards debt may deter working class students from going to university

Question 47

Material deprivation - what did Callender and Jackson’s study show about debt and working class students ?

Answer 47

Using data from a questionnaire of nearly 2,000 prospective students , callender and Jackson found that working class students are more debt averse - that is that they see debt negatively and as something to be avoided . They see more costs than benefits of going to university

Question 48

Material deprivation - what did Reay find about where working class went to further education and why and how did this impact them ?

Answer 48

Reay found that working class students were more likely to apply to local universities so they could live at home and save on travel costs but this gave them less opportunity to go to the highest status universities . They were also more likely to work part time to fund their studies , making it more difficult for them to gain higher class degrees

Question 49

Cultural vs material - what does Robinson belive would be the best way to boost child achievement ?

Answer 49

Material - Robinson believes that tackling child poverty would be the most effective way to boost achievement of children

Question 50

Cultural capital - what are the 3 types of capital that bourdieu identifies ?

Answer 50

-Cultural -Economic -Educational

Question 51

What does Bourdieu mean by cultural capital ?

Answer 51

Cultural capital refers to the knowledge , attitudes , values , language , tastes and abilities of the middle class which gives them an advantage in society

Question 52

How does cultural capital give middle class children an advantage ?

Answer 52

Cultural capital gives middle class children an advantage in school as the values are highly valued and rewarded with qualifications . This is because the education system favours and transmits the dominant middle class culture

Question 53

How does lack of cultural capital disadvantage working class children ?

Answer 53

Working class find that schools devalue their culture as rough and inferior , this lack of cultural capital leads to exam failure . Many working class get the message that education isn’t for them and respond by truanting , leaving early or just not trying

Question 54

How does Bourdieu argue that educational and economic capital can be converted into one another ?

Answer 54

Wealthier parents can covert their economic capital into educational capital by sending their children to private schools and paying for extra tuition

Question 55

Cultural capital - what did leech and campos find about how economic capital can be converted into educational capital and what is this called and how does it exclude working class ?

Answer 55

Leech and campos found how middle class parents are also more likely to be able to afford a house in the catchment area of a school that is highly placed in the exam league tables . This has become known as selection by mortgage because it drives up the cost of houses near successful schools and excludes working class families

Question 56

Cultural capital - how did Sullivan test Bourdieu’s idea of cultural capital and what was the result ?

Answer 56

Sullivan used questionnaires to conduct a study of 465 pupils in 4 schools . To assess their cultural capital , she asked them about a range of activities such as reading and TV viewing habits and whether they visited art galleries museums and theatres . She also tested their vocabulary and knowledge of cultural figure. She found that those who read complex fiction and watched serious Tv documentaries developed a wider vocabulary and greater cultural knowledge , indicating greater cultural capital . The pupils with the greatest cultural capital were children of graduates and these pupils were more likely to succeed at GCSE.