30 marker plan - Class

• INTRO:

  on the one hand it can be argued that external factors are the main cause of WC underachievement due to working class subcultures such as collectivism which is valuing being part of a group rather than an individual. Whereas on the other hand internal factors such as SFP could be said to be the main cause of WC underachievement which is a prediction that comes true simply by virtue of it being made
• PARA 1:

  Point - working class subcultures

  Item - parental attitudes

  Evidence - Sugarman, 1970: 4 key features that act as a barrier to WC achievement= fatalism, collectivism, immediate gratification and present time orientation

  Explanation - shows WC have different goals from the rest of society, passed down through primary socialisation -> cycle of underachievement

  Evaluation - Douglas, 1964: WC parents place less value on education -> less interests in child’s education -> reflects WC subculture
• PARA 2:

  Point - teacher labelling

  Item - these include teacher labelling

  Evidence - Dune and Gazely: 9 British state skl interviews, teachers normalised WC underachievement but believed they could do something about MC underachievement.

  Explanation - shows that WC less likely to achieve due to the negative stereotyped labels placed on them by teachers

  Evaluation - Jacobson, 1968: randomly allocated 20% of a class= spurters, 6mths later 47% spurters had made significant progress showing teachers coney their beliefs onto students
• PARA 3:

  Point - speech codes

  Item - NO ITEM REF

  Evidence - Bernstein, 1975: difference between WC and MC speech codes -> restricted= limited vocabulary , mainly WC, grammatically simple, context bound, elaborated= MC, wider vocabulary, grammatically complex, context free, typically used by teachers and exams

  Explanation - disadvantaged from a young age as they feel excluded whereas MC already confortable with the code

  Evaluation - Feinstein, WC parents less likely to use language to challenge kids to evaluate their understanding
• PARA 4:

  Point - streaming and A-C economy

  Item - NO ITEM REF

  Evidence - Gillborn and Youdell, teachers less likely to see WC having ability -> placed in lower sets/streamed + enter lower tiered GCSEs

  Explanation - denied access to ops to allow access to good grades thus widening gap in underachievement

  Evaluation - Gillborn and Youdell - educational triage= those who will pass anyway, those with potential, hopeless cases. WC= hopeless cases -> denied resources to help them excel in education
• CONCLUSION:

  Internal factors = large role -> denied access to adequate resources necessary for success

  External factors are the main resources = leads to cycle of underachievement : restricted speech code -> disadvantaged in school -> teachers don’t believe they can overcome underachievement -> fatalism [cant change it] -> ideologies passed onto children