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Sociology - Families & Households > Topic 3 : Class And Educational Achievement > Flashcards

Topic 3 : Class And Educational Achievement Flashcards

1
Q

What is cultural deprivation?

A

The idea that some young people underachieve in education because of cultural deficiencies in their family background. Such as inadequate socialisation, failings in pre school, language and values towards education

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2
Q

Causes of WC underachievement

A

Parental attitudes towards education
Amount of cultural capital
Restricted code of language
Subcultural attitudes and values
Parents level of education

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3
Q

What did Sugarman argue

A

WC subculture has 4 factors that cause a barrier for educational achievement

Immediate gratification
Fatalism
Collectivism
Present-time orientation

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4
Q

Feinstein

A

Main reason why wc underachieve was because of parents lack of interest in their children’s education

WC parents unlikely to give their children educational toys that will stimulate their thinking skills - this affects their intellectual development so that when they begin school they are disadvantaged compared to the MC kids

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5
Q

Goodman and Gregg

A

Quality of mother - child interactions and amount of time spent with children

Parents reading to young children

Parental involvement in school - helping with HW, parents evenings

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6
Q

Bourdieu’ a cultural capital

A

Each class has its own framework of ideas and values - habitus
MC habitus gives advantage to MC students

Accent / clothes / music etc. allow MC to fit in - this cultural capital helps students excel in school and makes them comfortable because school values are more in line with their own cultural values

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7
Q

How economic capital has a role in education

A

Tuition / private education

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8
Q

How cultural capital has a role in education

A

Parents create an environment at home where they can thrive, help with homework, take them to culturally enriching places and have an active interest

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9
Q

How social capital has a role in education

A

Know how to get in the best schools and build relationships with teachers

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10
Q

How symbolic capital has a role in education

A

Could help with admissions or private / selective schools

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11
Q

Sullivan

A

Students who achieved higher:
Read complex fiction
Watched documentaries and current affairs
Attended ‘high culture’ events

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12
Q

Ball et al. - how do parents use their capital in education

A

Economic capital - move homes, tuition, choose independent schools

Social capital - more contacts in education, headteachers etc.

Cultural capital - more knowledge of education system, league tables, admission procedures

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13
Q

Reay et al

A

Students with lower cultural capital less likely to attend Russell group universities

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14
Q

Evaluation of the role of cultural capital in educational achievement

A

Sullivan - cultural capital was not the biggest determinant of educational success

UCAS admissions - students from lower social classes more likely to attend post 1992 universities

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15
Q

Bernstein

A

Elaborate v restricted

Schools and teachers use elaborated code - schools are MC institutions

Elaborated:
Grammatically complex
Bored vocabulary
MC

Restricted:
Grammatically simple
Narrow selection of words
WC

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16
Q

How does speech codes impact education

A

Teachers speak in elaborated code
Education resources written in elaborated code
External examinations written in elaborated code

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17
Q

Evaluation of Bernstein

A

Students learn the elaborated code throughout their schooling
Restricted code and elaborated code can be interchangeable in social situations

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18
Q

Evaluation of the role of speech codes

A

Educational performance of Chinese and Indian students

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19
Q

Douglas’s study

A

Longitudinal study on children and the value parents place on education

WC parents placed less value on education so kids were less ambitious

MC parents showed more interest (visiting schools etc.)

Therefore, parental interest is the key factor in explaining the class differences in educational achievement

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20
Q

Evans’ study

A

She found that WC parents did encourage a good education bur she found it was differences in primary socialisation

MC mothers use formal style learning in their play early on so this builds up a learning platform
WC mothers do not have formal learning styles through primary socialisation

Therefore MC have a headstart
Evans rejects CDT - she sees it as different not worse

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21
Q

Criticisms of the cultural deprivation theory

A

Generally blames the WC for their own failure when in fact the system is up against them

Evans - WC do value education highly

Bernstein oversimplifies the differences between speech codes - differences have declined since his research

22
Q

Connor et al

A

Group interviews with students from a range of class backgrounds

WC pupils are discouraged from going to university for 3 main reasons:

They want immediate gratification
Realise parents can’t afford to support them (tuition fees deterring WC students)
Less confidence in their ability to succeed in university

23
Q

What is material deprivation

A

Inability to afford basic resources which can impact a pupil’s educational achievement

24
Q

Sutton trust statistic on material deprivation

A

Private school students 55 times more likely to get into oxbridge

25
Q

% of students in private schools

A

7%

26
Q

Douglas about material deprivation

A

Material deprivation has a cumulative effect on achievement

27
Q

Who suffers from material deprivation

A

34% children living in poverty in UK (social metrics commission) - only 13.6% claim free school meals

45% of children in minority ethnic families in poverty (child poverty action group)

28
Q

How does material deprivation impact education

A

Lack of ability to afford resources and hidden costs (uniform, school trips)

Overcrowded accommodation

Part-time jobs - taking away from studies

Diet and nutrition - tiredness and absence

Caring responsibilities

29
Q

What have governments done to tackle material deprivation

A

New labour:
Sure start
EMA
Excellence in cities
City centre academies

Coalition:
Universal free school meals
PP

30
Q

Evaluation of material deprivation explanations

A

Deterministic - some WC students perform well

Not just material deprivation, cultural matters too

Strand - Chinese students on FSM - 77% achieve 5 GCSE, Chinese students non-FSM - 78% achieve 5 GCSE

31
Q

Gibson and Asthana - 5 factors of material deprivation

A

Higher levels of illness in poorer homes -> more absence + falling behind

Less able to afford ‘hidden costs’ - books, toys, computers

Tuition fees are a great source of anxiety

Poorer parents are less likely to have access to nursery facilities

Young people from poorer families are more likely to have a part time job

32
Q

Compensatory education

A

Extra educational help for disadvantaged groups to help balance inequalities

Positive discrimination - treating them more favourably to redress the balance

33
Q

3 compensatory policies

A

Sure start

Pupil premium

EMA

34
Q

What is PP and how do schools spend it

A

Extra funding of £1000 per student from deprived backgrounds
Aim is to close the gap and increase academic ability of underprivileged students

Hiring TAs to provide additional support
Investing in technology and resources such as computers
1:1 tutoring
Extra curricular

35
Q

Benefits of EMA

A

Institute for fiscal studies (IFS) - staying on rates improved by 5.9% - most pronounced by boys whose parents were in low skilled jobs and facing most social pressure to earn money and peer pressure that education is unimportant

36
Q

Becker

A

Labelling theory (in education) - teachers pass judgment on their students based on pre-existing stereotypes of what constitutes the ‘Ideal pupil’ - often linked to class backgrounds

Teachers saw MC children as closest to their stereotype of the ‘Ideal Pupil’ and WC children as the furthest away

37
Q

Hargreaves

A

Labelling leads to certain students being given imaginary halos which stay with them throughout their educational careers - the halo effect

38
Q

Ray rist’s study

A

Children labelled as “tigers” or “clowns” based on educational ability

Found that the MC were tigers and WC were clowns

Children’s educational success determined by these labels as the tigers deemed themselves smarter and the clowns experienced a SFP

39
Q

Rosenthal and Jacobson

A

Randomly selected 20% of students and labelled them as spurters from a fake IQ test

Teacher expectations - conveyed spurters differently and had high expectations of them - in turn these pupils internalised these views and performed better than non-spurters

40
Q

What does labelling look like in schools?

A

Setting and streaming
Gifted and Talented
PP

41
Q

Internal processes and WC underachievement

A

Educational triage
Labelling / SFP
Setting and streaming
Knowledge and quality of teaching
Subcultures

42
Q

Gilbourn and Youdell

A

Marketisation

Educational triage: (A-C economy)

Due to pressure from league tables, schools likely to ration their time and resources towards the most able students where pupils are split into 3 groups

A. Those who will pass either way (stereotypically MC) - less time and resources
B. Border line cases (stereotypically MC) - more time and resources
C. Hopeless cases (stereotypically WC) - less time and resources

Evaluation:
Now league tables are 9-1 and focus more on progress - moved away from this attainment score

43
Q

Ball

A

WC students more likely to be in lower sets even if their results were the same as MC students - evidence for labelling

Behaviour and quality of work got worse

Leading to lower self esteem - SFP

44
Q

Keddie

A

Teaching in lower sets was more simplified and less challenging as students were seen as less intelligent

Meaning students were put in lower tiered exams and were restricted in terms of their ability to progress

45
Q

Lacey - subcultures

A

The pro school subculture:
Associated with MC
Positive stereotypes
Positive labels
High expectations
Positive SFP

The anti-school subculture:
Associated with WC
Negative stereotypes
Negative labels
Low expectations
Negative SFP

Emerged as a response to streaming

46
Q

Internal V external factors for WC underachievement

A

Internal :
Labelled as less able, SFP
Setting and streaming
Bullying by peers
Teacher assumptions of WC backgrounds
School’s MC habitus

External:
WC habitus formed out of school
Poverty
Restricted speech code
WC home backgrounds
Government policies (A-C economy)

47
Q

Archer - Nike identities

A

WC pupils - society looked down upon them

Constructed meaningful class identities through branding like Nike

Correct appearance earned symbolic capital and approval from peer groups

MC habitus stigmatises WC pupil identities

48
Q

Criticisms of Sugarman

A

Plays on differences between classes and not similarities

Overgeneralised to suggest all WC hold these values

Bias towards MC as he sees these values as bad

49
Q

Criticisms of cultural deprivation theory

A

Black stone and Mortimore:

WC parents do have an interest in their children’s education but do not feel comfortable visiting schools due to teacher attitudes.

50
Q

What did Stephen Ball find

A

Introduction of marketisation means that MC have a greater choice of state schools due to selection by mortgage

51
Q

Criticism of the labelling theory

A

Deterministic - assumes that being labelled will result in a SFP no matter what (fuller and the denying prophecy - black girls labelled as low achievers but did not have a SFP, they proved the teachers wrong)

52
Q

Bartlett

A

Marketisation

Cream skimming and silt shifting - schools aim to select only the best students
Schools ignore ‘more costly’ students

Sociology - Families & Households (13 decks)

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