Social Class and Educational Achievement
- Created by: eviedeehan
- Created on: 23-01-24 19:36
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- Social Class and education
- Internal Influences
- Becker - Labelling - teachers favour MC pupils as 'ideal students' - higher expectations of them and put them in higher streams
- Ball (1981) - strong correlation between setting and parental occupation - MC parents, likely to be in higher set
- self fulfilling prophecy
- Woods (1983) pupils adapt to their school environment - may be positive e.g 'ingratiation' where students integrate themselves with teaching completely
- may also be negative - 'rebellion' students reject goals of the school and how to achieve them - anti school subculture
- working class students more likely to be non-conformist
- may also be negative - 'rebellion' students reject goals of the school and how to achieve them - anti school subculture
- External Influences
- Joseph Rowntree Foundation (1997) - link between material deprivation and lower education achievement - less likely to have access to computers, internet and private tuition
- Halsey (1980) - fails to offer equality of opportunity, WC more likely to fail, MC more likely to stay on at post compulsory education (16 to 18)
- lack of economic resources is the most important factor in whether a child stay on into post compulsory education or not - WC students should have grants
- Douglas (1964) - poor housing and achievement - children of manual workers are likely to live in unsatisfactory housing and often performed worse in tests
- parental interest - MC had more cultural capital - can help with school work, check progress and encourage children to continue into post compulsory education
- emphasised importance of primary socialisation and how MC parents were more likely to provide support to children from an early age
- parental interest - MC had more cultural capital - can help with school work, check progress and encourage children to continue into post compulsory education
- Sugarman (1970)
- subcultures - norms, values and attitudes of MC parents were different to that of WC parents - linked to non manual vs manual jobs
- parents attitudes - WC were likely to be fatalistic, immediate gratification and collectivism.
- concluded that parents pass their attitudes onto their children
- Feinstein (2003)
- parental education, quality of the school, material deprivation - linked to low levels of achievement
- Hyman (1967)
- WC and MC have different value systems - WC have lower value on education - less likely to value professional jobs with high status
- WC see manual job as stable and secure job with less risk than non manual jobs with greater risk to achieve - limits the educational achievement of their children
- WC and MC have different value systems - WC have lower value on education - less likely to value professional jobs with high status
- Bourdieu (1971) - cultural reproduction
- Marxist approach - education system reproduces culture of ruling class, education is biassed in favour of MC as they share norms and values
- cultural capital - likely to share aspects of high culture e.g cultural activities e.g museum
- maintain inequalities rather than produce equal opportunities for all
- Internal Influences
- Sugarman (1970)
- subcultures - norms, values and attitudes of MC parents were different to that of WC parents - linked to non manual vs manual jobs
- parents attitudes - WC were likely to be fatalistic, immediate gratification and collectivism.
- concluded that parents pass their attitudes onto their children
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