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Factors affecting differential educational
achievement (social class - external)
- External factors
- Material Deprivation
- Poverty and the lack of material necessities
such as adequate housing and income.
- Diet and health
- Howard - Poor nutrition
- Children from poorer homes have poorer nutrition, which affects their health
and weakens their immune system. This may result in the child being more
prone to illnesses and therefore there are likely to miss school or have difficulty
concentrating in class. This will eventually have an effect on their achievement.
- Children from poorer homes have poorer nutrition, which affects their health
and weakens their immune system. This may result in the child being more
prone to illnesses and therefore there are likely to miss school or have difficulty
concentrating in class. This will eventually have an effect on their achievement.
- Howard - Poor nutrition
- Poor Housing
- Overcrowding creates distraction for the child and makes it harder for them
to study. Families living in temporary accommodation may have to move
frequently, which can disrupt their education. Poor conditions at home can
lead to health problems which in turn can lead to missing school.
- Overcrowding creates distraction for the child and makes it harder for them
to study. Families living in temporary accommodation may have to move
frequently, which can disrupt their education. Poor conditions at home can
lead to health problems which in turn can lead to missing school.
- Financial support and costs
- Tanner et al - costs
- Study in the Oxford area found that costs of necessities
and transport are high, which place a burden on W/C
families. As a result, they have to settle for less and
cheaper items which could lead to them being stigmatised
or bullied. The lack of funds lead to W/C children having to
leave school early in order to help provide income for the
family. They might have to work while studying which
would have a negative impact on their education.
- Study in the Oxford area found that costs of necessities
and transport are high, which place a burden on W/C
families. As a result, they have to settle for less and
cheaper items which could lead to them being stigmatised
or bullied. The lack of funds lead to W/C children having to
leave school early in order to help provide income for the
family. They might have to work while studying which
would have a negative impact on their education.
- Tanner et al - costs
- Diet and health
- Poverty and the lack of material necessities
such as adequate housing and income.
- Cultural Deprivation
- The theory that working class children are
inadequately socialised and therefore lack
the 'right' culture, attitudes and skills to
achieve educational success.
- Attitudes and values
- Barry Sugarman - values = barriers
- Fatalism and collectivism are contrasting with M/C because they believe
in aspiring and shaping their own future, whilst W/C accept things as
they come. Immediate gratification vs deferred gratification, W/C want
satisfaction right away. Present-time orientation - W/C see the present
as the most important thing, they don't have long term goals.
- This is because M/C jobs offer secure careers that
encourages ambition and requires qualifications.
On the other hand, W/C jobs are less the secure
and few promotion opportunities are available.
- This is because M/C jobs offer secure careers that
encourages ambition and requires qualifications.
On the other hand, W/C jobs are less the secure
and few promotion opportunities are available.
- Fatalism and collectivism are contrasting with M/C because they believe
in aspiring and shaping their own future, whilst W/C accept things as
they come. Immediate gratification vs deferred gratification, W/C want
satisfaction right away. Present-time orientation - W/C see the present
as the most important thing, they don't have long term goals.
- Barry Sugarman - values = barriers
- Language
- Bernstein - Speech codes
- M/C - elaborated code, W/C - restricted
code. M/C have and advantage because their
code is used by teachers and in textbooks,
it is also essential in education. W/C feel
excluded and are less likely to succeed.
- M/C - elaborated code, W/C - restricted
code. M/C have and advantage because their
code is used by teachers and in textbooks,
it is also essential in education. W/C feel
excluded and are less likely to succeed.
- Bernstein - Speech codes
- Intellectual development
- Diane Reay - Parental Interest
- M/C parents can afford private tutors which
can help their children and they have their own
skills to teach their children as well. W/C
children don't have that privilege, so they might
be less likely to achieve as they don't have any
extra help.
- M/C parents can afford private tutors which
can help their children and they have their own
skills to teach their children as well. W/C
children don't have that privilege, so they might
be less likely to achieve as they don't have any
extra help.
- J.W.B. Douglas - Parental Involvement
- W/C parents are less likely to support their
child's early development though reading/other
educational activities due to inability or lack of
time. M/C parents are more encouraging. W/C
children scored less in IQ test and they are less
likely to achieve due to the lack of early
intellectual skills that M/C children would have.
- W/C parents are less likely to support their
child's early development though reading/other
educational activities due to inability or lack of
time. M/C parents are more encouraging. W/C
children scored less in IQ test and they are less
likely to achieve due to the lack of early
intellectual skills that M/C children would have.
- Diane Reay - Parental Interest
- Attitudes and values
- The theory that working class children are
inadequately socialised and therefore lack
the 'right' culture, attitudes and skills to
achieve educational success.
- Cultural Capital
- The knowledge, attitudes and values
that the M/C transmit to their children.
- Cultural Capital
- Bourdieu - 3 types of capital
- Cultural capital - More cultural capital, more likely to grasp abstract ideas and develop
intellectual interests. This becomes an advantage in school because these abilities and
interests are highly valued and the education system favours the M/C. Schools devalue W/C
culture as 'rough'/inferior which may ultimately lead to exam failure and lack of motivation.
- Educational and economic capital - can be converted into each other.
M/C parents can convert their economic capital to educational capital by
sending their children to private schools and paying for tutors.
- STRENGTHS: Leech and Campos' study of Coventry found that M/C
families are more likely to afford a house in a good catchment
area, therefore they are more likely to go to a better school.
- STRENGTHS: Leech and Campos' study of Coventry found that M/C
families are more likely to afford a house in a good catchment
area, therefore they are more likely to go to a better school.
- Educational and economic capital - can be converted into each other.
M/C parents can convert their economic capital to educational capital by
sending their children to private schools and paying for tutors.
- Cultural capital - More cultural capital, more likely to grasp abstract ideas and develop
intellectual interests. This becomes an advantage in school because these abilities and
interests are highly valued and the education system favours the M/C. Schools devalue W/C
culture as 'rough'/inferior which may ultimately lead to exam failure and lack of motivation.
- Bourdieu - 3 types of capital
- Marketisation and parental choice
- Gewirtz- parental choice
- Study of class differences in parental choice of secondary school. 14 London schools, interviews and school documents.
Identified 3 type of parents. Concluded that M/C were better placed to take advantage of school oppurtunities.
- Privileged-skilled choosers -> professional
M/C parents who converted their economic
and cultural capital into educational capital for
their children. They understood how the school
system works and understood the importance of
school. Additionally, they had money to get the
most out of the education system e.g. they could
pay for better schools and overseas trips.
- Disconnected-local choosers -> W/C parents whose choices
are restricted by their lack of economic and cultural capital. Difficulty
understanding admissions procedures. Less confident when dealing
with school and values safety and quality of facilities rather than
long-term ambitions. Major restrictions include distance and cost of
transport. Usually their only option is a local comprehensive.
- Semi-skilled choosers ->W/C parents that were ambitious
for their children. Frustrated by their inability to get their children into
their preferred school due to their lack of cultural capital.
- Privileged-skilled choosers -> professional
M/C parents who converted their economic
and cultural capital into educational capital for
their children. They understood how the school
system works and understood the importance of
school. Additionally, they had money to get the
most out of the education system e.g. they could
pay for better schools and overseas trips.
- Study of class differences in parental choice of secondary school. 14 London schools, interviews and school documents.
Identified 3 type of parents. Concluded that M/C were better placed to take advantage of school oppurtunities.
- Gewirtz- parental choice
- Cultural Capital
- The knowledge, attitudes and values
that the M/C transmit to their children.
- Material Deprivation
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