class

• feinstein


  educated parents more likely to use language that challenges their children and praise
• troyna and williams


  problem is not language but the school's attitude towards it. teachers have speech hierarchy

  mc speech - wc speech - black speech
• bereiter and engelman


  lower class language is deficient, they communicate through gestures, single words or dosjointed phrases
• bernstein


  speech codes

  difference between mc and wc language influences achievement

  restricted code- wc, limited vocab, context bound, simple sentences

  elaborated code- mc, wider vocab, complex sentences, context free
• douglas


  wc parents place less value on education
• feinstein 2


  parent's education is an important factor. mc parents are better educated, give children advantage through socialisation
• bernstein and young


  more money to spend on educational toys, books and activities
• sugarman


  wc subcultures act as a barrier to educational achievement

  fatalism- fate, nothing can change status

  collectivism- value group than success as individual

  immediate gratification- now, no sacrifice for future

  present time orientation- present most important, no goals
• keddie


  wc hildren are culturally different not deprived
• tanner


  cost of items such as uniform, transport and books place a heavy burden on families
• flaherty


  fear of stigmatisation explain 20% eligible for free schoo meals don't use them
• callender and jackson


  fear of debt, wc students are more ikely to go to a local uni
• flaherty 2


  money issues are a key factor in young kids non attendance
• bourdieu


  3 types of capital

  economic, cultural, educational
• sullivan


  quesstionnaires for 465 kids in 4 schools to test cultural capital. higher the cultural capital, the more likely the kids are to be successful in gcse
• becker


  interested in who attaches label and effect this has

  
  

  60 interviews with chicago high school teachers on how they judged pupils to be ideal pupil

  judged on work, appearance, behaviour

  mc close to ideal pupil, wc far away because of behaviour
• rist


  primary school

  pupils on class based tables based on home background info

  mc near front and deemed fast learners - tigers

  wc are slow learners, read lower level books - clowns
• rosenthal and jacobson


  study of the spurters - academic bloomers test

  
  

  teach kids differently, they act differently - transformed by teahcers positive expectations

  negative can also change personal perception
• jane elliot


  blue eyes, brown eyes study

  split and label one dumb and one smart and then swap next day
• douglas 2


  lower stream at 8 suffered decline in IQ by 11

  mc in higher stream classes at 8 improved IQ by 11 and had positive self image, confident and work harder
• gillborn and youdell 2


  linked setting to the publishing of leagye tabls - A star - C economy

  education triage

  those who will pass anyway, borderline c or d students, hopeless cases
• lacey


  pupil subcultures

  differentiation- teachers categorise

  polarisation- students respond by moving to poles
• archer et al


  school has a mc habitus

  symbolic capital - status

  symbolic violence - clash between wc and school mc habitus
• archer


  nike identities

  school look down on wc so they find a way to have status through brands

  clashes with dress codes
• evans


  supports archer

  more wc young people attend uni, but feel wc identity doesn't fir habitus of higher education

  21 wc girls, london schools, fear not fit into uni, don't apply to oxbrige