Karteikarten
class differneces in achievemet - external factor
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- 1cultural deprivation1.class differences in children's development and achievement e.g. by the age of three, children from disadvantaged backgrounds are up to one year behind then those from privileged families
2. basic values, attitudes and skills needed for education sucess
3. primary socialisation children develop basic 'cultural equiptment' such as language, self - disicpline and reasoning skills
4. working - class families fail to adequately. they will grow up culturaly deprived
5. Culturally deprived = they lack cultural equiptment needed to do well at school so they underachieve
6. aspects of cultural deprivation is language, parent's education and working - class subcluture - 2Language1. language is essential part in the process of education
2. parents communicate with their children it affects their intellectual development and ability to benefit form the process of schooling
3. Hubbs - Tait et al parents use language that challenges their children to evaluate their own understanding and ability and intellectual improves their performance
4. Feinstein educated parents are more likely to use this type of method
5. less educated parents tend to language in way that only requires the child to make simple descriptive statement and results in lower performance
6. Feinstein found that educated parents are more likely to use praise = allows the children to develop a sense of their own understanding
7. Bereiter and Englemann that language used in lower - class homes is deficient as lower class families as communicating use gestures, single words or disjointed phrases
8. their children fail to develop the necessary language and skills = grow up incapable of abstract thinking, use language to explain, describe, enquire or compare = unable to take advantage school - 3Speech codes (subjective of languages)1. Bernstein identifies the difference between working - class and middle - class = this affects child's achievement
2. restricted code - is a speech code typically used by working - class = limited vocabulary, often unfinished, grammatically simple sentences = the speaker assume that the listener shares the same set of experience
3. elaborated code - is typically used by middle - class = wider vocabulary, longer grammatically more complex sentences and more varied at communicating abstract ideas = spbeaker does not assume that the listener shares the same experience so they use longer language to spell out their meaning explicitly
4. speech code for middle - class gives them advantage compared against working - class
5. elaborated code is found in school for example textbooks and exams
6. early socialisation of the elaborate for the middle - class when they start school = they feel that they are at 'home'
7. working - class students lack the code which takes place at school = makes them feel excluded and become less successful - 4part 2 speech code8. Bernstein is a cultural deprivation = describes that working - class speech is inadequate
9. Bernstein recognise that the school and not just the home influences the child achievement = working - class fail not because they are culturally deprived = because school fail to them how to use the elaborated code - 5parent's education1. parent's attitude to education = key factor affecting children's achievement
2. Dougles working - class parent placed less value on education = parent's became less ambitous for their children = gave them less encouragement and took less interest in their education
3. where less likely to discuss their children's progress with teachers = children's had lower levels of motivation and achievement
4. Feinstein that parent's education is the most factor affceting their child achievement = middle - class parents are more educated - which gives their children an advantage by how they where sociliased - 6parenting style (subjective of parent's education1. educated parent's - has parenting style that emphasis consistent of disciple and high expectations = encourages active learning and exploration
2. less educated parent's = parenting style is marked as harsh or inconsistent disciple - emphasises 'doing as you are told' and 'behaving yourself' = this prevents the child from learning independence and self control = poor motivation at school and problems interacting with teachers - 7parents' education behaviours (subjective of parent's education)1. educated parents are more aware of what is needed to assist their children's educational progress
2. educated parents - better to give expert advice on childrearing = more successful in establishing good relationship with the teachers - better guiding their children's interaction with school = they recognise the educational value of activities such as visiting the museum - 8use of income (subjective of parent's education)1. better educated parents = tend t have higher income - use this money to promote their children education success
2. Bernstein and Young - middle - class mothers are more likely to buy education toys for example books - encourages reasoning skills and stimulate intellectual development
3. working - class homes likely o lack these resources - children from such homes start school without the intellectual skills needed to progress
4. educated parents = better understandings of nutrition - importance in child development - higher income to buy more nutritious food - 9class , income and parents education (subjective of parents education)1. better paid middle - class parents tend to be better educated then working - class parents
2. Feinstein - parental education influences child achievement - regardless of class or income
3. social class and better educated parents tend to have children who are more successful at school - not all working - class parents do equally badly - why not all children from middle - class parents are equally successful - 10working - class subculture1. cultural deprivation theorist - lack f parental interest in their children's education - reflects their subculture values - of the working - class
2. subculture - is a group whose attitudes and values differ from the mainstream culture
3. cultural deprivation theorist - large sections of the working class have different goals, beliefs, attitudes and values - the rest of the society and this is why children fail school
4. Barry Sugarman - argues that working - class subculture has four features that act as a barrier to educational achievement
5. Fatalism - belief in fate - nothing you can do more to change your status - middle - class emphasise that you change your position through your own effort
6. Collectivism - being part of a group more than succeeding as individual - middle - class view that individual should not be held back by group loyalties
7. Immediate gratification - pleasure now rather then making sacrifices in order to get reward in the future - middle - class emphasis deferred gratifications, making sacrifices now for greater rewards later - 11working - class subculture (parents education)8. present - time orientation - present as more important than the future - not having long - term goals or plans - middle - class has a future - time orientation that seems planning for the future as important
9. working - class children internalise beliefs and values of their subculture through socialisation process - them underachieving at school
10. sugarman argues that the fact middle - class jobs are secure - prospects for continuous individual advancement - encourages ambition, long - term planning and willingness to invest time and effort in gaining qualifications
11. working - class jobs less secure and have no career structure - individuals can advance - few promotions opportunities and earnings peak at an early age
12. argue that parents pass on values of their class to their children through primary socialisation - middle - class values equip children for success - where working - class value fail to do so - 12compensatory education1. compensatory education aim to tackle the problem of cultural deprivation - providing extra resources at school and communities in deprived areas - intervene early in socialisation process to compensate children for the deprivation they experience at home
2. operation of head start - multi billion dollar scheme of pre- school education in poorer areas - introduced in the 1960s - aim as 'planned enrichment' of the deprived child environment - develop skills and instil achievement motivation - improving parenting skills, setting up nursery classes and home visits by educational psychologists
3. tv programmes such as sesame street - part of head start - means of transmitting values, attitudes and skills needed for education success - the importance of punctuality, numeracy and literacy
4. several compensatory education programmes, Educational Priority Areas, Education Action Zone, Sure Start and Nationwide programmes aimed at pre - school children and their parents - 13the myth of cultural deprivation1. Nell Keddie - cultural deprivation as a 'myth' - sees it as victim - blaming explanations - dismisses the idea that failure at school - be blamed on culturally deprived backgrounds - child cannot be culturally deprived of its own culture - working - class children simply culturally different, not culturally deprived - to fail because they are put a disadvantage by the education system - dominated middle - class values
2. Keddie argues - rather than seeing working - class culture deficient - schools should recognise and build on its strengths should be challenge teachers anti - working prejudices
3. Troyna and Williams - argue that problems is not the child's language but the school attitude towards it - teachers have a 'speech hierarchy' they label middle - class speech is the highest - working - class speech - black speech
4. reject that working - class parents - not interested in their children's education
5. Blackstone and Mortimore - fewer parent's evening - not lack of interest - but as they work longer hours and less regular hours and middle class atmosphere - 14the myth of cultural deprivation - part 26. they may want to help their children progress - lack knowledge and education to do so
7. schools with mainly working - class students - less effective system of parent- school contacts - makes it harder for parents to keep in touch about their children's progress
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- AS level Sociology Karteikarten am class differneces in achievemet - external factor , erstellt von Harbrinder Johal am 18/03/2018.
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