key theorists

• BERNSTEINS LANG CODES


  restricted lang code and elaborated lang code
• restricted lang code features

  short, limited vocab, ignores context, mainly used by wc
• elaborated lang code features

  extended vocab, full sentences, context bound. used by mc and uc. used in textbooks, exams, teachers and immediately creates a barrier for wc
• DOUGLAS 1964 parents education thoughts

  w.c parents place less value on education, leaving the children less encouraged and excited about doing well academically. w.c parents are less likely to visit schools for parents evening-lack of support.
• FEINSTEIN parents educational behaviour

  children will copy their parents style approach. MC-parents from uni, well paid, possible private education. children will follow this attitude and way of life. WC-parents may not of gone on to higher education or through school, fixed mindset that school is bad, children will copy this
• FEINSTEIN 4 PARENT IDEAS. FIRST ONE

  1)parenting style. WC-inconsistent discipline, harsh. MC-consistent, high expectations so children push harder
• FEINSTEIN 4 PARENT IDEAS. SECOND

  2)parental behaviours. WC-disengaged from child's education. MC-more engaged, recognise value of education. will attend parent evenings and help with hw etc, have money to spend on educational trips like museums
• FEINSTEIN 4 PARENT IDEAS. THIRD

  3)use of income. WC-basic needs, rent, food, heating, transportation. MC-education, textbooks, tutors, trips, nutritional food
• FEINSTEIN 4 PARENT IDEAS. FOURTH

  4)class, income and parental education. WC-better educated wc will support children's academia. MC-better paid, more money on education, higher value on education, influential on behaviour of children.
• SUGARMENS 4 WC BARRIERS. FIRST

  1)fatalism-up to fate. 'whatever will be, will be'. nothing you can do to change your status.
• SUGARMENS 4 WC BARRIERS. SECOND

  2)collectivism- valuing being part of a group rather than succeeding as an individual.
• SUGARMENS 4 WC BARRIERS. THIRD

  3)immediate gratification-seeking pleasure now rather than making sacrifices for rewards in the future
• SUGARMENS 4 WC BARRIERS. FOURTH

  4)present time orientation-seeking present as more important than future so not having long time goals
• NEIL KEDDIE. CULTURAL DEPRIVATION THOUGHTS

  described it as a myth, sees it as victim blaming. argues mc students are just culturally different and claims schools are dominated by mc values which puts wc at an immediate disadvantage in education
• TROYNA AND WILLIAMS THOUGHTS ABOUT C.D

  agree with KEDDIE, argue language of the child is not the problem but the schools attitude towards it
• BLACKSTONE AND MORTIMORE THOUGHTS ABOUT C.D

  suggests wc parents do not attend school because they are working long hours or put off by school atmosphere-elaborated lang code, feel embarrassed
• BECKER labelling in secondary schools


  using interviews, becker found teachers stereotyped students based on their conduct and appearance. teachers saw mc as the closest to an ideal pupil and wc the furthest from this. HALO EFFECT-imaginary halo placed on ideal pupil, positive label and stays with them throughout education
• HEMPEL-JORGENSEN ideal pupil


  varies between classes. wc ideal pupil - passive, obedient, quiet. not on academic ability

  mc - personality, academic ability, extra work. not focused on behaviour
• RIST labelling in primary school


  found teachers used information from home backgrounds, appearance and parents to attach a label.

  TIGERS - mc, seated close to teacher, lots of help and attention, given higher reading books.

  CLOWNS- wc, seated far away, given lower level books, lack of help

  because this happens at such a young age, rist found it influences children strongly. creates a massive class divide early on.
• DUNNE AND GAZELEY labelling in secondary schools


  found that schools produced wc underachievements because of labels of teachers.

  teachers stereotyped due to home backgrounds, pupils parents. labelled wc parents as uninterested, mc parents as supportive.

  led to how teachers communicated with students