social class

• EXTERNAL FACTORS - material factors

  to do with money and access to resources
• EXTERNAL FACTORS - material factors

  working class suffer material deprivation facing issues of pverty, poor housing and poor diet unable to afford things for educational success
• EXTERNAL FACTORS - material factors

  lack of resources - books, computers

  poor diet - unable to eat breakfast difficult to concentrate

  cant afford travel cost so attend poor quality school

  overcrowding so unable to revise
• EXTERNAL FACTORS - material factors

  lack of money means they need to work so too tired to study at home or school
• EXTERNAL FACTORS - material factors

  fear of debt so less likely to apply to uni or work whilst studying so difficult to achieve high class degree - apply local to save travel cost so less opportunity to go high status uni
• EXTERNAL FACTORS - material factors AO3

  government has compensatory education to help disadvantaged HOWEVER negative stereotypes so fear bullying
• EXTERNAL FACTORS - material factors AO3

  tuition fee loans to help working class HOWEVER they fear debt so not encouraged to take
• EXTERNAL FACTORS - material factors

  middle class have economic capital so can afford things for educational success eg. computer, move to high school, large house to study
• EXTERNAL FACTORS - cultural factors

  values and attitudes
• EXTERNAL FACTORS - cultural factors

  working class suffer cultural deprivation lacking correct attitude to succeed in education as family fails to socialise them so are culturally deprived
• EXTERNAL FACTORS - cultural factors

  1. parents attitudes - douglas w/c parents place less value on education AO3 - do care but unable to attend due to material dep, most parents would encourage children
• EXTERNAL FACTORS - cultural factors

  2. language use - restricted vs elaborated code learnt from parents bernstein AO3 - teachers adapt to ensure all pupils progress and w/c can switch
• EXTERNAL FACTORS - cultural factors

  3. subculture - w/c have different goals than m/c so less progress made

  sugarman w/c characteristics that prevent them doing well :

  • fatalism
  • collectivism
  • immediate gratification
  • present time orentation
• EXTERNAL FACTORS - cultural factors

  3. subculture - m/c characteristics of culture so do better:

  • individual effort
  • deferred gratification
  • future time orientation

  AO3 - not all w/c underachieve, blames individuals for their failure not education system
• EXTERNAL FACTORS - cultural factors

  cultural capital - bourdieu how well you do in school depends on parents culture m/c cultural capital set of values resulting in material reward to advantage in education but also

  economic capital - money

  social capital - contacts

  educational capital - knowledge of education system
• INTERNAL FACTORS 1. labelling and SFP

  teachers label pupils from appearance, language rather than ability due to stereotypes eg. EAL,FSM assumed less bright and behaved whereas m/c labelled positive leading to SFP and internalisation to live up to it

  becker ideal pupil
• INTERNAL FACTORS 1. labelling and SFP AO3

  not all students accept labels - too deterministic
• INTERNAL FACTORS 2. streaming and setting

  streaming - taught in same ability group for all lesson

  setting - taught in ability based groups for different subjects

  m/c judged as more ability so in top sets so more opportunities whereas w/c seen as less ability + expectations so in bottom sets with double disadvantage
• INTERNAL FACTORS 2. setting and streaming

  marxists w/c face symbolic violence reproducing sc inequalities and socialised to accept it

  setting is a privilege reproduction - m/c parents want sets whilst w/c pupils end in bottom sets and looked down on

  AO3 - able to move between sets based on ability
• INTERNAL FACTORS 3. pupil subculture

  group of people sharing same behaviour and values

  pro school - follow school values, common in top sets and gain peer status for being well behaved and successful in grades

  anti - values against schools, common in bottom sets with low self esteem form deviant values gaining peer status for messing about and low grades
• INTERNAL FACTORS 3. pupil subculture

  eg. willis the lads

  AO3 - willis was a small sample and cant be generalised
• INTERNAL FACTORS 4. m/c curriculum

  white - curriculum based on m/c knowledge so w/c disadvantaged

  AO3 - reflect bourdieu ideas of m/c habitus in school gaining symbolic capital whilst working class have symbolic violence
• INTERNAL FACTORS 5. pupil identities

  archer w/c girls identity affects experience and leads to underachievment do to m/c habitus feel they should change themself due to symbolic violence so create sexy nike identity to earn peer symbolic capital and feel accepted to suit their own w/c habitus - reject uni believe its only for clever people
• INTERNAL FACTORS 6. marketisation

  schools run like businesses and be selective on students m/c seen more attractive as percieved harder working better results bad for w/c

  cream skim - popular schools select m/c as they do well in exams so make schools look good for their parents
• INTERNAL FACTORS 6. marketisation

  puts pressure on school to acheiev best exam results gillborn and youndell led to a-c economy schools judged on a-c grades leading to educational triage of three groups

  those who pass anyway

  c/d borderline

  hopreless case

  time and money spent on c/d borderline eg. intervention

  hopeless case no support so left in bottom sets weak teachers and behaviour issues
• AO3

  factors are interlinked - both internal and external

  eg. w/c pupil is put in bottom set but cannot move up due to material deprivation