High School and Education Essay

1a) pagan Deprivation-Intellectual Development development of intellection and reasoning skills. Theorists would argue that many WC homes exactiness tuitional activityal books, toys and activities that would back up stimulate a childs able development. Douglas- WC pupils scored disgrace on turn up of qualification, as their p atomic number 18nts ar little correspondming to support their childrens intellectual development. Bernstein and Young- mothers choose toys that enamour intellectual development. Criticism WC whitethorn not be able to afford these toys etc. -Language children fail to develop necessary talking to skills and grow up incapable of abstract thinking and unable to utilize language to justify, describe, enquire and comp atomic number 18. Restricted & Elaborated code Bernstein. MC induce an advantage as the elaborated code is utilize by instructors, domesticate text books and exams. to a fault MC pupils atomic number 18 al secure fluent spea kers (socialisation) so they line up at home in teach and be much than in all probability to succeed. Criticism Bernstein describes WC speech inadequate. -Attitudes and Values P arnts attitudes and determine are a separate factor pushing genteelnessal fall uponment.Douglas- WC parents place little appraise on study. Feinstein- the lack of interest is much than(prenominal) important than financial hardship or factors within teach. Many WC sub assimilations pretend contrary goals, beliefs, attitudes and values from the rest of society. Hyman- WC subculture is a self-imposed barrier to educational success. Sugerman- Fatalism, Collectivism, Immediate Gratification, Present-time Orientation. WC children internalise the beliefs and values of their subculture through and through the socialisation dish meaning under- strikement. -Compensatory Education Policy designed to consume over the problem of CD by providing extra resources to school and communities in depriv e areas. E.g. Sure Start, Education Action Z whizs etc. Criticism Dont see the real bewilder of under-achievement (poverty and material deprivation).-Criticisms Keddie CD is a invention and blames victims. A child spatenot be disadvantaged of their own culture they are just ethnically different. Troyna and Williams teachers remove a speech hierarchy where MC speech is blueest. Blackstone and Mortimore parents attend fewer parent evenings as they whitethorn reach longer hours/ little regular hours or put off by schools MC atmosphere. Also may not help their childrens progress as they lack the k right awayledge. -Studies show that WC children are more likely to leave school from the age of 16 and are less likely to go on to sixth form and university. Also task children are more likely to start school unable to read, and are more likely to fall behind in reading, writing and act skills.1b) Material Deprivation-Referred to poverty and lack of material necessities (housing/incom e). -Stats 32% of WC students were considering pitiful out of the family home to attend university. 90% of failing schools are in deprived areas. 33% of those receiving free school meals got 5 or more A*-C GCSE grades. 90% of failing schools are located in deprived areas. -Housing- overcrowded housing means less space to do work, play, sleep etc, and greater risk of accidents. -Diet and health- lower intakes of energy, vitamins and minerals.Poor nutrition - weaker immune system - weighty childrens energy levels - purpose ill easier ( unfortunate attendance at school). WC children are more likely to sacrifice behavioural or emotional problems. -Financial Support- WC children lack equipment and miss out on school trips. They also make do with hand-me-downs (results in being stigmatised/bullied). Children living in poverty take on jobs (baby sitting, cleaning, paper rounds) which has a negative impact on their school work. Also very few go on to university. The government has tried to take over this problem, e.g. EMA, raising the school leaving age and providing free-school meals. -Criticisms Ignores internal factors and cultural deprivation.1c) Cultural Capital-Bourdieu suggested MC culture is as valuable in educational terms as economic capital. The forms of knowledge, values, substances of interacting and communicating ideas that MC children throw are developed further and rewarded by the education system (qualifications).WC have a lack of cultural capital which leads to exam failure. They also get the message that education isnt meant for them thus they truant/leave school early/provide no endeavor. -Education, economic and cultural capital shadow be replaceed into one another. E.g. MC children with cultural capital are better equipped to meet the demands of school and gain qualifications.Wealthier parents can convert their economic capital into educational capital by sending their children to clannish schools, and covering extra tuition. -Gewirtz sees how greater parental choice of school has benefited one social twelvemonth more. Study 14 Lon wear thin schools with interviews from parents and teachers. She ground that differences in economic and cultural capital lead to rank differences in how removed parents can implement choice of secondary school. She identifies three main types of parents privileged-skilled choosers (MC parents who use their economic and cultural capital to gain educational capital for their children), disconnected-local choosers (WC parents whose choices were dependent by their lack of economic and cultural capital), and semi-skilled choosers (mainly WC who were ambitious for their children entirely lacked cultural capital).Internal Factors (class difference)2a) Labelling-Attaching a meaning to someone. Teachers often attach labels regardless of their ability or attitude. -Howard Becker- Did a muse based on interviews with 60 shekels high school teachers they judge pupils to what they think is the ideal pupil. WC children were furthermost (regarded as badly behaved). -Cicourel and Kitsuese- Did a study of educational counsellors in an American high school they claimed to judge students according to their ability, however, they judged students on their social class/race- MC have more potential than WC children.-Rist- Did a study of an American kindergarten the teacher utilize information about childrens background and port to place them into separate groups. At the front was the tigers (MC, tending(p) complex work), cardinals and thus the clowns (given easy work like drawing). -Sharp and Green- Did a study about a child-centred primary school children picked their own activities, teachers matt-up when a child is ready to learn they allow for seek help. However, teachers believed that children who werent ready should engage in compensatory play. Their findings support the interactionist view that children of different class background are labelled differently. They ar gue that the negative labelling of the WC is also the result of inequalities in wider society.2b) Self-Fulfilling divination-A prediction that comes true because it has been made. step 1 Teacher labels pupil and makes predictions. Step 2 Teacher treats the pupil accordingly. Step 3 Pupil internalises the teachers expectation which becomes part of their self-concept/ kitchen stove, and becomes the kind of pupil the teacher believed (prediction is fulfilled). -Streaming involves separating children into different ability groups (streams). Each group is taught differently. Studies show that the self-fulfilling prophecy is likely to go along once streamed. WC children are usually put in a lower stream as they arent ideal pupils. It is difficult to move up into a high stream thus are locked into their teachers expectations - self-fulfilling prophecy as the children live up to their teachers expectations by under-achieving.2c) Pupil Subcultures-A group of pupils who share corresponde nt values and behaviour patterns. They emerge as a response to the way pupils have been labelled (reaction to streaming). -Lacey Differentiation- process of teachers categorising pupils according to their ability/attitude/behaviour. Polarisation- process in which pupils respond to streaming by moving towards one of the two opposite extremes. Pro-school subculture- placed in higher(prenominal) streams, remain committed to the values of school and gain status through faculty member success. Anti-school subculture- placed in lower streams, have inferior status. -Hargreaves There are two typical subcultures Conformists and Non- setists delinquents (a delinquent subculture that helped guarantee their educational failure).-Woods argues that rather than seeing pupil subcultures as either conformist or deviant, it is more realistic to see a variety of possible adaptations/responses to the schooltime process. Pro-school Ingratiation (pupils who try to earn the spare of teachers), Opport unism (those who vary between teacher and peer approval), Compliance (pupils who conform for instrumental reasons), Ritualism (pupils who go through the motions), Colonisation (pupils who avoid trouble, besides impart deviate if there is less punishment).Anti-school Ritualism, Retreatism (not opposed to school values, but not concerned about achieving success), Colonisation, Intransigence (deviate and arent bothered about the consequences), confusion (pupils have little regard to school values and reject school teachings). -Ball found that when the school abolished banding, the basis for pupils to polarise into subcultures was largely removed and the influence of the anti-school subculture declined. However, differentiation continued. As a result, class inequalities can continue collectible to teachers labelling. -Limitations Deterministic assumes that once pupils are labelled, they have no choice but to fulfil the prophecy and will inevitably fail. Ignores wider expressions of power blames teachers for labelling pupils but fails to excuse why.2d) Marketisation and Selection Policies-Marketisation is a policy that introduces market forces of supply and demand into areas go away by the state. Marketisation has brought in Funding formula (giving a school the equal amount of funds for each pupil), Exam League Tables (ranking schools based on their exam performance), Competition among schools to run pupils. -A-C Economy Schools need to achieve a dear league table position to attract pupils and funding. However, this widens the class sally in achievement. The A-C economy is a system in which schools ration their time, money, effort and resources to those who will get 5 A*-C GCSEs to get a high rank. -Educational Triage sorting pupils those who will pass anyway, those with potential, hopeless cases. Those classed as hopeless cases are ignored (self-fulfilling prophecy and failure).-Competition and Selection Schools with a good league table position will be placed to attract other able/MC pupils. Thus improves the schools results and makes it more popular which annexs funding. Popular schools can afford to screen out less able and more difficult pupils, unpopular schools are obliged to take the, get worse results, and get less funding. Cream skimming selecting higher ability pupils, who gain the best results and cost less to teach. Silt-shifting off-loading pupils with learning difficulties, who are expensive to teach and get poor results.-Attraction creating school contracts to attract parents, acquire things like pipe organs to get a traditional image of the school (attracting the MC), grant maintained and city technology colleges provide vocational education in partnership with employers (another route to elite education). Ball et al suggests that schools spend more on marketing themselves to parents, and spend less in special needs in other areas. -Marketisation and selection created a polarised education system, with successfu l, well-resourced schools at one extreme, and failing un-resourced schools at the other blurred hierarchy. orthogonal Factors (ethnic differences)3a) Cultural Deprivation-Intellectual and linguistic skills Major cause of under-achievement. Many children from low-income smutty families lack intellectual stimulation and enriching experiences. This leaves them poorly equipped for school because they have not been able to develop reasoning and problem-solving skills. Also the language used by low children in inadequate for educational success. Also those who outweart speak English at home may be held back educationally. However, Mirza and Gillborn note that Indian pupils do very well contempt not having English as their home language. -Attitudes and Values Lack of motivating is a major cause of the failure of low-spirited children. Many children are socialised in a mainstream culture of ambition, engagement and willingness to make scarifies to achieve long-term goals.Black childr en are socialised into a fatalistic subculture. -Family structure Failure to socialise children adequately is the result of dysfunctional family structure. Many blue families are headed by a lone-mother their children are deprived of adequate bang because she has to struggle financially due to the absence of the male breadwinner. The absence of the beginner also leads to the absence of the positive role model. Charles Murray would lead to the under-achievement of some minorities. Pryce Asiatic pupils are higher achievers because their culture is more resistant to racism and gives them a greater sense of self-worth. Black culture is less cohesive and less resistant to racism. Thus they have low self-esteem and under-achieve.-Asian families driver and Ballard they flirt educational benefits as the parents have more positive attitudes towards education, higher aspirations and are therefore more supportive. Lupton respectful behaviour towards adults was expected from children, an d had a knock-on heart and soul in schools. Khan parents are stress ridden, bound by tradition, and controlling. -Criticisms Driver ignores positive effects of ethnicity on achievement. Lawrence black pupils under-achieve because of racism not self-esteem. Keddie victim-blaming theory. They under-achieve because schools are ethnocentric and favour white culture. Compensatory Education it is an attempt to impose on the dominant white culture on children who have a culture of their own. Critics propose 2 alternatives Multicultural education recognises values of minority cultures and includes them in the curriculum. Anti-racist education challenges the prejudice and discrimination that exists in schools and wider society.3b) Material Deprivation-Stats 1) Pakistani and Bangladeshi women are more likely to be in low-paid jobs. 2) 15% of ethnic minority households live in overcrowded conditions. 3) Unemployment is three times higher for African and Bangladeshi/Pakistani people. -Gillbor n and Mirza argue that social class factors arrogatet ignore the influence of ethnicity. When we compare pupils of the same social class but different ethnic blood lines, we still find differences in achievement.3c) racism in Wider Society-David Mason Discrimination is a continuing and resolute feature of the experience of Britains citizens of ethnic minority origin. -Rex shows how racial discrimination leads to social exclusion and how this worsens the poverty faced by ethnic minorities. E.g. housing minorities are more likely to be squeeze into substandard accommodation than whites. -Noon two people with the same qualifications and experience utilize for a job. However, the white person got the job, rather than the Indian. Thus shows that ethnic minorities are more likely to face unemployment and low pay.Internal Factors (ethnic differences)4a) Labelling and Teacher racial discrimination-Interactionists They see that teachers picture an image of the ideal pupil. But they se e that black and Asian far from the ideal pupil. This leads them to label black pupils as disruptive and aggressive, and Asian pupils as passive and a problem they can ignore. -Gillborn and Youdell due to racialised expectations, teachers were quicker to discipline black pupils than others for the same behaviour. -Black pupils Teachers misinterpreted their behaviour as menaceening/challenge to authority. Pupils then responded negatively and further conflict resulted. This may be why many black pupils are excluded, and their stereotypes may cause them to be in lower sets (under-achievement). -Asian pupils Teachers assumed that they would have a poor grasp of English and left them out of class discussions or used simplistic childish language. They also felt isolated when teachers mispronounced their names or teachers expressed disapproval of their customs.4b) Pupil Responses and Subcultures-Fuller Study of a group of black girls in year 11. Found that the girls conformed as far as sc hool work was concerned. They worked consistently, but gave the appearance of not doing so (positive attitude to academic success, but preferred to rely on their own efforts than teachers). Fuller sees that pupils may still succeed even when they refuse to conform, and negatively labelling doesnt of all time lead to failure (no self-fulfilling prophecy). -Mirza Study of ambitious girls who faced teacher racism. The study failed as their coping strategies restricted their opportunities and thus under-achieved. She found that racist teachers disheartened black pupils from being ambitious through the kind of career advice that was given to them.The colour blind teachers who believe all pupils are equal but allow racism got unchallenged. Liberal chauvinists teachers who believe black pupils are culturally deprived and had low expectations of them. Overt racists teachers who believe blacks are inferior and furcate against them. -Sewell Four ways in which boys respond to racist stereoty ping Rebels (rejected both the goals and rules of school, conformist to the stereotype of the black macho lad. Saw white boys as effeminate), Conformists (keen to succeed, accepted the schools goals and avoided stereotypes from teachers or their peers), Retreatists (disconnected from both school and black subcultures), Innovators (pro-education but anti-school).4c) The Ethnocentric Curriculum-Ethnocentric attitude/policy that gives more value to one culture and ignores the rest. -The curriculum is very ethnocentric (favouring white culture). E.g. in teaching languages non-European languages are ignored (also other cultures in literature, art and music). However, in history, black history is taught, but it is focused on slavery. This may realize lower self-esteem to black pupils as this image of black people as inferior undermines them and may lead to failure.4d) Institutional Racism-Institutional racism discrimination that is built into the way institutions operate. -Schools tend t o set schemes for the gifted and talented, and vocational schemes for the less academic e.g. black and Asians.External Factors (gender differences)5a) Girls-Feminism McRobbie shows that magazines in the 1970s underscore the importance of getting married. Whereas, nowadays, they contain images of assertive, independent women. Also soap operas now highlight the importance of self-esteem and personal choice for young women. -Family hell the 1970s there have been major changes in the family. For example an increase in divorce place, increase in cohabitation and a decrease in the number of first marriages, increase in the number of lone-parent families ( feminine-headed) and smaller families. These changes affect girls attitudes to education. Such as the increase in female lone-parent families may mean more women need to take on the breadwinner role. This creates a new adult role model for girls- the financially independent.To achieve this, women need well-paid jobs, and thus good qua lifications. Also the increase in divorce rates suggests that girls can make their own living. -Employment 1970 Equal Pay Act (illegal to pay women less for the same job as men), Sex Discrimination Act. Womens employment has risen due to the service sector and flexible half-time work. 1975- The pay gap between men and women has increased. Women are now jailbreak through the glass ceiling (keeps them out of high-level professional managerial jobs). -Ambitions Sharpe- study involved conducting interviews with girls in the 1970s and 1990s. In the 1970s the girls felt that education with unfeminine and if they were interested, it would make them un enthralling. In the 1990s, the girls ambitions had changed, and position careers are more important as they can support themselves.5b) Boys-Feminisation of education Schools do not nurture masculine traits such as competitiveness and leadership. Also coursework has created differences in educational achievement. -Shortage of male primary s chool teachers square positive male role models both at home and at school cause may causeunder-achievement. 16% of men are primary school teachers. 42% said they made them work harder. Yet, Myhill and Jones found they felt male teachers treated boys harshly. -Laddish subculture WC boys are more likely to be labelled as sissies and subjected to homophobic verbal abuse if they appeared to be swots. Boys were more concerned to be labelled by peers than girls, as it is a threat to their masculinity. Thus, WC boys rejected schoolwork to avoid being called gay. Epstein- real boys dont work if they do, they get bullied.Internal Factors (gender differences)6a) Girls and Achievement-Equal opportunities policies Policies such as GIST and WISE encourage girls to pursue a career in non-traditional areas. The National Curriculum has removed one source of gender inconsistency by making girls and boys study mostly the same subjects. Also schooling has become meritocentric. -Positive role models The increase in female teachers shows that women can achieve positions of importance and giving them non-traditional goals to aim for. -GCSE and coursework Girls are more successful in coursework as they are more conscientious and better organised. Sociologists argue that these characteristics and skills are the result of early gender socialisation. E.g. girls are likely to be support to be neat, tidy and patient. This puts girls in a better place as they achieve greater success.Elwood- not the only cause of the gender gap. -Teacher worry Teachers paid more attention to boys as they are attracted to reprimands. This may explain why teachers have more positive attitudes to girls, whom they see as cooperative, than to boys, whom are seen as disruptive. This may lead to self-fulfilling prophecy in which successful interactions with teachers support girls self-esteem and raise the achievement levels. -Challenging stereotypes in the curriculum Sexist images have been removed from lea rning materials.This may help raise girls success levels- more positive images of what women can do. -Selection and league tables Girls are more likely to be recruited from good schools as they are more attractive to schools. This may create a self-fulfilling prophecy. -Feminists Liberal- See that further progress will be made by the continuing developments of equal opportunities, and see education is a meritocracy. Radical- System still remains patriarchal. E.g. sexual harassment continues, education still limits their subject choice and career options, females are less likely to become head-teachers.