2719204
Beschreibung
Mindmap von Jasmine Clark, aktualisiert more than 1 year ago
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Erstellt von Jasmine Clark
vor etwa 9 Jahre
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Class differences - External factors
- Cultural deprivation
- Most of us begin to aquire the
basic values, attitudes and skills
that are needed for educational
success through primary
socialisation within the family.
- Intellectual development
- Development of thinking and
reasoning skills such as the
ability to solve problems and
use ideas and concepts.
- Douglas (1964) - Working class pupils
score lower on testes because
their parents are less likey to
support the child's intellectual
development through reading
with them.
- Development of thinking and
reasoning skills such as the
ability to solve problems and
use ideas and concepts.
- Language
- Restricted code - Typically used by
working class, and consists of limited
vocabulary and short, often
unfinished, gramatically simple
sentances.
- Elaborated code - Typically
used by the middle class,
and consists of wider
vocabulary and longer,
gramatically more complex
sentances.
- Bernstein (1975) - Uses the two types
of code to distinguishe between
classes and concludes that the
working-class are at a disadvantage as
the elaborated code is the one used
within education by teachers,
textbooks and exams.
- Restricted code - Typically used by
working class, and consists of limited
vocabulary and short, often
unfinished, gramatically simple
sentances.
- Attitudes and values
- Feinstein (1998) - Working-class
parents' lack of interest in education is
the main reason for their children's
underachievement, more so than any
financial hardships.
- Sugarman (1970) - Working-class
subculture has 4 key features that
act as barriers to educational
achievement:
- Fatalism - Whatever
will be, will be
- Collectivism - Valuing being
part of a group more than
succeeding as an individual.
- Immediate gratification - Seeking pleasure
now rather than making sacrifices in order
to reap greater rewards later on in life.
- Present-time orientation - The
present is more important than the
future, meaning lack of long term
goals and plans.
- Due to the traditional
working enviornments of
the different classes.
- Fatalism - Whatever
will be, will be
- Feinstein (1998) - Working-class
parents' lack of interest in education is
the main reason for their children's
underachievement, more so than any
financial hardships.
- Compensatory education is a policy
designed to tackle the problems of
cultural deprivation by providing
extra resources to schools and
communities in deprived areas.
- Keddie (1973) - Cultural deprivation is a MYTH!
It is just an excuse, children cannot be
deprived of their own culture, working-class
children are simply culturally different.
- Most of us begin to aquire the
basic values, attitudes and skills
that are needed for educational
success through primary
socialisation within the family.
- Material deprivation
- Poverty and a lack of material
necessities such as adequate
housing or income.
- Nearly 90% of 'failing schools'
are located in deprived areas.
- Housing
- Less space to study
- Temporary housing (bed
and breakfast) can cause
disruption to home and
school life.
- Damp can cause health risks
- Less space to study
- Diet and health
- Less nutrition means
weaker immune system
so more sick days
- Less energy so more difficult
to concentrate in class
- Less nutrition means
weaker immune system
so more sick days
- Financial support
- Make do with hand-me-downs
and unfashionable equipment
which could result in bulling.
- Have less equipment and
tools to help learning
- Make do with hand-me-downs
and unfashionable equipment
which could result in bulling.
- However some children from poor families
do succeed, suggesting that material
deprivation is only part of the explanation.
Cultural, religious or political values of the
family could play a part in enabling some
poor children to achieve.
- Poverty and a lack of material
necessities such as adequate
housing or income.
- Cultural capital
- Bourdieu (1984) - Believes in
the idea that there are three
types of capital:
- Cultural - Middle-class pupils are at
an advantage due to their
possession of knowledge, attitudes,
values, language etc.
- The education system favours
middle-class culture and discriminates
against the working-class.
- The education system favours
middle-class culture and discriminates
against the working-class.
- Educational - Wealthier parents can convert
their economic capital into educational
capital by sending their children to private
schools and paying for extra tuition.
- Economic - Being able to afford the
equipment and services to boost a child's
achievement.
- Cultural - Middle-class pupils are at
an advantage due to their
possession of knowledge, attitudes,
values, language etc.
- Sullivan (2001) - Conducted
questionnaires on pupils to discover the
relationship between class, cultural
capital and educational achievement.
- Those who had greater cultural
capital were more likely to be
middle-class and achieve higher in
their GCSE's.
- However, cultural capital only accounted for part
of the class difference in achievement. Where
pupils of different classes had the same cultural
capital, the middle-class pupils still did better.
Sullivan concluded that the greater resources and
aspirations of middle-class families explained the
remainder of the class gap in achievement.
- Those who had greater cultural
capital were more likely to be
middle-class and achieve higher in
their GCSE's.
- Bourdieu (1984) - Believes in
the idea that there are three
types of capital:
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