Education

Front 1

Bernstein

Back 1

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)

Front 2

Elaborated code

Back 2

associated with m/c. wider vocab, more grammatically complex, speech varied, analytical, context free

Front 3

Restricted code

Back 3

associated with w/c. Limited vocab, grammatically simple, predictable, descriptive, context bound

Front 4

What does Bernstein say about speech code for working class?

Back 4

Working class lack code in which schooling takes place.-feel excluded-less successful

Front 5

What does Bernstein state in the school?

Back 5

He is a cultural deprivation theorist as he describes working class speech as inadequate

Front 6

What do critics argue about Bernstein?

Back 6

He is a cultural deprivation theorist as he describes working class speech as inadequate

Front 7

What do cultural deprivation theorists state about attitudes and values?

Back 7

Parents attitudes are key in affecting educational achievement

Front 8

Compensatory education

Back 8

Programs such as operation head start help deprived areas get a head start at school.

E.g sesame street

Front 9

The myth of cultural deprivation

Back 9

Nell Keddie sees it as victim blaming and that it isn't just external factors that affect educational achievement.

Front 10

Intellectual development

Back 10

WC home lack books,educational toys and activities like trips to help children's intellectual development

Front 11

JWB Douglas

Back 11

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.

Front 12

Feinstein

Back 12

(1998)WC parents lack of interest is the main reason for under achievement.

Front 13

Subculture

Back 13

A group that has different attitudes and values to mainstream culture

Front 14

Sugarman

Back 14

4 subcultures

fatalism

collectivism

immediate gratification

present time orientation

Front 15

Fatalism

Back 15

Belief that whatever will be will be or your destiny has been made already

Front 16

Collectivism

Back 16

Value being part of a group more than succeeding individually

Front 17

Immediate gratification

Back 17

Seeking pleasure now rather than making sacrifices in order to get reward in future

Front 18

Present time orientation

Back 18

Seeing present more important than the future not having long term goals or plans

Front 19

Self-fulfilling prophecy

Back 19

It is predicting or expecting something from someone coming true because the person believes it

Front 20

Labeling

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Defining or categorizing an individual or group in a stereotypical way

Front 21

Streaming

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Pupils are separated into different ability classes for all subjects based on ability.

Front 22

External factors

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Things that affect a child's academic development outside of school

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Internal factors

Back 23

Things that affect a child's academic development within school

Front 24

Material deprivation

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A lack of material things e.g books,computers,poor housing.

Front 25

Parental Education - Feinstein

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Parents education most important factor determining educational success. This is true regardless of social class or income.

Front 26

Parenting Style - Educated parents

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higher expectations, more discipline, support learning.

Front 27

Parenting Style - Less educated parents

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harsh and inconsistent - doesn't encourage independence or self control - leads to w/c children having trouble at school e.g. teacher relations, motivation

Front 28

Meritocracy

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Everyone has the equal opportunity to achieve. Rewards are based on ability and effort

Front 29

Cultural capital

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the language, expression, social skills, specific forms of cultural knowledge which middle class parents pass on to their children.

Front 30

Cultural Capital theory

Back 30

Combines aspects of both cultural and material explanations.

Front 31

What do critics argue about Bernstein?

Back 31

He is a cultural deprivation theorist as he describes working class speech as inadequate

Front 32

How are values passed?

Back 32

Through primary socialisation.-Middle class adequately equip for success-Working class fail to

Front 33

What does keddie say about myth of cultural deprivation?

Back 33

failure shouldn't be blamed on culturally deprived background -fail because education system is dominated by middle class

Front 34

University and social class

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Callender and Jackson (2005) w/c students more likely to see debt negatively.

Front 35

Effects of diet and health on educational achievement

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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.

Front 36

Criticisms - Blackstone and Mortimore

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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.

Front 37

Criticisms - Keddie

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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