Class differences in achievement

housing
parentvalves
and education Ye
w9 s iatisation
material diet health
y factors
hiddencost of
wiesubentured
90 t education

T
oucationalattainment
fearofdebt

socialciassed

PUPilubentures Inside school

factors
teacher labelling
settingstreaming pupilidentities

Working class subculture

Sugarman wie has subcultural valves goals attitudes belies different from rest of society

4 key features act as a barrier to educational achievement

Fatalism A belif in fate whatever will be will be

and there is nothing youcan do to change your status

collectivism valuing being part of an group more than suceeding

as an individual

immediate gratification seek pleasure now rather than making

sacrifices in order to get rewards to the future

Present time orientation seeing the present as more important than the future

and so not havinganylong term goals

verall cultural deprivation evidence

centre of longitudinal studies 2007 found by the age of 3 children fromdisadvantaged back
 grounds already up to a year behind those from more privileged homes

Hernet It Hyman 1967 authored an articlecalled the valve system of different classes

arguing the valve system of lower classes creates a self immposed barrier to them improving

themselves

compared to mic the WIC

placed lowervalue on education

Placed lower value on achievinghighoccupational status

Believed lessopportunity for social advancement

language isimportant as the way parents

communicate with parents impacts their
cognitive development
Bernstein languaged
distinguished
Hubbs tail el al 2000 where parents used language
between 2 types of speech that where parents used language where children
code had to evaluate thoughtsperformance improved
g Laborated
Restricted Feinstlen 2008 found educatedparents were morelikely
to use this language
t
used by mic
usedby wie limited longer gramatically
vocab Short unfinished complex
gramatically incorrect

emrnasisesconsiseenepareneseas
parentingstyle Ii11I1jI.n
argue that parent attitudes are a
achievement
discipline and high
expectations
less educated harsh in Douglas 1964 found Wic
consistent parentsplaced less value on
use of income education
Bernstienand Young mic mothers
morelikely to buy educational toys
egg ambitious for children
books and activities less encouragementand
Material deprivation gave
 P can affect directly
and
my indirectly
Housingh
6
E Webb 2008
WE overcrowding direct
effect lessroom for educational
In 2006 only331 of Activities no where to do homework
Children recievingfsm Indirect affects cold damphousing
povertyindicator can cause ill health
families living in temporary accom
gained s or more bit movingconstantlyfrequentchange of
An C comparedto Schon and disrupted education
who didnot relieve
ofthose
FSM
MarilynHoward 2001 homes
notes
youngerpeople frompoorer
have lower intakes of energyvitamin
and minerals nutritionaffectshealth
Poorna

MemnamedienMw

p poor nutrition
can haveeffects on health
and therefore adverseaffects
on educational attainment
P Lack of finance means
Children from poor families have todo
without equipment and miss out onexperiences

usually involves getting into debt to cover

Effaration Attitudestowarasden 13.91

cost of tuition fees boons andlivingexpenses

b
Smith and noble 199s add that MffDebthward
overtyacts as a barrier to learning
in other ways such as inabilityto afford E A nationalunion of students 2010 survey
private schooling Of 3863 universitystudents found817

A03Evaluation of material deprivation

Regardless of income If parents are educated or interested in education they

will encourage their children to do better

MGovernment and the education system provides opportunity and support for students

from disadvantaged backgrounds e g EMA bursaries FSM PP

Cultural Capital knowledge attitudes values language tastes and abilities that

allow people to get better educational outcomes Bourdieu French Marxist