Class

• Class and and attainment:

  • look at achievement in relation to those were eligible for free school meal- means tested based on household income
• Class and attainment:

  • in 2014 and 15, 60% of people not eligible for preschool meal, got five GCSE A* to C compared to 33% of those who were eligible
• Class and Attainment:

  • some progress is being made with narrowing achievement gap, although they present a complex picture where, in fact, things are getting worse
• Class and Attainment:

  • social class, which is by for the biggest determinant of educational outcomes
• class and attainment:

  intelligence is inherited genetically, and therefore middle-class people are simply more intelligent than working class because of having intelligent parents
• Material factor; youth employment

  • Too much hours, can impact educational of performance
  • People with higher household income can afford educational visits and pay for private tuition
• Immediate gratification:

  • right wing perspective of how student of working class want immediate gratification
• Delayed gratification

  • middle-class, understand the benefits delay paid employment for higher qualification
• Hyman(1967)

  • working class, families for less interested in social mobility than middle-class families
• Douglas(1964) middle-class, child, of average, intelligent, was much more likely to pass 11th exam than a working class
• Bourdieu Habitus: norms, values, attitudes and behaviours of a particular social group or class
• Bourdieu Cultural Capital:

  • gives middle class advantage in educational system
  • Behaviours deemed superior on higher classes
• Bourdieu social capital:

  network and relationship a person possess based on class membership and maintains and build relationship.
• Evaluating external factors:

  • policy directly designed to combat material factor include educational maintenance allowance, people, premium, physical dinners and more.
• Evaluation external factors:

  • policies such as surestat that have been put in place to try and deal with issues relating to parenting.
• Labelling:

  • In relation of deviance
  • Teachers label their pupils, working class being negative which can create low expectation and low achievement from students
• Anti school subcultures:

  • Paul Willis “ learning labour”
  • Norms and values of subculture are missing about and avoiding work and to welcome poor grades
  • Subculture have little in achievement
• Bernstein Language code:

  • elaborate code(language code) which middle-class peoples are able to use, working class people tend to use restricted code
  • Middle-class people skin to catch language to formal(restricted to elaborate code)
• Examples of language codes in schools:

  • working class, restricted code- feature colloquialism and idiomatic turn of phrases, non-standard, grammar, and simplistic, sentence structure.
• Evaluating Internal Factors:

  • hard to divide both internal and external factors. Both impact one another
  • Anti-school subculture may explain the under performance of working class, but it is still very complex and must at least in part related to matters outside of school
• Labelling Theory:

  • once a labour is attached, there is a tendency for the student to see themselves in terms of the label and act accordingly
• Rist 1970:

  • Kindergarten children replaced permanently on one of three tables, depending on how fast they learn learn
  • Seems like appearance, parental education and employment had the biggest impact on who was at where
• Cicourel and Kitsuse(1963):

  • How American high school counsellors gave advice regarding careers or further education
  • Social class had the biggest impact, even if students had the same IQ or school record the lower classes redeemed unsuitable for colleges
• Self Fulfilling Prophecy:

  • prediction, made about students to come true
  • The teachers interaction with the student is affected hugely by the definition of the student
  • People will develop a concept of self that reflects what the teacher believes about them
• Rosenthal & Jacobson(1964)

  • Did an IQ test and demonstrated how teachers expectations affected the students, negatively or positively
• Fuller(1984):

  • identify a group of black female students in London camps, who worked as hard as possible to defy teachers expectation for them
• Boaler(2005):

  • “ the lower sets are like a physiological prison, it just breaks all their ambition
• Millenium Cohort Study(2014):

  • people in top streams did better in reading and maths. Those two bottom streams did significantly worse.
  • Working class were ‘ disproportionally placed in lower streams’
• Diane Reay(2006):

  • social class remains the one area of educational inequality on which education policy has virtually no impact
• Ghail(1994):

  • Study, looking at a group identified as the ‘Macho lads’
  • they saw school work as meaningless and bullied the ‘dickhead achievers’
  • Refuse to accept teacher authority and focused on having a laugh
• Borderline cases:

  • School perform, educational, triage and group of students, more broadly into three groups: will pass anyway, Borderlinr CID and Hopeless care
• Triage:

  • Will pass anyway- preschool subculture, high streams and committed to values of school
• Triage:

  • borderline C/D- focus on attention and the students are closest to doing better
• Triage:

  • hopeless care- anti school subculture, low streams, low of self esteem and poor behaviour
• Social class in classroom:

  • small scale interaction between teacher and people and examine how teacher perception of a student social class affect the way in which they interact with set and teach them
• There is tendency for middle-class students to be placed in higher ability groups and working class students in lower groups, even when their grades are similar
• Students in lower groups tend to feel educationally/disrespected and undervalued
• But focusing time and effort on bo borderline cases, educational triage discriminates against the first, largely middle-class group and particularly against the third, mainly working class group.