Class differences in achievement

Class differences in achievement

1. Class patterns of achievement.

   • Working class pupils tend to achieve lower than middle class pupils.
     • Those with higher class parents are twice as likely to get 5 or more A* to C GCSEs.
     • Five times as likely to go to university.
   • This can be caused by either internal or external factors.
     • External: outside the school or within the home.
     • Internal: within the school and education system.

2. Cultural: class differences in norms and values, attitudes to education, speech codes, etc.

3. Material: the physical necessities of life; adequate housing, diet and income.

4. Cultural deprivation theory.

   • Culture: all norms, values, beliefs, skills and knowledge that a society or group regards as important.
     • Transmitted through socialisation.
   • Different classes socialise their children differently and this may affect their achievement.
   • The cultural deprivation theory states that some working class parents fail to transmit the 'right' culture (norms, values etc.) needed for educational success.
   • Intellectual stimulation.
     • Working class parents are less likely to give their children educational toys and activities to stimulate their thinking skills.
     • Working class parents less likely to read to their children.
     • This affects their intellectual development so they are at a disadvantage when they start school.
   • Speech codes.
     • The working class use the restricted speech code.
       • Less analytic and more descriptive.
       • Limited vocabulary.
       • Simple sentences.
     • The middle class use the elaborated speech code.
       • More analytic.
       • Wide vocabulary.
       • Complex sentences.
   • Working class subculture.
     • Immediate gratification.
       • Wanting rewards straight away rather than willing to make sacrifices and working hard for future rewards.
     • Fatalism.
       • Working class pupils don't believe that what they do will make a difference, so there's no point in trying.
     • Low value on education.
       • Don't believe they will benefit from education, and so don't try.
       • Middle class parents are more likely to attend parents' evenings than working class.
   • Criticisms.
     • Ignores material factors such as poverty.
     • Ignores school factors such as labelling.
     • Blames the victim for their failure.

5. Material deprivation.

   • Poor housing.
     • Overcrowding or cold, damp rooms mean pupils have nowhere quiet to do homework.
     • Being homeless or living in temporary accommodation may mean changes of school.
   • Poor diet.
     • Can lead to illness, absence from school and lack of concentration.
   • Low income.
     • Lack of educational materials (books, a computer etc.)
     • Lack of the right uniform/latest fashion items which can lead to bullying.
     • Not being able to afford university fees.

6. School factors and achievement.

   • Labelling.
     • The middle class are generally labelled as 'bright' and 'motivated', whereas the working class are labelled as 'bad' and 'disruptive'.
     • Middle class pupils are seen as 'ideal', and teachers prefer to teach them than working class students.
   • Self-fulfilling prophecy.
     • When a person is either positively or negatively labelled and the label comes true simply because it has been said.
       • e.g. "He is stupid he will fail.", and then he fails his exams.
     • 'What teachers believe, pupils achieve.'
     • However, some pupils who are negatively labelled rebel against this and try to do well simply to spite their teacher.
   • Streaming.
     • Streaming is an extreme form of labelling.
     • The 'bright' pupils are grouped together in the top stream, and the 'thick' ones in the bottom.
     • Douglas found that the IQ of those in the lower streams declined over time and that of those in the top streams increased.
     • Those placed in lower streams are denied the same curriculum e.g. foundation exams.
   • Pupil subcultures.
     • Pro-school subcultures.
       • Often formed by those in higher streams.
       • Work hard, attend regularly, respect teachers, enjoy school participate enthusiastically etc.
     • Anti-school subcultures.
       • Often formed by those in lower streams.
       • Reject the school's values and often invert them.
       • Dislike school, disrespect teachers, flout rules,avoid schoolwork, play truant, sabotage their uniform etc.
   • Educational policies.
     • Marketisation policies have increased the amount of streaming.
     • Fees, school leaving age, compulsory education etc. have had an impact.