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| Question | Answer |
| Social Class and Educational Attainment | The higher a persons social class of origin -the higher their educational qualifications. IT IS THE MOST IMPORTANT on it's effect on education. |
| MATERIAL DEPRIVATION | A lack of money and the things that money could buy. High income can provide many educational advantages - a comfortable well heated home - spacious rooms with a desk to work at - a home computer/ internet - a chance for private education. Children in poverty often live in cramped, cold and draughty conditions. Shortage of money means they are more likely to have part time jobs in the evenings and at weekends. Poverty can lead to ill health, result in an absence from school, tiredness, and irrability. |
| THE COST OF EDUCATION | - Tuition feeds -University Many working class students feel they can't afford to go onto higher education. Many are put off by the cost of education (Machin) |
| DOUGLAS - HOME AND SCHOOL | Claimed that middle class children recieved more attention and encouragement from their parents during their early years. This laid the foundations for high attainment in their later years. Based on a QUESTIONNAIRE GIVEN TO OVER 5000 PARENTS. Douglas concluded that the degree of paresnts interest in their childrens education was the single most important factor affecting attainment. |
| CLASS SUBCULTURES - BARRY SUGARMAN | Working class subculture as: - Fatalistic / accepting the situation rather than working to improve it - Present - time orientated - living for the moment rather than planning for the future - Concerned with immediate gratification - taking pleasures now rather than making sacrifices for the future Middle class subcultures: -Non - Fatalistic - Future time Orientated -Concerned with deferred gratification |
| CULTUAL DEPRIVATION | Those at the bottom of the class system are deprived of: norms, values, attitudes, experiences and skills which are ESSENTIAL FOR EDUCATIONAL SUCCESS. |
| CULTURAL DEPRIVATION Evaluation! | Has been strongly criticised. There is evidence that if class differences in culture exist, then they are slight and of little significance. This behaviour might be due to lack of money rather than the lack of norms and valyes needed for high attainment. They tend to blame the failings of the child, on his or her background. Diverting the attention from the failings of the educational system. |
| Speech Patterns and Class - Bereiter | Argues that the speech patterns of many low income children are inadequate to meet the demands of the education system. As a result, they directly contribute to educational failure. |
| LABOV | Examined the speech patterns of low-income African American children from Harlem in New York. He claimed that their speech patterns were not inferior, just different. |
| Bernstein | Identified two forms of speech pattern, the RESTRICTED CODE - short hand speech, usually found in conversations between people who have a lot in common. (simple, unfinished, detail is omitted) ELABORATED CODE - spells out what the restricted code takes for granted. Meanings are made explicit, explanations provided, details spelt out. |
| Bernstein - Class and speech codes | The teachers use the elaborated code, therefore working class pupils are placed at a distinct disadvantage. They are less liely to understand what teachers say and are more likely to be misunderstood and criticised for what they themselves say. The elaborated code, is the language of education. |
| Evaluation - Bernstein | His research shows how schools can contribute to class differences in educational attainment. He provided little hard evidence to support his view that members of the working class are limited to the restricted code. Much of his evidence comes from INTERVIEWS GIVEN BY MIDDLE CLASS ADULTS TO FIVE YEAR OLD WORKING CLASS BOYS. |
| Cultural Capital - Bourdieu | Starts from the idea that there is a dominant culture in society. The higher peoples position in the class system, the greater the amount of dominant culture they are likely to have. Their culture is closer to the culture of the school so they will be more likely to succeed. It can be converted into material rewards - high qualifications, high status jobs, high salaries, high living standards. The primary purpose of education is cultural and social reproduction. The education system reproduces the dominant culture and in doing so helps to reproduce the class system. |
| Class Work: Mothers involvement in their children's primary schooling - Diane Reay | 'It is mothers who are making cultural capital work for their children' - She did INTERVIEWS with the mothers of 33 children at two London primary schools. The WC mothers worked just as hard as the MC class mothers to have an active role in their childrens education. However it wasn't simply hard work that counted. |
| Class Work: Mothers involvement in their children's primary schooling - Diane Reay PART 2 | Middle class mothers had more educational qualifications and more information about how the educational system operated. They used this cultural capital to good effect - sorting problems with their teachers and helping children with their homework. Where as, working class mothers felt they lacked the knowledge and ability to help their children. They talked in terms of 'plucking up the courage' and 'making myself go and see the teacher' It is mothers who have the main influence on their childrens education. Their effectiveness depends on the amount of cultural capital at their DISPOSAL. |
| Stephen J. Ball (education class, and choice) | Argues that government polices of choice and competition place the middle class at an advantage. They have the knowledge and skills to make the most of the opportunities on offer. They have access to SOCIAL CAPITAL - social networks and contacts which can provide information and support. |
| Strategies | The aim of parents is to give their children maximum advantage in the education system. The choice of school is VITAL. Middle class parents are more used for assessing and extracting information. They use social networks to talk to parents, whose children are attending the schools on offer. As a result, when entry into a popular school is limited, they are more likely to gain a place for their child |
| Class and Higher Education / Diane Reay / Miriam David and Stephen Ball | Found that middle class student from fee - paying schools were most likely to choose elite universities such as (Oxford and Cambridge). This reflected the amount of cultural capital they possessed. Middle class from state schools chose the middle - ranking 'red bridck' universities such as Manchester and Liverpool. Working Class students were more likely to choose the lower ranking, less prestigious 'new' universities. They had less cultural capital. They lacked the confidence in their academic ability and social skills - they feared failure and felt they wouldn't fit in socially at higher ranking universities. (they excluded themselves from the top universities) |
| Labelling Theory | Teachers are more likely to define middle rather than working class pupils as "able" "good students" and "well behaved" |
| Self Fulfilling Prophecy | The pupil will conform / live up to the label that the teacher gives them. |
| Setting and Streaming | - The system for placing pupils in teaching groups into their percieved ability. - Sets in which pupils are placed in subject groups. - A tendency for middle class pupils to be placed in the lower groups. - Teachers tend to prefer teaching pupils in th higher sets. |
| Setting and Streaming / Lower Sets | - Those in lower sets tend to develop an ANTI - SCHOOL SUBCULTURE in which breaking school rules is highly regarded. - Teachers spend more time controlling behaviour in these groups at the expense of teaching. - They expect less from these pupils. and deny them from access to higher level knowledge and skills. - Place them in low level examination tiers. |
| Evaluation!! | The evidence is inconclusive, not possible to reach a firm conclusion. - Some research indicates that setting and streaming have little or NO effect on pupils achievement. - Ability groups have an effect in setting for examination entry. |
| Examination Sets - Gillborn and Youdell | Teachers are more likely to see middle - class students as having the ability to enter higher level exams. And this has more to do with teachers perceptions of what counts as ability than students ACTUAL ability. The result is discrimination against many working class students. THEY ARE DENIED THE OPPORTUNITY OF EVEN ATTEMPTING TO OBTAIN THE HIGHER GRADES. |
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