4190457
External Factors
for Working Class
Underachievement
- Cultual Deprivation
- Language
- Hubbs-Tait ( 2002)
- Challenging children's
understanding: "What do you think?"
improves cognitive development
- Leon Feinstein (2008)
- Middle Class parents most likely
to talk to their child like this.
- Working class, or less educated parents
use more descriptive language. "What
animal is that?"
- Middle Class parents most likely
to talk to their child like this.
- Leon Feinstein (2008)
- Challenging children's
understanding: "What do you think?"
improves cognitive development
- Language used by lower classes is
efficient, it uses gestures, single
words and 'disjointed' phrases
- Children are unable to perform
abstract thinking and struggle
in school.
- Children are unable to perform
abstract thinking and struggle
in school.
- Basil Bernstein (1975): Speech Codes
- Restricted Speech Code: Used by working class
families It is limited in vocabulary and grammar. The
communication could also involve gestures and
requires a context and shared experience to be
understood.
- Elaborated Speech Codes: Used by the middle class. It has an extensive
vocabulary and is grammatically complete. It allows for the expression of
abstract ideas and does not require a context to be understood.
- The elaborated speech code is
used in schools and textbooks and
seen as the "right" way to speak.
This gives middle class children an
advantage over those from a
working class background.
- Middle class children feel 'at home' in
school, whereas working class
children feel excluded.
- Critics call Bernstein a
cultural deprivation theorist.
Bernstein rejects this and say
working class pupils fail
because schools fail to teach
elaborated code.
- Restricted Speech Code: Used by working class
families It is limited in vocabulary and grammar. The
communication could also involve gestures and
requires a context and shared experience to be
understood.
- Hubbs-Tait ( 2002)
- Parent's
Education
- Douglas
(1964)
- Working class families place less
value on education. They would
visit schools less and are less
likely to discuss their child's
progress. The children therefore
have lower levels of motivation to
succeed.
- Working class families place less
value on education. They would
visit schools less and are less
likely to discuss their child's
progress. The children therefore
have lower levels of motivation to
succeed.
- Middle class parents have knowledge of
the education system that aids them in
socialising their children.
- Educated parents use dicipline and expectation to enhance active learning. Less
educated parents are harsher or inconsistent which leads to the child having poor
motivation and communication skills.
- Educated parents can develop better
relationships with teachers, and can
use their higher income to provide
educational toys and better nutrition.
- Educated parents use dicipline and expectation to enhance active learning. Less
educated parents are harsher or inconsistent which leads to the child having poor
motivation and communication skills.
- Feinstein suggests that parental
education may affect achieve on its
own, explaining how some working
class pupils do better or middle
class pupils doing badly.
- Douglas
(1964)
- Working class
subculture
- Barry Sugarman
(1970)
- Fatalism, Collectivism,
Immediate gratification and
Present-time orientation.
- Working class pupils are socialised to expect
insecure jobs with little or no opportunity to
progress up the career.
- Fatalism, Collectivism,
Immediate gratification and
Present-time orientation.
- Barry Sugarman
(1970)
- Compensatory
Education
- Provision of extra resources to intervene
in early socialisation.
- Educational Priority Areas,
Educational Action Zones and Sure
Start.
- Educational Priority Areas,
Educational Action Zones and Sure
Start.
- Provision of extra resources to intervene
in early socialisation.
- Language
- Material Deprivation
- Housing
- Crowded rooms prevent studying,
disturbed sleep, lack of space
- Damp and cold housing
leads to illnesses and
therefore absences.
- Crowded rooms prevent studying,
disturbed sleep, lack of space
- Diet and
Health
- Poor nutrition weakens
immune system, leading
to more illness and
absence.
- children from poorer homes can
develop emotional and/or behavioural
problems.
- Children from poorer
households are more likely
to engage in fighting.
- Poor nutrition weakens
immune system, leading
to more illness and
absence.
- Financial
Support
- Cost of resources places burden of
poorer families (Emily Tanner,
2003)
- Children in poverty take on jobs,
this impacts on school work
- Education Maintenance
Allowance previously
offered support.
- Children in poverty take on jobs,
this impacts on school work
- Fear of
Debt
- Working Class five times less likely to apply to
Uni.
- Working class moe likely to live at
home to avoid travel costs and
more likely to drop out.
- Working Class five times less likely to apply to
Uni.
- Cost of resources places burden of
poorer families (Emily Tanner,
2003)
- Housing
- Cultural
Capital
- The knowledge, values,
tastes and abilities of
middle class people.
- Middle-class children are more
likely to have intellectual interests.
Giving them an advantage in
school
- Education system is not
neutral but favours
middle class culture
- Education system is not
neutral but favours
middle class culture
- Economic capital can be converted to educational and cultural
capital by purchasing private education or houses near good
schools.
- When cultural capital is equal, class
is most likely to determine success.
(Alice Sullivan, 2001)
- The knowledge, values,
tastes and abilities of
middle class people.
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