class differences: external factors

• Marilyn Howard


  Young people from poor families have lower intakes of energy, vitimans and minerals
• Callender and Jackson


  w/c are more debt averse. (DA are 5x less likely to apply to uni than debt tolerant)
• Wilkinson


  Among 10 year olds, the l/c, higher rate of hyper activity, and those who have anxiety all have negative effects
• Blanden and Machin


  Children from low income families more likely to do 'externalising' which intterupts schooling
• Department of education


  1/3 of free school meal pupils achieved 5 or more GCSEs at A*-C
• Blackstone and Mortimore


  Argue w/c attend fewer parent evenings due to longer and less regular work hours or are put off by the m/c atmosphere
• Keddie


  Cultural deprivation is a 'myth'. sees it as victim blaming. dismisses that schools can be blamed. w/c children are culturally different not deprived
• sugarman


  argues differences stem from m/c jobs being secure and offer prospects of advancement that result in ambition. w/c are less secure and have no career structure
• berstein and young


  m/c mothers more likely to buy educational toys, books and activities that encourage reasoning and intellect
• feinstein


  educated parents are more likely to use language to challenge children. less educated use it less. educated are more likely to use praise
• operation head start


  1960s USA. aimed to improve parenting skills, nursery classes and home visits by education pyschologists.
• berstein 


  2 speech codes: restricted and elaborate. argues w.c fail because schools fail to teach them how to use elaborate code.
• center for longitudinal studies

  found that by the ages of 3, children in disadvantaged families are up to 1 year behind
• hubbs-Tait et al


  found that when parents use language to challenge children, cognitive performance improves
• douglas


  w/c parents placed less value on education. less ambitious and less encouragement, less interest. visited less often and less likely to discuss children's progress
• bereiter and englemenn


  claim language used by lower classes is defficient. communicate through gestures, single words and disjointed phrases
• feinstein


  argues parents education is the most important factor

  1. parenting style
  2. parent educational behaviours
  3. use of income
  4. class income and parental education
• sugarman


  argues w/c subculture has 4 key elements:

  1. fatalism - belief in fate
  2. collectivism - being a group
  3. immediate gratiffication - rewards now rather than later
  4. present time orientation - present more important than future
• smith and noble


  poverty acts as a barrier. eg: inability to afford private tuition
• tanner et al


  resources cost too much for poorer families eg: books, uniforms, equipment, travel
• troyna and williams 


  argue that the problem isn't children's language but attitudes towards it. teachers have a 'speech hierarchy' - m/c, w/c, blacj
• flaherty


  money problems are a significant factor in younger kids non-attendance