GoodmanandGregg found parental involvement had the most impact on child's educational achievement
3. Douglas found th w/c parents place less value on their child’s education
3. Parenting Style
Higher qualifications lead to higher expectations and discipline, supporting success
Lower qualifications lead to 'do as your told' preventing child's self-control and independence
3. Parents' educational behaviours
Reading to their children
Teaching them letters, numbers, songs, poems, and nursery rhymes
Painting and drawing
Helping with homework
Being actively involved in their schooling
3. Use of income:
Bernstein and Young found middle-class parents buy more educational toys, books and educational activities
3. Feinstein notes parental education has an influence on child's education in its own right regardless of class or income, explaining variance within social classes
Language
Hubbs-tait at al: Middle-class parents use language to challenge their child's understanding, improving cognitive performance
Feinstein: Working-class parents use simpler, descriptive language, failing to prepare children for educational demands
Speech Codes (Bernstein)
Elaborative - more complex, implicit vocabulary used by teachers
3. Feinstein shows that educated parents make a positivecontribution to their child's education regardless of income, through cultural, religious or political values
Cultural Deprivation
Language
W/c Subcultures - SUGARMAN
Parental Education
AO3: Evaluation
2. W/c Subcultures
Sugarman found that w/c subcultures have different attitudes to m/c:
Fatalism
Collectivism
ImmediateGratification
Presenttimeorientation
He found that these values were passed down from parents and means that w/c are more likely to leave school and get a job with littlecareerprogression - stay working class.