Class differences in Class differences in achievementachievement

a)a) External factorsExternal factors

b)b) Internal factorsInternal factors

External factorsExternal factors

= outside education e.g. home and = outside education e.g. home and family as well as the wider societyfamily as well as the wider society

1. Cultural deprivation1. Cultural deprivation

LanguageLanguage Learning self-disciplineLearning self-discipline Gaining reasoning skillsGaining reasoning skills General socialisationGeneral socialisation Some underachievers lack cultural Some underachievers lack cultural

equipment needed to do well. Missing equipment needed to do well. Missing aspects are aspects are intellectual development, intellectual development, language, attitudes and valueslanguage, attitudes and values

Intellectual developmentIntellectual development

Solving problems, reasoning and Solving problems, reasoning and thinking skillsthinking skills

Theorists like Bernstein and Young Theorists like Bernstein and Young argue: argue:

WC homes lack books, educational WC homes lack books, educational toystoys

and educational activities, hence and educational activities, hence their intellectual development is their intellectual development is diminished when entering school.diminished when entering school.

LanguageLanguage

Bereiter and Engelmann argue that Bereiter and Engelmann argue that communication skillls in lower class communication skillls in lower class families is fragmented and often uses families is fragmented and often uses short phrases or even just single words. short phrases or even just single words.

Bernstein devided the speech code into:Bernstein devided the speech code into: 1) the restricted code (wc)1) the restricted code (wc) andand 2) the elaborated code (mc)2) the elaborated code (mc)

Attitudes and valuesAttitudes and values Ambition or lack ofAmbition or lack of EncouragementEncouragement Interest per se in educationInterest per se in education Barry Sugarman Barry Sugarman found 4 features of lower class found 4 features of lower class

barriers to achievement:barriers to achievement: 1) fatalism = “whatever will be, will be”1) fatalism = “whatever will be, will be” 2) collectivism = being part of group is more 2) collectivism = being part of group is more

valued than achieving individuallyvalued than achieving individually 3) immediate gratification = pleasure now, rather 3) immediate gratification = pleasure now, rather

than making sacrifices to gain successthan making sacrifices to gain success 4) present-time orientation = present is more 4) present-time orientation = present is more

important than future. MC are more focused on important than future. MC are more focused on future prospectsfuture prospects

Sugarman

Nell Keddie and the “myth of Nell Keddie and the “myth of education”education”

Read the abstract on the “myth of Read the abstract on the “myth of cultural deprivation” and answer cultural deprivation” and answer questions 1 -3 below.questions 1 -3 below.

Compensatory educationCompensatory education

Policies to help provide resources to Policies to help provide resources to schools and communities to tackle schools and communities to tackle cultural deprivation.cultural deprivation.

For example Sure Start aims to promote For example Sure Start aims to promote and provide integrated education, care, and provide integrated education, care, family support, health services and help family support, health services and help with parental employmentwith parental employment

Child tax creditsChild tax credits Free admissions to any museum in Free admissions to any museum in

LondonLondon

Material deprivationMaterial deprivation Poverty (90% of “failing” schools are in Poverty (90% of “failing” schools are in

deprived areas)deprived areas) Housing, e.g. overcrowded houses make Housing, e.g. overcrowded houses make

difficult to find space for studying. Also, difficult to find space for studying. Also, frequent moving can disrupt children’s frequent moving can disrupt children’s learning.learning.

Diet and health (children from poorer Diet and health (children from poorer families are more likely to suffer from families are more likely to suffer from emotional and behavioural problems)emotional and behavioural problems)

Financial support and education Financial support and education (equipment, uniforms, PE kit,..), also being (equipment, uniforms, PE kit,..), also being teased for receiving free school meals and teased for receiving free school meals and feeling stigmatised.feeling stigmatised.

Cultural capitalCultural capital

Pierre Bourdieu (1984)Pierre Bourdieu (1984) looked at looked at why the middle class is more successful why the middle class is more successful at achieving in education:at achieving in education:

1: cultural capital (knowledge, attitudes, 1: cultural capital (knowledge, attitudes, values, language, manners..)values, language, manners..)

2: educational (better equipped, 2: educational (better equipped, e.g.books)e.g.books)

3: economic capital (private schools or 3: economic capital (private schools or extra tuition)extra tuition)

Activity:Activity:Assign the following terms into Assign the following terms into

Bourdieu’s types of capital.Bourdieu’s types of capital.Fully equipped pencil caseFully equipped pencil casepunctualitypunctualityVisit to the Natural History MuseumVisit to the Natural History MuseumHoliday in FranceHoliday in FranceMusic lessonsMusic lessonsLibrary membershipLibrary membershipInternet access at homeInternet access at homeHow can these items invert to fit cultural How can these items invert to fit cultural

deprivation? deprivation? E.g. fully equipped pencil case no pens or pencil, E.g. fully equipped pencil case no pens or pencil,

hence hence attitudes and valuesattitudes and values

Sharon Gewirtz and parental Sharon Gewirtz and parental choicechoice

Looked at differences in economic Looked at differences in economic and cultural capital and their and cultural capital and their relationship to class differences.relationship to class differences.

She asked to what extent parents She asked to what extent parents exercised their choice preferences exercised their choice preferences for secondary schools.for secondary schools.

She identified 3 types of parents:She identified 3 types of parents:

1: privileged-skilled choosers1: privileged-skilled choosers (professional middle- (professional middle-class, researched choices and system well, class, researched choices and system well, knowledge of how to appeal, put case forward, knowledge of how to appeal, put case forward, meeting deadlines, able to pay for travel costs, if meeting deadlines, able to pay for travel costs, if school was better but out of catchment area)school was better but out of catchment area)

2: disconnected-local choosers2: disconnected-local choosers (working class, lack (working class, lack of economic and cultural capital, difficulites of economic and cultural capital, difficulites understanding system, less confident, less able to understanding system, less confident, less able to manipulate, priority on safety and school facilities, manipulate, priority on safety and school facilities, limited funds restrict parents to local school limited funds restrict parents to local school despite reputation in cases)despite reputation in cases)

3: semi-skilled choosers3: semi-skilled choosers (ambitious working class, (ambitious working class, still difficulties understanding educational system, still difficulties understanding educational system, often frustrated not to get children in their often frustrated not to get children in their preferred school due to lack of knowledge)preferred school due to lack of knowledge)

Cultural capital

HomeworkHomework

1)1) Outline some of the ways in which Outline some of the ways in which material deprivation may affect material deprivation may affect educational achievement. (ca. 500 educational achievement. (ca. 500 words)words)

2)2) What are “disconnected-local What are “disconnected-local choosers”?choosers”?

(ca. 150 words)(ca. 150 words)

Internal factorsInternal factors

Causes for differences in achievements Causes for differences in achievements withinwithin schools schools

Internal factors are:Internal factors are:

LabellingLabelling The self-fulfilling prophecyThe self-fulfilling prophecy Pupil subculturesPupil subcultures Marketisation and selection policies Marketisation and selection policies

LabellingLabelling

Based on stereotyping rather than Based on stereotyping rather than ability or attitudeability or attitude

Interactionists examine labelling by Interactionists examine labelling by looking at small-scale, face-to-face looking at small-scale, face-to-face interactions between individualsinteractions between individuals

Labelling in primary schoolsLabelling in primary schools::

Ray Rist (1970) studied an American Ray Rist (1970) studied an American kindergarden and found that the teacher kindergarden and found that the teacher was biased towards children who she was biased towards children who she labelled as “tigers” (based on home labelled as “tigers” (based on home background and appearance). background and appearance).

R.Sharp and T. Green (1975) looked at a R.Sharp and T. Green (1975) looked at a child-centered primary school and found child-centered primary school and found that middle class children received more that middle class children received more support than those from working class. support than those from working class.

Interactionists argue this is due to inequalities Interactionists argue this is due to inequalities between social classes in wider society.between social classes in wider society.

Labelling in secondary schools:Labelling in secondary schools:H.Becker (1971) found that teachers judged H.Becker (1971) found that teachers judged

pupils on an image of an “ideal pupil”, pupils on an image of an “ideal pupil”, which was largely based on middle-class which was largely based on middle-class children. Lower working class children children. Lower working class children were deemed to be furthest away from were deemed to be furthest away from that ideal and regarded as badly behaved.that ideal and regarded as badly behaved.

Cicourel and Kitsuse (1963) showed that in Cicourel and Kitsuse (1963) showed that in higher education students were frequently higher education students were frequently offered places on the basis of their social offered places on the basis of their social class/race, even though the education class/race, even though the education counsellors were adamant to be neutral.counsellors were adamant to be neutral.

What makes the ideal pupil from a teacher’s point of view?

The self-fulfilling prophecyThe self-fulfilling prophecy ““is a prediction that comes true simply by is a prediction that comes true simply by

virtue of it having been made.” (Webb, R. virtue of it having been made.” (Webb, R. etc)etc)

Rosenthal and Jacobson (1968) introduced Rosenthal and Jacobson (1968) introduced a “new” test to a school and notified a “new” test to a school and notified teachers about “spurters”, which however teachers about “spurters”, which however had been picked at random. Almost half of had been picked at random. Almost half of those pupils had made significant those pupils had made significant progress. This field experiment was named progress. This field experiment was named Pygmalian in the classroom.Pygmalian in the classroom.

Is more likely to occur in streamed Is more likely to occur in streamed classes/subjects.classes/subjects.

Middle class children benefit from Middle class children benefit from streaming. streaming. Why?Why?

Pupil subculturesPupil subcultures A group of pupils who share values and A group of pupils who share values and

behavioural patterns.behavioural patterns. These often occur through labelling or as a These often occur through labelling or as a

consequence of streaming.consequence of streaming. Colin Lacey (1970) found two concepts which Colin Lacey (1970) found two concepts which

can explain how subcultures come about:can explain how subcultures come about: 1: 1: differentiationdifferentiation (streaming) (streaming) 2: 2: polarisationpolarisation (pupils move towards (pupils move towards

opposite extremes as a result of streaming)opposite extremes as a result of streaming) High streamers belong to pro-school High streamers belong to pro-school

subculture whereas low streamers anti-subculture whereas low streamers anti-school SC.school SC.

What examples of anti-school subcultural behaviour can you think of?

Criticism:Criticism:

How valid are these findings today?How valid are these findings today? Can small studies reflect the labelling Can small studies reflect the labelling

approach accurately?approach accurately? Does not explain well enough Does not explain well enough whywhy

teachers are to blame for labelling teachers are to blame for labelling pupils.pupils.

Labelling is deterministic.Labelling is deterministic. Marxists don’t blame teachers but Marxists don’t blame teachers but

system.system.

Marketisation and selection policiesMarketisation and selection policies

Funding formula: Funding formula: same funds per same funds per pupilpupil

Exam league Exam league tables: ranking of tables: ranking of schoolsschools

Competition: to Competition: to attract pupilsattract pupils

These changes have These changes have put schools under put schools under pressure in order pressure in order to attract pupils to attract pupils and funding.and funding.

A-C economy (Gillborn and A-C economy (Gillborn and Youdell)Youdell)

Schools are forced to focus on pupils who will Schools are forced to focus on pupils who will achieve 5 grades at A to C.achieve 5 grades at A to C.

Gillborn & Youdell blame system.Gillborn & Youdell blame system. Sorting process is named after the medical Sorting process is named after the medical

procedures which need to be taken in an procedures which need to be taken in an emergency: emergency:

The Educational Triage SystemThe Educational Triage System

Triage

Those who will pass anyway

Borderline C/D pupils-Need extra help

Hopeless cases

Pupils

(Webb, R. etc, 2008)

Competition and selectionCompetition and selection

Schools are aiming to attract mc Schools are aiming to attract mc pupils in order to improve/maintain pupils in order to improve/maintain ranking. (ranking. (Cream-skimmingCream-skimming, Will , Will Bartlett)Bartlett)

School differences in performance School differences in performance spiral apart. (spiral apart. (silt-shiftingsilt-shifting, Will , Will Bartlett)Bartlett)Task: Find out what CVA is and how it works! What is PHCS’ CVA?