External Class Differences in Education and Achievement

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Key words and theorists

Theorists:

Douglas

Feinstein

Bernstein

Bernstein and Young

Bourdieu

Lawton

Reay

Tizard

Plummer

Sugarman

Leech and Campos

Key words:

collectivism - belief that the interests of the group are more important than the individuals'

compensatory education - government programmes aim to tackle the problem of cultural deprivation by providing extra resources to schools and communities in deprived areas

cultural capital - knowledge, attitudes, values, language, tastes and abilities of the middle class

cultural deprivation - working class children not having adequate primary socialisation and starting school without the necessary 'cultural equipment'

deferred gratification - making sacrifices now for greater rewards later

elaborated code - the speech code of the middle class, with extended vocabulary, based on grammatically complex and complete sentences.

fatalism - belief in fate, 'whatever will be, will be', unable to do anything to change your situation

future-time orientation - seeing planning for the future as important.

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

present-time orientation - seeing the present as more important than the future and so not having long-term goals or plans

restricted code - the speech code of the working class, with limited vocabulary, based on grammatically simple, often unfinished sentences.

symbolic capital - the value and status given by schools to middle class culture

symbolic violence - witholding of symbolic capital

working class subculture - working class norms and values that are different than the imposed middle class norm

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Why is there a social class gap in educational achievement?

Poverty - children aren't eating breakfast and have low concentration as a result, the inadequate living conditions mean that children are more susceptible to illness and have more time off school, working class families are unable to afford necessary equipment

Lower classes put less emphasis on education being important - this causes children to limit their aspirations, pupils on free school meals are also not expected to do as well as more affluent children

Intelligence is inherited - lower class less intelligent

middle class parents know people in the education system who can give their children advantages in succeeding at school e.g) teachers, private tutors, exam officers

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More cultural deprivation theorists.

Cultural Deprivation: Parent's Education

Parent's education affects their children's educational achievement.

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

Fernstein reaches similar conclusions; parents' own education is most important. Middle class parents tend to be more educated, and are able to give their children an advantage by how they socialise their children in four key areas: parenting style, use of income, parents' educational behaviours, class, income and parental education.

Parenting style

Educated parents' parenting style placed an emphasis on consistent discipline and high expectations of their children. They also support their child's achievement by encouraging active learning and exploration.

Less educated parents' parenting style featured harsh, or inconsistent discipline, preventing the child from learning independence and self-control, which ultimately leads to poorer motivation at school and problems interacting with teachers.

Parents' educational behaviours

Educated parents are more aware of what is needed to assist their children's educational progress, so they are more likely to engage in behaviours such as reading to their children, teaching them letters and numbers, songs, poems and nursery rhymes, painting and drawing with their children and helping them with their homework.

Educated parents are also more able to get expert advice on childrearing, are more successful in establishing good relationships with teachers and guiding their child's interactions in school.

Middle class parents also recognise the importance of educational activities such as visiting museums and libraries.

Use of income

Better educated parents tend to have higher incomes, and spend their income in ways that promote their children's educational success.

Bernstein and Young found that middle class mothers are more likely to buy educational toys, books and activities that encourage reasoning skills and stimulate intellectual development.

Working class families are more likely to lack these resources, and children from these homes therefore start school without the intellectual skills needed to progress.

Educated parents also have a better understanding of nutrition and its importance in child development, as well as the necessary income to buy nutritious food.

Class, income and parental education

Parental education has an influence on children's achievement in its own right, regardless of class or income.

Even within a given social class, some parents will be better educated than others and their children tend to be more successful in education.

This explains why not all working class children don't do equally badly and why middle class children don't do equally well.