Class Differences in Acheivement

Class differences-middle class children do better at GCSE's, stay longer + more go to uni
Eternal factors
1. Cultural Deprivation-WC children are culturally deprived=don't succeed in edu
  1. Intellectual development-WC children don't develope thinking+reasoning skills due lack of books, edu toys/activities
    1. Bernstein+Young found MC mothers- more likely to choose intellectually stimulating toys
  2. Compensatory education-policies designed to tackle cultural deprivation (intervene early in socialisation to compensate)
    1. Eg Operation Head Start in US to instill motivation +develope learning skills by improving parenting skills setting up nurseries+home visits or Edu Action Zones
  3. Keddie argues WC children are culturally different +edu system is dominated by MC, Troyna+ Williams argue it's the schools attitude to language,
    1. Blackstone+Mortimore WC parents attend fewer parents evenings because of work+they may want to help their child progress but lack the knowledge
  4. Language
    1. Bereiter+Engelmann-lower classes communicate by gestures+ single words/disjointed phrases=fail to develop language skills
    2. Bernstein
      1. The restricted code; WC limited vocab, short simple words, predictable speech, speaker assumes listener has had same experiences
      2. The elaborated speech code; MC opposite, meanings spelled out (used in text books+exams+by teachers)
  5. Parental attitudes+values;WC parents value edu less have less ambitions for children= children less motivated/supported
    1. Lack of parental interest, reflects WC subculture
      1. Hyman argues values + beliefs of the subculture are a self-imposed barrier-lower class believe they have less opportunity=value edu less
      2. Sugarman; features of barrier-fatalism, collectivism, immediate gratification+present time orientation, (internalised by children)
2. Material deprivation; poverty is closely linked to under acheivement
  1. Housing; overcrowding-no room to study, lack of sleep, no room to explore/play for young children Temporary housing-psych damage+disrupts edu
  2. Diet+health; poor nutrition= bad health+low energy
  3. Financial support+the costs of edu;WC miss out +children have to have hand-me-downs=bullied WC children may also take on jobs, disrupting edu
  4. Cultural/material factors; some poor children do well=religion may play a part+the school may play a part
3. Cultural capitol
  1. Bourdieu; 3 types of capital (can all be converted into each other)
    1. Cultural capital-knowledge, language, abilities, attitudes + values of the middle class=an advantage
    2. Edu+economic capital MC parents more able to buy house in catchment area of good schools. MC parents can pay for good schools+extra tuition
    3. Sullivan used questionnaires+tests of vocab +knowledge of cultural figures on 465 pupils
      1. Those who read complex fiction+watched TV documentaries=complex language +greater cultural knowledge=cultural capital (children of graduates/MC)
  2. Gewirtz studied marketisation+interviewed teachers+parents, found differences in economic+cultural capital=3 types of parents
    1. Privileged-skilled choosers; MC well-off, confident+well edu=take advan of all choices
      1. Time+skill for visits, know how admission system works, understand deadlines+waiting lists Economic capital for better edu
    2. Disconnected-local choosers WC resticted by lack of economic+cultural capital Less aware+less confidence
    3. Semi-skilled choosers mainly WC but ambitious for their children
Internal factors
1. Labelling
  1. Secondary school; Becker; teachers judged pupils according to the 'ideal pupil' by their conduct+appearance (MC closest fit)
  2. Primary school; teacher used childs background+appearance to place them as 'tiger'(MC seated near+encouraged)'clowns'/'cardinals'
  3. High/low status knowledge; Keddie; A stream-taught theoretical high status knowledge/C stream-descriptive low status knowledge with same curriculum
2. The self-fulfilling prophecy
  1. Teacher expectations; Rosenthal+Jacobson new test to id students who will spurt ahead, 20% chosen Yr later those students had improved significantly
    1. Once streamed it is hard to move up, streams =self-fulfilling prophecy MC benefit from streaming
3. Pupil subcultures (develop through Lacey's differentiation +polarisation)
  1. The pro-school subculture; (MC) Their values are those of the schools They gain status through edu success
  2. The anti-school subculture; (WC)low stream=lose self-esteem Search for alternate ways of gaining status truanting, not doing homework=edu failure
  3. Ball; comprehensive abolished streaming in favour of mixed ability=influence of anti-school subculture declined though labelling continued
  4. Other pupil responses; ingratiation(teachers pet), ritualism (going through the motions), retreatism (messing about)+rebelling
  5. Eval-Determinism-assumes labelled pupils have no choice but to fulfill prophecy Fails to explain why teachers label
4. Marketisation+selection policies
  1. League tables create an A to C economy-schools concentrate on pupils with potential
    1. This process is called edu triage-sorting pupils into those who will pass away, those with potential + hopeless cases
  2. Schools-under pressure to select MC students to get good results=high in league table Other schools then have to take WC students=low in league tables
  3. Some schools try to create a traditional image to attract MC students

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Class Differences in Acheivement

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