1. Sociology Revision

2. Specification can you do all of this?

3. Class differences in achievement Pg. 27-35
Using your revision clock…
Summarise what you know about class differences in achievement
Remember to include internal and external factors
External = cultural deprivation, language, education, speech codes, working-class subculture & evaluation
Maternal deprivation = housing, diet and health, cost of education & evaluation
Internal = labelling, SFP, streaming, pupil subcultures, pupils’ evaluation

4. Research for class differences – internal factors…

5. Research you can consider… Labelling
Jorgensen (2009) observed different schools and found the following: Labelling
Working-class Aspen school, where discipline was a problem the ideal pupil was defined as quiet, passive and obedient defined in terms of behaviour not ability
Middle-class Rowan primary school had few discipline problems were defined in terms of personality and academic ability.

6. Research you can consider… Labelling
Ray Rist (1970) American kindergarten.
Teacher used information about children's home background and appearance to place them in separate groups, seating each group at a different table.
Tigers – middle class and neat appearance, showed them the greatest encouragement
Cardinals and clowns (working-class) given lower level books, fewer chances to show their abilities

7. Research you can consider… SFP
Jacobson (1968) supports the effects of SFP
Told the school they had a new test designed to identify the pupils who would ‘spurt’ ahead (this was untrue) – but he teachers believed this was the case
Researchers picked 20% of the pupils at random and told the school that the test had identified these children as ‘spurters’ (not true)
A year later 47% of the spurters had made significant progress
The teachers beliefs about the pupils had influenced the test results
Teachers interacted differently with the spurters leading to more encouragement and therefore more progress.

8. Research you can consider… streaming
Gillborn & Youdell (2001)
Shows how teachers use stereotypical notions of ‘ability’ to stream pupils
They found teachers are less likely to see working-class (and black) pupils as having ability
More likely to be placed in lower streams and entered for lower tier GCSEs

9. Research you can consider… Streaming
Ball (1981) shows what can happen when streaming is abolished..
When the school abolished banding, the basis for pupils to polarise (move towards pro/anti-school) the influence of the anti-school subculture declined.
BUT… labelling will still occur even when streaming is abolished.

10. Research for class differences – External factors…

11. Cultural deprivation research
Statistics
Centre for longitudinal studies (2007) found by the age of 3 children from disadvantaged backgrounds are already up to one year behind those from more advantaged backgrounds and this gap widens with age
Good intro?

12. Cultural deprivation research
Language
Engelmann (1966) language in lower-class homes is deficient
Communicate using gestures, single words or disjointed phrases

13. Cultural deprivation research
Language
Bernstein (1975)
Restricted/elaborated code
This leads to middle-class children being at an advantage and leaves working-class children at a disadvantage

14. Cultural deprivation research
Parents education
Douglas (1964) – parents placed less value on education. Therefore are less ambitious for their children, less encouragement, less interest in education.

15. Cultural deprivation research
Use of income
Better educated parents may have better incomes
They then use this to spend on educational resources
Bernstein & Young (1967) middle-class mothers are more likely to buy educational toys, books and activities that promote intellectual and educational development

16. Working-class subculture research
Sugarman (1970) – four key features of a working class subculture.
Fatalism – “what will be will be”
Collectivism – valuing being part of a group than succeeding as an individual
Immediate gratification – seeking pleasure now than getting rewards in the future
Present-time orientation – seeing the present as more important than the future and not having goals.

17. The myth of cultural dep?
Keddie (1973) – evidence against
Keddie sees it as a “myth” as it blames the individual
Argues that working-class are culturally different, not culturally deprived.
They fail because the education system is dominated by middle-class values.

18. Material dep evidence Stats:
DFE (2012) barely a third of pupils on FSM achieved 5 or more GCSES A*-C including English and maths
Exclusion and truancy are more likely for children from poorer families
90% of failing schools are located in deprived areas.

19. Material dep evidence Diet & Health
Howard (2001) more likely to have behavioural/anxiety problems

20. Material dep evidence financial support and costs of education
Bull (1980) ‘costs of schooling’
Transport, books, uniforms, sports, music, trips ect…
WC may have to make do with hand me downs or cheaper but unfashionable equipment – may be bullied/stigma at school.

21. Material dep evidence financial support and costs of education
University costs money – this may put WC off and also ‘fear of debt’
National union of students (2010) 81% of those from higher social class received help from home
Only 43% from those of lower class received help

22. Evidence Cultural Capital
Bourdieu (1984)
Three types of capital
Cultural capital – knowledge, attitudes, values, language, tastes and abilities e.g wealth
We get these through socialisation – middle-class can grasp abstract ideas giving WC children an advantage in school.

23. Ethnic differences in achievement research…

24. Ethnicity… family structure and parental support
Moynihan (1965)
Black families headed by a lone mother, children are deprived of adequate care because she has to struggle financially without a male breadwinner
Boys therefore lack an adequate role model and leads to a cycle of cultural deprivation

25. Ethnicity… family structure and parental support
Murray (1984) argues that a high rate of lone parenthood and a lack of positive male role models lead to the underachievement in some minorities.
Pryce (1979) sees family structure as contributing to the underachievement of black Caribbean pupils in Britain. He said Asians are higher achievers because their culture is more resistant to racism and this gives them a greater sense of self-worth. Black pupils have low self-esteem and underachieve.

26. Ethnicity…
Sewell (2009) argues that it is not the absence of fathers as role models that leads to black boys underachieving, it is the lack of fatherly nurturing or ‘tough love’ this results in black boys finding it hard to overcome the emotional and behavioural difficulties of adolescence.

27. Ethnicity… Asian work ethic
Asian families place a high value on education.
Lupton (2004) argues that adult authority in Asian families is similar to the model that operates in schools She found that respectful behaviour towards adults was expected from children, parents are therefore more likely to be supportive of school behaviour policies.

28. Ethnicity… White working-class families
Main focus is on black or Asian pupils
White working-class pupils also underachieve McCulloch (2014) found that in a sample of 16,000 pupils, ethnic minority pupils are more likely to aspire to go to university than white British pupils

29. Criticisms of cultural deprivation theory…
Driver (1977) criticises cultural deprivation theory for ignoring the positive effects of ethnicity on achievement
He shows that the black Caribbean family, far from being dysfunctional, provides girls with positive role models of strong independent women. This is why black girls tend to be more successful in education than black boys.

30. Criticisms of cultural deprivation theory…
Keddie sees cultural deprivation as victim-blaming explanation – ethnic minority children are culturally different, not culturally deprived. They underachieve because schools are ethnocentric.

31. Material deprivation stats…
Almost half of all ethnic minority children live in low-income households, compared to a quarter of white children
Ethnic minorities are twice as likely to be unemployed compared with whites.

32. Labelling and teacher racism
Gillborn and Youdell argue that teachers were quicker to discipline black pupils than others for the same behaviour
They argue that this is due to ‘racialised expectations’
Streaming – Foster (1990) found that teachers’ stereotypes of black pupils as badly behaved could result in them being placed in lower sets than other pupils of similar ability, leading to SFP.

33. Pupil responses and subcultures…
Negative labels do not always turn into self-fulfilling prophecies
Fuller and Mac an Ghaill: rejecting negative labels – study of year 11 girls in a London comprehensive. They were high achievers in a school where most black girls were placed in low streams. The girls channelled their anger into educational success. This shows how labelling may not always be negative and turn into SFP.

34. Internal Factors institutional racism
Moore and Davenport (1990) – selection procedures lead to ethnic segregation, minority pupils failing to get into better secondary schools due to discrimination.
Racist bias in interviews for school places
Lack of information and application forms in minority languages

35. Internal Factors Ethnocentric curriculum
Ball (1994) criticises the national curriculum for ignoring ethnic diversity and for promoting an attitude of ‘little Englandism
Access to opportunities – gifted and talented programmes are more likely to be given to white pupils and not black pupils, causing problems for underachievement

36. 20 mark question
Planning a 20 mark question

37. Ethnic differences in achievement 37-49
Using your revision clock…
External factors: cultural deprivation, attitudes and values, family structure, sewell: fathers, gangs and cultures, Asian families, white working-class variables – evaluation. Material deprivation and class. Racism in wider society
Internal factors: Labelling, black pupils and discipline, black pupils and streaming, Asian pupils, pupil identities, Chinese pupils, pupil responses and subcultures – Evaluation
- Institutional racism – ethnocentric curriculum, assessment, access to opportunities, evaluation

38. 20 mark question Planning a 20 mark question
04 Using material from Item A and elsewhere, assess sociological explanations for ethnic differences in educational achievement. (20 marks)
Plan your answer using
Intro
PEEEL
Conclusion

40. Using material from Item A and elsewhere, assess sociological explanations for ethnic differences in educational achievement.
(20 marks)
Applying material from Item A and your knowledge, evaluate the claim that ‘ethnic differences in educational achievement are primarily the result of school factors’