external factors

external factors

1. cultural deprivation-

   • norms, values, beliefs, skills and knowledge are needed to achieve in education through primary socialisation.
     • 1. intellectual, 2. language 3. attitude and values
       • 1. Intellectual - ability to develop thinking, reasoning and problem-solving
         • w/c lack books, educational toys, activities = slow development
         • Douglas = w/c scored less because of less parent influence - not reading to them at night times therefore no development
           • evidence - Young and bernstein - m/c buy more influenced items to help develop their intellectual development
           • critics - ignores material deprevation - poverty, ignores labelling, w/c are different culture and it is a myth.
       • 2. language = bernstein
         • restricted
           • w/c - limited vocab, predicted,
             • critics - B= w/c inadequate - school needs to teach them how to use elabortated speech
         • elaborated
           • = m/c - range of vocab, text book = suited for everyone
       • 3. Attitide and Values = Sugarman
         • fatalism -
           • 'whatever happens happens will be' m/c will try to stop fate and change by putting effort
         • Collectivism
           • valuing being in a group than individual, m/c wants to succeed individually
             • critics - passed on my previous generation ie not their fault
         • immediate gratification
           • enjoying present instead of making sacrifices - M/C - deferred gratification - making sacrifices now for reward later
         • present-time orientation -
           • seeing present as more important therefore no long term goal or plans- m/c planning for future therfore do good in education

2. material deprivation

   • poor housing
     • over crowding = hard to concentrate, nowhere to do homework, distubed sleep to tired to work
       • no save enironment for children to play outside and develop problem solving.
         • move around therefore disrupting education, illness from damp house and days off school
   • Diet and health
     • Howard - low energy, vitamins and minerals. poor health affects by weakening the immune system and lowering the childrens energy = absence from school.
       • Also emotional and behavioural problems - Wilkinson - ten years the lower the social class = high hyperactivity, anxiety and disorders - effect on children education
   • finance
     • no equipment and miss out experience that will help develop educational achievement
       • Tanner - books, trips, computers, calculator etc = heavy burden on poor families

3. cultural Capital

   • Bourdieu: Three types of capital
     • explains why M/C achieve in education than W/C
       • 1. Cultural Capital 2. Educational Capital 3. Economic Capital
         • Cultural Capital
           • refers to knowledge, attitude, values, language, tastes and abilities of M/C
             • Better socialisation = ability to grasp, analyse and express abstract ideas.
               • therefore understand the educational system
                 • this gives the M/C an advantage as they have the ability and interest are valued and rewarded with qualification
                   • On the other hand, W/C devalue their culture as rough and inferior
                     • lead to exam failure and get the message that education isn't for them and respond by truanting, leaving early or not trying,
         • Education and economic capital
           • B - argues that educational, economic and cultural are covered all together
           • M/C are better equipped to gain qualifications
           • wealthier parents can afford to send children to private school and extra tuition
           • Campos and Leech say that M/C parents can afford to move houses near a good school = increase costs for houses near good schools.
   • Gewirtz: Marketisation and parental choice
     • found differences between and cultural lead to class difference in how parents choose a secondary school
       • found 3 main types of parents
         • privileged-skilled chooser
           • M/C parents = confident, well educated and prosperous
             • know how the education system work - waiting list, putting particular choice first etc
             • research difference schools so they can choose best one for their children
             • economic capital = can afford to move around the education system or pay travel fees
         • disconnected-local chooser
           • w/c - restricted by lack of economic and cultural capital
             • found it hard yo understand school admissions prosecures.
             • less confident in dealing with schools, less aware of options open,
             • only care if the school is safe and good for the childrens health
             • couldn't travel far as there was no money. was forced to go to a local school.
         • semi-skilled choosers
           • w/c but ambitious for their children but don't cultural capital
             • depend on other opinions and get frustrated if they don't get in
               • Gewirtz says M/C take advantage of opportunities for good education. marketisation gives everyone a greater choice
                 • Whitty - marketisation has not led to more opportunities for W/C. instead allowed M/C to use their knowledge more