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E3 Education
Class and Differential Achievement
| Question | Answer |
|---|---|
| True or False, Social Class is the single biggest predictor of Educational Achievement | True - Working class students consistently do worse in education compared to middle class pupils |
| What is the Attainment 8 of Working Class Students vs Middle Class Students | Working Class: 39.1 Middle Class: 53.6 |
| According to the Interactionist, Becker, how does Self-Fulfilling Prophecy and Ideal Pupil affect Class Achievement? | Teachers say the best pupil's are well spoken, smartly dressed, polite etc (common middle class student characteristics). These ideals affect student life (what set they are in, the level of exams they take) which impacts A8 |
| According to Ball, how does Setting and Streaming affect Class Achievement? | Lower sets/streams often have an overrepresentation of working class, even if those students have similar abilities to middle class students. Lower sets/streams negatively affect working class students (Simplified content, disruptive environment etc) |
| According to Lacey, how does Polarisation affect Class Achievement? | Students can become polarised when they are placed in sets and streams: middle class students with pro school values and working class with anti. This affects achievement as the norms and values of the two groups impact their attitude towards education |
| According to Willis, how do Working Class Anti School Subcultures affect Class Achievement? | Working class subcultures form not because students are passively discriminated against by education, but because they choose to reject the school values and adopt norms and values that are more relevant to their future manual labour careers |
| What is an evaluation of Self-Fulfilling Prophecy and Ideal Pupil affecting Class Achievement? | This theory may be outdated as their are now many more diverse teachers that do not subconsciously discriminate against the working class. Also, working class students may reject the prophecy and attempt to do well academically |
| What is an evaluation of Setting and Streaming affecting Class Achievement? | In a post modern society, it is impossible to identify what a person's class is, therefore it cannot factor into a students achievement |
| What is an evaluation of Polarisation affecting Class Achievement? | Woods argues that polarisation is too simple, and that subcultures are actually a lot more complex than just pro and anti school |
| What is an evaluation of Anti School Subcultures affecting Class Achievement? | This theory puts a lot of faith onto working class lads understanding and making a conscious decision to against middle class and school values |
| What are Douglas' External, Material causes of Class Achievement? | Material Deprivation, Home Environment, Catchment Area |
| According to Douglas, how does Material Deprivation impact Class Achievement? | There are hidden costs to education that make it hard for working class families to achieve. For example, money for textbooks, computers, school trips, tutors. The middle class have the money for resources that help them do better than the working class |
| According to Douglas, how does Home Environment impact Class Achievement? | Low income families are likely to live in a home that is unsafe, dark or unclean, with damp and a poor diet that can cause high levels of tiredness and sickness, leading to less focus at school. Crowded, loud homes can prevent adequate space to study |
| According to Douglas, how does Catchment Area impact Class Achievement? | Lower income areas often have poor role models for children and low performing schools. 'Sharp Elbowed' middle class families will buy house in areas with high performing schools, forcing the working class into more deprived catchment areas |
| What is an evaluation of Material Deprivation? | Pupil Premium is used by schools to support students without access to resources |
| What is an evaluation of Home Environment? | Schools often host after school clubs that give students time to do homework or study whilst still in the school building |
| What is an evaluation of Catchment Area? | Schools in poorer areas are often turned into academies that allow innovative ideas to be used which help boost working class students grades |
| What are the External, Cultural Causes of Class Achievement? | Parental Attitude to Education, Parents Level of Education, Subcultural Values, Restricted Language Codes, Cultural Capital |
| According to Douglas, how does Parental Attitude to Education affect Class Achievement? | Encouragement, interest, involvement and expectations from parents can all affect how well pupils do in school. Working class parents are less likely to be involved with their children's education, or negatively view education |
| According to Douglas, how does Parental Level of Education affect Class Achievement? | Middle Class Parents are more likely to have achieved higher results in education and gone onto higher education, therefore they feel more confident in helping with homework, talking with teachers etc |
| What is an evaluation of Parental Attitudes to Education? | Interactionism: Assumes that students passively accept their parents attitudes as fact, students are able to make their own decisions about school without their parents influence |
| What is an evaluation of Parental Level of Education? | Online resources like Youtube allow students to learn in different ways without needing their parents help |
| According to Sugarman, how do Subcultural Values affect Class Achievement? | Working class and middle class are socialised into different values. The values of the working class is a barrier to achievement. Even if the working class weren't materially deprived, their culture would prevent them from achieving in education |
| According to Sugarman, what are the three Subcultural Values that affect Class Achievement? | Time Orientation (WC: think of the present, MC: Think of the future), Attitudes Towards Gratification (WC: immediate gratification, MC: Gratification in the future), Attitudes Towards Luck (WC: Chances in life are based on luck, MC: Effort and hard work) |
| What is an evaluation of Subcultural Values? | Post Modernism: Class is uncertain, therefore it is impossible to define what values a class has |
| According to Bernstein, what is the difference between Restricted Language Codes and Elaborate Language Codes? | The working class cultures speak with restricted language codes - everyday language that is often ungrammatical or uses slang. The middle class use elaborated language codes - More formal with wider vocabulary and more grammatically correct. |
| According to Bernstein, why does Language Code affect achievement? | Teachers and examiners expect answers to be given using elaborated language code, and don't value correct but restricted answers. +Middle class students find it easier to achieve in education because of this. |
| What is an evaluation of Language Codes? | Many subjects do not require pupils to have high skills in grammar, punctuation or spelling, therefore language codes do not impact a students ability to achieve well in these subjects |
| According to the Marxist, Bourdieu, how does Cultural Capital affect Class Achievement? | Middle class students have the ability to experience and gain knowledge about high culture, whilst the working class don't. Schools base intelligence on how well a student knows high culture, so middle class students are presented as more intelligent |
| What is an evaluation of Cultural Capital? | Functionalist: School does not judge based on a student's cultural capital, education is meritocratic and any student with the right effort and ability will be able to succeed |
Created by:
Skyelark
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