14016191
Descrição
Mapa Mental por Drasti Patel, atualizado more than 1 year ago
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Criado por Drasti Patel
mais de 6 anos atrás
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External Factors in Class Differences
in Educational Achievement
[Cultural Deprivation]
- Language and Speech Codes
- Hubbs-Tait et al (2002) - Cognitive performance improves
when parents use language that challenges their children
to evaluate their own understanding or abilities, e.g. what
do you think? or are you ready for the next step?
- Leon Feinstein (2008) - educated parents
are more likely to use this type of language
- Educated parents are also more
likely to use praise which allows and
encourages their children to develop
a sense of their own competence.
- Educated parents are also more
likely to use praise which allows and
encourages their children to develop
a sense of their own competence.
- Less educated parents are more
likely to use language where
children are only required to make
simple descriptive statements, e.g.
what's that animal called? This
results in lower performance.
- Leon Feinstein (2008) - educated parents
are more likely to use this type of language
- Carl Bereiter and Siegfried
Engelmann (1996) - language in
lower-class homes is deficient
because they communicate using
gestures, single words or disjointed
phrases
- This results in working-class children
being unable to develop the necessary
language skills. Therefore, they grow
up incapable of abstract thinking and
unable to use language to explain,
describe, enquire or compare.
- This means that working-class
children are unable to take
advantage of the opportunities
that school offers.
- This means that working-class
children are unable to take
advantage of the opportunities
that school offers.
- This results in working-class children
being unable to develop the necessary
language skills. Therefore, they grow
up incapable of abstract thinking and
unable to use language to explain,
describe, enquire or compare.
- Basil Bernstein (1975) - There are differences in
the way middle-class and working-class
language influences achievement.
- The RESTRICTED Code - typically used by the working
class. The restricted code has a limited vocabulary and is
based on the use of short, often unfinished,
grammatically simple sentences. The speech descriptive,
not analytic and is context-bound. It is predictable and
may use only a single word or a gesture.
- The ELABORATED Code - typically used by the middle
class. The elaborated code has a wider vocabulary and is
based on longer grammatically more complex sentences.
The speech is more varied and communicates abstract
ideas. The elaborated code is also context-free, the speaker
doesn't assume the listener shares the same experience so
they spell out their meaning explicitly for the listener.
- Criticism - Bernstein describes working-class speech as
inadequate therefore, he is a cultural deprivation theorist.
However, Bernstein does recognise that the school also
influences children's achievement and argues that
working-class pupils fail because the school fails to teach
them the elaborated code and how to use it
- These speech codes give middle-class children an
advantage at school because the elaborated code is
used by teachers, exams and textbooks. Therefore,
it is seen as the 'correct' way to speak and write.
- Middle-class pupils feel 'at
home' in school because
early socialisation into the
elaborated code means
that they are already
fluent users of the code
when they start school.
- Working-class pupils
tend to feel excluded and
be less successful
because they lack the
code that the school uses.
- Middle-class pupils feel 'at
home' in school because
early socialisation into the
elaborated code means
that they are already
fluent users of the code
when they start school.
- The RESTRICTED Code - typically used by the working
class. The restricted code has a limited vocabulary and is
based on the use of short, often unfinished,
grammatically simple sentences. The speech descriptive,
not analytic and is context-bound. It is predictable and
may use only a single word or a gesture.
- Hubbs-Tait et al (2002) - Cognitive performance improves
when parents use language that challenges their children
to evaluate their own understanding or abilities, e.g. what
do you think? or are you ready for the next step?
- Parents' Education
- Douglas (1964) - Working-class parents placed less
value on education, therefore, they were less
ambitious for their children, gave them less
encouragement and took less interest in their
education. They also visited schools less often and
were less likely to discuss their children's progress
with teachers. This resulted in their children having
lower levels of motivation and achievement
- Leon Feinstein (2008) - parents' own education is the most
important factor affecting children's achievement and since
middle-class parents tend to be better educated, they are
able to give their children an advantage by how they are
socialised. This socialisation occurs in many ways.
- Educated parents' parenting style emphasises
consistent discipline and high expectations of
their children, and this supports achievement by
encouraging active learning and exploration.
- Less educated parents' parenting style is
marked by harsh or inconsistent discipline
that emphasises on 'doing as you are told' and
'behaving yourself'. This prevents the child
from learning independence and self-control,
leading to poorer motivation at school and
problems interacting with teachers.
- Less educated parents' parenting style is
marked by harsh or inconsistent discipline
that emphasises on 'doing as you are told' and
'behaving yourself'. This prevents the child
from learning independence and self-control,
leading to poorer motivation at school and
problems interacting with teachers.
- Educated parents are more aware of what is
needed to assist their children's
educational progress. Therefore, they
engage in behaviour such as, "reading to
them, teaching them letters, numbers,
songs, poems, and nursery rhymes,
painting and drawing, helping with
homework and being actively involved in
their schooling."
- Educated parents also recognise the
educational value of activities such as visits to
museums and libraries. They are also better
able to get expert advice on childreaing, more
successful in estalishing good relationships
with teachers and better at guiding their
children's interactions with school.
- Educated parents also recognise the
educational value of activities such as visits to
museums and libraries. They are also better
able to get expert advice on childreaing, more
successful in estalishing good relationships
with teachers and better at guiding their
children's interactions with school.
- Better educated parents not only
tend to have higher incomes, but
they also spend their income in
ways that promote thier
children's educational success.
- Bernstein and young (1967) - Middle-class
mothers were more likely to buy
educational toys, books and activities that
encourage reasoning skills and stimulate
intellectual development. Working-class
homes were more likely to not have access
to these resources, therefore, children from
these homes started school without the
intellectual skills needed to progress.
- Educated parents also had more
understanding about the value of
nutritional food and its importance to
the development of their children and
had a higher incometo buy it with.
- Bernstein and young (1967) - Middle-class
mothers were more likely to buy
educational toys, books and activities that
encourage reasoning skills and stimulate
intellectual development. Working-class
homes were more likely to not have access
to these resources, therefore, children from
these homes started school without the
intellectual skills needed to progress.
- Middle-class parents tend to be both better paid
and better educated than working-class parents.
Feinstein argues that parental education also has
an influence on children's achievement despite
class and income. This is may help to explain why
not all middle-class children are equally
successful and why not all working-class
children are equally unsuccessful.
- Educated parents' parenting style emphasises
consistent discipline and high expectations of
their children, and this supports achievement by
encouraging active learning and exploration.
- Douglas (1964) - Working-class parents placed less
value on education, therefore, they were less
ambitious for their children, gave them less
encouragement and took less interest in their
education. They also visited schools less often and
were less likely to discuss their children's progress
with teachers. This resulted in their children having
lower levels of motivation and achievement
- Working-Class
Subculture
- Cultural deprivation theorists - Sections of the
working class have different goals, beliefs,
attitudes and values from the rest of society
and this is why their children fail at school
- Barry Sugarman (1970) - Working-class
subculture has four key elements that act
as a barrier to educational achievement.
- Fatalism - believe in fate and that 'whatever
will be, will be' and there is nothing you
can do to change your status. This is a
contrast from middle-class values which
emphasise that you can change your
position through your own efforts
- Collectivism - Valuing being part
of a team or group more than
succeeding as an individual. This
contrasts to the middle-class value
that an individual should not be
held back by group loyalties.
- Immediate Gratification - look for pleasure
now rather than making sacrifices to get
rewards in the future. This contrasts to the
middle-class whose values emphasise
deferred gratification, making sacrifices
now for greater rewards later.
- Present-time Orientation - see the
present as more important than the
future and therefore, don't have
long-term goals or plans. This is a
contrast to the middle-class culture
which has a future-time orientation that
sees planning for the future as important
- Sugarman argues that these differences occur
because middle-class jobs are secure careers offering
prospects for continuous individual advancement.
This encourages ambition, long-term planning and a
willingness to invest time and effort in gaining
qualifications. But working-class jobs are less secure
and have no career structure through which
individuals can advance. There are few promotion
opportunities and earnings peak at an early age.
- Fatalism - believe in fate and that 'whatever
will be, will be' and there is nothing you
can do to change your status. This is a
contrast from middle-class values which
emphasise that you can change your
position through your own efforts
- Cultural deprivation theorists argue that parents
pass down their values to their children through
primary socialisation. Therefore, middle-class
children are equipped for success through
middle-class values whilst working-class
children are not due to working-class values.
- Barry Sugarman (1970) - Working-class
subculture has four key elements that act
as a barrier to educational achievement.
- Compensatory education programmes aim to tackle
the problem of cultural deprivation by providing
extra resources to schools and communities which
are most deprived. They intervene early in the
socialisation process to compensate children for the
deprivation they experience at home.
- An example of this is Operation Head Start which
was a multi-billion dollar scheme of pre-school
education in the US in the 1960s. OHSs' aim was
'planned enrichment' of the deprived child's
environment to develop skills and instil
achievement motivation. It included improving
parenting skills, setting up nursery classes and
home visits by educational psychologists.
- In Britain, we have had Educational Priority
Areas, Education Action Zones, and Sure Start.
- Sure Start is a nationwide programme aimed at pre-school
children and their parents. It was part of the New Labour
governments social policies to tackle poverty and social
exclusion. Sure Start aimed to work with parents to promote
the physical, intellectual and social development of babies and
young children, particularly those who are disadvantaged, so
that they can flourish at home and when they go to school and
therefore, break the cycle of disadvantage. By 2010, there were
arund 3500 local Sure Start Children's Centres, with all young
children in the most disadvantaged areas having access.
- Sure Start is a nationwide programme aimed at pre-school
children and their parents. It was part of the New Labour
governments social policies to tackle poverty and social
exclusion. Sure Start aimed to work with parents to promote
the physical, intellectual and social development of babies and
young children, particularly those who are disadvantaged, so
that they can flourish at home and when they go to school and
therefore, break the cycle of disadvantage. By 2010, there were
arund 3500 local Sure Start Children's Centres, with all young
children in the most disadvantaged areas having access.
- An example of this is Operation Head Start which
was a multi-billion dollar scheme of pre-school
education in the US in the 1960s. OHSs' aim was
'planned enrichment' of the deprived child's
environment to develop skills and instil
achievement motivation. It included improving
parenting skills, setting up nursery classes and
home visits by educational psychologists.
- Nell Keddie (1973) - Cultural deprivation is a myth and it is a victim-blaming
explanation. She argues that a child cannot be deprived of its own culture and
that working-class children are simply culturally different, not culturally
deprived. They fail because they are disadvantaged by an education system
which is dominated by middle-class values. She argues that rather than seeing
working-class subcultures as deficient, schools should recognise and build on
its strengths but also challenge teachers' anti-working-class prejudices.
- Barry Troyna and Jenny
Williams 91986) - the child's
language is not the problem,
but rather the school's attitude
towards it. Teachers have a
'speech hierarchy' where they
label middle-class speech
highest and then working-class
speech then black speech.
- Tessa Blackstone and Jo Mortimore (1994) -
Working-class parents attend fewer parents' evenings
not because they lack interest but because they work
longer or irregular hours or are put off by the schools
middle-class atmosphere. They may want to help their
child progress but may not know how to do so because
they lack the knowledge or education. Schools with
mainly working-class pupils also tend to lack effective
parent-school contact systems so parents can't keep in
touch about their children's progress.
- Barry Troyna and Jenny
Williams 91986) - the child's
language is not the problem,
but rather the school's attitude
towards it. Teachers have a
'speech hierarchy' where they
label middle-class speech
highest and then working-class
speech then black speech.
- Cultural deprivation theorists - Sections of the
working class have different goals, beliefs,
attitudes and values from the rest of society
and this is why their children fail at school
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