Class: External Factors

- Joseph Rowntree Foundation - 1/10 people in poverty.

- Diet/health - 47% children with asthma from pooest 10% of families, poor 2.5x more likely to suffer chronic illness, poor = bad diet, bad immune system, miss meals have time of school due to health issues, too embarrased to apply for FSM

- Housing - damp houses, time off school, 5x less likely to have access to safe place to play, 1 million UK homes = unsafe to live in. Douglas - unsatisfactory living conditions did worse in ability tests. Catchment of deprived areas bad discipline in schoools.

- Hidden cost of education - low income means less money for books, internet access and school trips, cant afford nursery or private school or university - deprived of education.

DOUGLAS

-Level of parents interest most important factor in achievement, m/c parents more likely to attend parents evenings, w/c may not go due to inconvenient shifts not becasue not interested. W/c less motivated parents don't discuss progress = lower grades.

- Feinstein - educated parents - higher motivation, strict discipline. less educated not as harsh on discipline, less consistent = lower grades.

- Educated parents spend money on educational trips to museums, home internet access and books = success.

BERNSTEIN

- Restricted speech code: w/c - limited voabulary, single words, gestures, short forms of speech.

- Elbaorated code: m/c - wider vocabulary, long complex phrases, speech varies.

Middle class are advantaged as the textbooks and teachers speak elaborated code therfore they have a better understanding.

Evaluation: w/c speech codes aren't wrong they're just different to elaborated. Not all middle class speak the elaborated code

Sugarman

- Working class have different goals and beliefs which is why they fail:

- fatalism - what will be will be

- collectivism - like beinf part of a group (subculture)

- immediate gratification - seek rewards now

- present time orinetation  - present more imprortant than future.

BOURDIEU

- Middle class students have cultural capital = advantaged.

- Appropriate tastes, attitudes and values which lead to material rewards.

- More cultural capital you have more successful you are in education.

- Middle class parents pass it onto children - cultural reproduction.

Evaluation: Halsley et al - material factors are important, lack of money stops kids staying at school, not sll working class fail even if they don't have cultural capital.

KEDDIE

- 'Myth of cultural deprivation' - victim blaming, dismisses idea failure at school can be blamed on culturally deprived background. Culturally differnent not deprived, fail because they're put at a disadvantage.

- Troyna and Williams - problem isnt the childrens language but schools attitudes towarders it, teachers speech is hierarchy as m/c is same they're favoured - label.

Aim to tackle cultural deprivation by providing extra funds and resources to schools and communities in deprived areas.

e.g Operation head start - USA 1960's, planned enrichemnt for children: improve parenting skills, set up nursery classes, home visits by psychologists, mainstream media used to promtoe imprtance of punctualitys, numeracy and literacy.

e.g Education action zones - 1997, resources to low-icnome inner city areas to raise educational achievement.

e.g Sure start - New labour tackle poverty anf social exclusion. Work with parents to promote development of young. Establish 3500 centres high quality learning break cycle of disadvanatge.