1. Homework: find a news article discussing how one of the following are linked to how well students do in schools: Class / Gender / Ethnicity Due: Tomorrow read chapter on external factors and class and achievement in your text books 93-100, take notes – Due mon

2. Revision for half term Couples (conjugal roles) pg 18-27 Childhood 28-37 Functions of the family 38-45 Class differences (93-101) Educational policy (108-110, 150-157) Role of Education (139-149)

3. ClassGenderEthnicityDisability How do each of the following impact on how well a student does at school?

4. Match the examples to the following sub headings: School factors Home factors Wider societal factors Parents attitudes Schools funding Teacher stereotyping who's a good / bad student Space for homework Teacher-pupil relationship Parents literacy/numeracy level Access to internet Cultural depravation Pupil subcultures (pro and anti school) Type of school (state / private) Government reforms Changes in the job market (eg decline of manual jobs) Material depravation Teacher racism / sexism First Language of student / parents Rise of feminism Streaming / Setting Marketisation

5. How did the following studies explain differential achievement of different social groups? Memorise your Card before teaching it to others Butler & Webber Gillborn & Youdell Tony Sewell Frosh, Phoenix & Pattman

6. 3.Social Class Class differences in educational attainment have persisted since 1950s Students from middle class backgrounds pass more exams, stay on more at school and are more likely to go to university WHY IS THIS??THIS Differential Educational Achievement

7. 2008 Social class 'determines child's success' 2006 It's official: class matters A major new study shows that social background determines pupils' success.

8. Recent evidence: Senior judges, barristers and solicitors are still overwhelmingly educated at private schools and top universities Overall, almost 32% of current MPs attended independent schools, which educate just 7% of the population. 72% went to university, including 43% who attended 1 of 13 leading universities and over a quarter (27%) who went to Oxbridge. Butler & Webber’s research in 2006, found that the greater the number of middle class pupils in a school, the better the chances of success

9. Social class: the evidence 2004

11. What types of explanations do sociologists suggest for differential achievement? 1. Home background: Material factors Material Material deprivation –some working class students may not have access to: A healthy diet Somewhere quiet to study Cultural factors e.g. parents’ attitudes, language

12. Language: Basil Bernstein I was playing in the playground when I bumped into Chanelle by accident and we both fell over. Mrs. Stevens came over and asked us if we were all right. I was out there and then Chanelle and me was on the floor. Miss said Are you all right? Middle class = elaborated code of language Working class = restricted code of language

13. Cultural factors: Cultural capital - Pierre Bourdieu suggested that middle class parents possess knowledge, attitudes and values that enable their children to succeed – cultural capital How might economic, social, and cultural capital link together to produce even greater advantages for the middle class? Social Capital describes the pattern and intensity of networks among people (close community) and the shared values which arise from those networks

14. The effect of cultural capital on parental choice Has greater parental choice of school benefited one social class more than the other? Remember study of the use of CC in parental choice - Gewirtz, Ball and Bowe

15. Cultural deprivation This concept is used to suggest that the attitudes and values of the working class hold them back in education Leon Feinstein (1998) suggested that working class parents’ lack of interest was the main reason for their children’s under- achievement JBW Douglas (1964): W/C parents don’t develop their child's intelligence by reading with them from a young age. In 1964 he also argued that M.C parents are more likely to buy educational toys. How might this affect achievement?

16. Is IQ an explanation? How can we ‘measure’ IQ? IQ tests are popular but are widely criticised by sociologists IQ results are unreliable – your score can vary over time IQ tests are culturally biased and expressed in middle class vocabulary What did Gilbourn and Youdell believe about ‘natural ability’? Example: Which is the odd one out? ZOMRAT KEDINCS HOTEBEHV DAYHN Anagram: THRUBECWhere to find a pork chop. _____________

17. 2. School factors: Teachers’ attitudes – labelling Taught curriculum The hidden curriculum Setting / streaming Subcultures Your type will never get anywhere

18. Explanations - 2 B) Schools Labelling Howard Becker Gillborn and Youdell (2001) Teachers’ expectations and the hidden curriculum Rosenthal and Jacobson (1967) Ideal pupil Teacher perceptions of ability influenced setting and exam tiers The self fulfilling prophecy: ‘the spurters’

19. Rosenthal and Jacobson (1967) Outline the Pygmalion in the classroom experiment

20. Streaming/setting Ball (1981) Studied a school which had abandoned streaming. He found that subcultures pretty much disappeared However class differences in achievement still occurred because of teacher labelling / attitudes which started the self fulfilling prophecy. Keddie: argued that streaming was institutionalised labelling Setting and streaming has increased since the 1988 ERA. Why? Marketisation (a policy that has impacted what goes on in schools) Gillborn and Youdell (2001) The A-C economy Teachers are so concerned with getting students 5 A*-Cs that they make judgements on students ability. Black and working class students tended to end up in the lower sets and be entered for the lower tiered exams – this denies them the chance to achieve high grades

21. Subcultures: pro- and anti-school Willis (1977) / Mary Fuller David Hargreaves (1967): w.c boys suffered from ‘triple failure’ Failed their 11+ Placed in lower sets Labelled ‘worthless louts’ As a result formed delinquent subcultures in which to gain status they flouted school rules. This guaranteed educational failure.

22. 3. Societal factors Types of schools Job opportunities Government policy Eg Marketisation!! Eton College charges £28,850 per year Heathfield Community college is free!

23. Or is it all down to natural intelligence?(AO2) H. Eysenck thinks so Controversially he also argued there were genetic differences in intelligence for different races!! But his research has been supported by some recent findings: read exam variation and genetics articlefindings He said that working class intelligence was down to ‘genetic inferiority’

24. Outline the reasons for working class underachievement in schools. Key points could make cultural: parental attitudes to education; parents literacy level; parents speech code; after school / weekend activities (theatre etc); social: having family friends that are educated; knowing the right people to help get into a good school Economic: type of home; diet; access to books, the internet; space to work; affordability of transport to and from a good school; tutors; revision guides OR Teacher labelling / stereotyping Subcultures formed in schools Type of school available in the local area Setting / streaming (MC kids tend to end up in top sets) Marketisation (government policy) AO2: which of these is more or less important AO2: in school factors more important than home factors

25. Role Role play: groups of 4 2 of you play a teacher and a student who is materially and culturally deprived. Teacher is trying to find out why they did badly in exams 2 of you play a teacher and a student who is materially and culturally well off. Teacher is trying to reflect on why they did so well.

26. Which are the most important factors affecting the success of middle class compared with working class pupils? Are there different factors that are most important for each class? Put the different factors explaining why working students don’t do well in schools into the shape of a diamond. With the top being the most, bottom being the least important. Take a photo of your diamond Move around with picture debating your diamond with others (this is evaluation  arguing against other points of view)

27. Now do the same again but: Put the difference reasons for why middle students do do well in schools into the shape of a diamond. With the top being the most, bottom being the least important. Take a photo and compare Move around with yours debating your diamond with others (this is evaluation  arguing against other points of view)

28. What might schools/the government do about these differences? Schemes to encourage underachieving groups to engage with education/ increase their motivation/ aspirations ?? For example? EMA Aimhigher Higher Ed grants Academies pre-2010 / after FSM http://www.actiontutoring.org.uk/ What impact will Free Schools have on class differences in achievement? These are all examples of educational policies (link to topic!)

29. What would the theories have to say about class differences in achievement? Functionalists would argue that class differences are….. What sociologists could you mention? Marxists however would argue that class differences exist because…. What sociologists could you mention? Feminists would argue the real differences are… To conclude… (who do you agree with and why?)

30. Read Item A (1d) and decide what studies and concepts you will use in your essay You can use evidence from the ‘Class Matters’ article!! 25mins

31. Differential Educational Achievement Now Try THIS TESTTHIS TEST