Genereally
working-class pupils
achieve less than
middle-class pupils in
education
Children of higher professtionals are
2-3 tiomes more likely to 5 or more
A*-C GCSEs thank children of
manual workers
'Rich, thick kids do better
than poor, clever children'
- Michael Gove (2010)
Cultural deprivation
'Culture' refers to all the
norms, values , beliefs, skills,
and knowledge of a society or
group, transmitted from one
generation to the next
Different classes socialise
their children differently,
which may affect their
achievement
According to the
'Cultural deprivation'
theory, working class
parents fail to
transmit the
appropriate culture
needed for success
Intellectual
stimulation
Working-class parents
don't provide their
children with
educational
toys/activities.
This could put them at
a disadvantage
compared to
middle-class children
Working-class
parents are less
likely to read to
their children
Bernstien -
Language (1975)
Bernstien argued
that there are two
types of language
used, restricted and
elaborated code
The working class use the restricted
code, which is less analytic and
more descriptive with a limited
vocabulary, he argues that although
all classes understand this code, the
lower-working class may be limited
to it.
The middle-class use the
elaborated code, which is more
analytical with a wide vocabulary,
and is universalistic, and used in
education giving the middle class
an advantage.
Parents' education
Feinstein (2008) argues
that parents' own
education is the most
important factor
affecting children's
achievement.
Parenting style
Educated parents (typically the middle-class)
emphasis consistent discipline, high
expectations, and active learning
Less educated parents' (typically the
working-class) inconsistent
discipline means that children have
a poorer motivation and problems
when interacting with the teacher.
Educated parents are
more aware of what will
help their children, and
set out to do these
things, such as seeing
the value in educational
vists
Educated parents are more
likely to spend their income
on promoting their child's
delevopment
The way that the parent
may communicate with
theor child will affect
their child's cognitive
development.
Working-class
subculture
The working-class subculture has an
attitude of wanting rewards now,
rather than working hard for future
rewards, unlike the deferred
gratification practiced by the
middle-class
The belief of 'whatever will
be, will be' means that
working-class children don't
believe that they can change
their position through their
own efforts.
Hyman (1967) argues that the
working class don't calue
education, so they don't try
Douglas argues that
working-class parents
show less interest in
their child's education
giving then less
support
Material deprevation
Poor housing
Overcrowding, or cold and damp
rooms may mean that pupils
have nowhere quiet to do their
homework
Poor diet
This can lead to illness,
absences from school and
a lack of concentration in
class due to hunger
Low income
Poorer families can afford
fewer educational
opportunities such as trips
Children may be
stigmatised/bullied for
the lack of uniform or
latest fashion
Callender and Jackson (2005) found
working-class students to be debt
advise, seeing more costs than
benefits in going to university
Bourdieu (1984) -
Cultural capital
Bourdieu argued that middle-class
pupils are more successful
because their parents possess
more capital or asets
Capital can
come in two
forms
Economic capital
The wealth
middle-class
families have
Cultural capital
The attitudes,
values, skills,
knowledge, etc
that the middle
class have
Educational capital
- a combination of
cultural and
economic capital
This advantage allows their
children to get middle-class
jobs earning more
economic capital
School factors
Labelling
The meanings or
definitions we attach to
someone, to make sense
of them
Studies show that
teachers often
attach labels
regardless of the
pupils ability
Becker (1971)
carried out
interviews on 60
high school
teachers
Found that teachers judged
pupils according to how
closely they fitted an image
of the 'ideal pupil'
Argued that
teachers label
middle-class
pupils as the
'ideal pupil'
Rist (1970)
carried a study
on an American
kindergarten
Found that the teacher
used information about
the children's apperance
and home backgrounds to
group them
'The tigers' were more
likely to be middle-class
and were seated near
her, gaining the most
encouragement.
The 'cardinals' and the
'clowns' who were more
likely to be from the
working-class were seated
further away