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Class Differences in Achievement Condensed

The document discusses class differences in educational achievement, highlighting the attainment gap between disadvantaged pupils and their peers. It identifies material and cultural deprivation as key factors affecting performance, with statistics showing variations in attainment based on socioeconomic status. The text also critiques the deterministic view of poverty and emphasizes the role of cultural capital in educational success.

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georgiasne
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3 views

Class Differences in Achievement Condensed

The document discusses class differences in educational achievement, highlighting the attainment gap between disadvantaged pupils and their peers. It identifies material and cultural deprivation as key factors affecting performance, with statistics showing variations in attainment based on socioeconomic status. The text also critiques the deterministic view of poverty and emphasizes the role of cultural capital in educational success.

Uploaded by

georgiasne
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Education

Topic 1
Class differences in achievement (external)
Attainment 8 scores  a measurement of the results pupils in state-funded schools get in 8
GCSE-level qualifications – the way of measuring how well student perform in key stage 4
Attainment Gap  a gap between disadvantaged pupils ant their peers in terms of
educational achievement
STATS:
Highest scores: Chinese non-FSM
Lowest Scores: White FSM
Material Deprivation Cultural Deprivation
Not having the base values, attitudes and skills that are
Poverty and a lack of material necessities to survive
necessary for educational success
Housing: impacts achievement directly + indirectly Language: affects students’ cognitive developments
Overcrowding, moving frequently, unsafety, poor Bernstein - speech codes (elaborate and restricted)
accommodations leading to health risks  disrupted M/C – more likely to challenge children with language
education. (Elaborate code)
Diet + Health: poor nutrition / health = more illness = W/C – parents use more simplistic language
school absences (Restricted code)
Wilkinson – children from poorer households are more Bereiter + Engelmann – language used in w/c homes is
likely to have emotional / behavioural problems deficient
Blanden + Machin – Kids from low-income households Feinstein – educated parents more likely to use praise
are more likely to engage in externalising behaviour. Parents Education: key factor in achievement
Howard – W/C children have poorer diet and nutrition – Douglas  w/c parents placed less value on education
leads to a lack of energy + more school absences - Educated parents tend to discipline consistently and
Financial support + the costs of free schooling have higher expectations
Lack of financial support means w/c children may have - Better educated parents have higher incomes + know
to do without equipment that will enhance achievement how to spend it.
– may result in bullying Feinstein – educated parents know what’s needed to
Smith + Noble – inability to afford tutoring or equipment assist / improve education.
acts as a barrier to learning Working-Class subculture (Sugarman) – 4 core beliefs
Ridge – may have to work which can interrupt 1. Fatalism (whatever will be, will be)
schoolwork 2. Collectivism (valuing being part of a group)
Fear of debt: A deterrent from higher education 3. Immediate gratification
W/C students may view the costs of university as 4. Present time orientation
outweighing the benefits leading to them not applying W/C children internalise these beliefs =
Callendar + Jackson – w/c are more debt-adverse underachievement in schools
Reay – W/c students are more likely to apply to local Values are passed on through socialisation – m/c values
universities equip you for success, w/c values fail to do so.
Evaluation Points
Material Deprivation Cultural Deprivation
• Saying poverty causes poor educational performance Keddie – not culturally deprived just culturally different
is too deterministic as some students from poor  The habitus of the school is that of the bourgeoisie
backgrounds do well.  Cultural deprivation theorists blame parents for
• The Cultural Capital of the middle classes also underachievement – parents are actually victims of
advantages them in education an unequal society.

Bourdieu – Cultural Capital


- It is not just money that gives the wealthy power, but cultural assets too.
- The children of the m/c are more likely to have knowledge, behaviour, attitudes and experiences that ensures
greater success in education and society.
Examples: Strong vocabulary, attending museums (knowledge beyond the curriculum), long-term goals, low risk.

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