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37 Cards in this Set
- Front
- Back
Bernstein |
Developed the theory that different social classes use specific types of language and this can explain differential educational achievementBernstein does recognise that other factors affect achievement within school (internal factors) |
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Elaborated code |
associated with m/c. wider vocab, more grammatically complex, speech varied, analytical, context free |
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Restricted code |
associated with w/c. Limited vocab, grammatically simple, predictable, descriptive, context bound |
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What does Bernstein say about speech code for working class? |
Working class lack code in which schooling takes place.-feel excluded-less successful |
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What does Bernstein state in the school? |
He is a cultural deprivation theorist as he describes working class speech as inadequate |
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What do critics argue about Bernstein? |
He is a cultural deprivation theorist as he describes working class speech as inadequate |
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What do cultural deprivation theorists state about attitudes and values? |
Parents attitudes are key in affecting educational achievement |
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Compensatory education |
Programs such as operation head start help deprived areas get a head start at school. E.g sesame street |
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The myth of cultural deprivation |
Nell Keddie sees it as victim blaming and that it isn't just external factors that affect educational achievement. |
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Intellectual development |
WC home lack books,educational toys and activities like trips to help children's intellectual development |
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JWB Douglas |
WC scored lower tests of ability than MC because WC were less likely to support child's intellectual development through reading and activities at home. |
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Feinstein |
(1998)WC parents lack of interest is the main reason for under achievement. |
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Subculture |
A group that has different attitudes and values to mainstream culture |
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Sugarman |
4 subcultures fatalism collectivism immediate gratification present time orientation |
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Fatalism |
Belief that whatever will be will be or your destiny has been made already |
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Collectivism |
Value being part of a group more than succeeding individually |
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Immediate gratification |
Seeking pleasure now rather than making sacrifices in order to get reward in future |
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Present time orientation |
Seeing present more important than the future not having long term goals or plans |
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Self-fulfilling prophecy |
It is predicting or expecting something from someone coming true because the person believes it |
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Labeling |
Defining or categorizing an individual or group in a stereotypical way |
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Streaming |
Pupils are separated into different ability classes for all subjects based on ability. |
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External factors |
Things that affect a child's academic development outside of school |
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Internal factors |
Things that affect a child's academic development within school |
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Material deprivation |
A lack of material things e.g books,computers,poor housing. |
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Parental Education - Feinstein |
Parents education most important factor determining educational success. This is true regardless of social class or income. |
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Parenting Style - Educated parents |
higher expectations, more discipline, support learning. |
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Parenting Style - Less educated parents |
harsh and inconsistent - doesn't encourage independence or self control - leads to w/c children having trouble at school e.g. teacher relations, motivation |
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Meritocracy |
Everyone has the equal opportunity to achieve. Rewards are based on ability and effort |
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Cultural capital |
the language, expression, social skills, specific forms of cultural knowledge which middle class parents pass on to their children. |
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Cultural Capital theory |
Combines aspects of both cultural and material explanations. |
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What do critics argue about Bernstein? |
He is a cultural deprivation theorist as he describes working class speech as inadequate |
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How are values passed? |
Through primary socialisation.-Middle class adequately equip for success-Working class fail to |
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What does keddie say about myth of cultural deprivation? |
failure shouldn't be blamed on culturally deprived background -fail because education system is dominated by middle class |
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University and social class |
Callender and Jackson (2005) w/c students more likely to see debt negatively. |
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Effects of diet and health on educational achievement |
Howard (2001) kids from poorer homes have a lower intake of energy, vitamins and minerals. Wilkinson (1999) kids from poorer backgrounds are more likely to have emotional/ behavioural problems. Blanden and Machin (2007) found children from poorer backgrounds more likely to engage in fights or temper tantrums. |
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Criticisms - Blackstone and Mortimore |
reject view that w/c parents don't care about their children's education - just more likely to have jobs which do not allow them to visit/contact schools so frequently. May want to help children progress but lack knowledge to do so. |
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Criticisms - Keddie |
It's not that w/c are culturally deprived - it stems from the fact that their culture is not valued by a middle-class dominated education system |