Sociology-Education
Class Difference - Achievement
Cultural Deprivation Theory | This theory suggests that working parents fail to transmit the appropriate norms, values, and attitudes that are the ‘Correct’ culture – needed for educational success. | Culture | This refers to all the norms, values, beliefs, knowledge that a society or a group regards as important. This is transmitted through generations. | Basil BERSTEIN | This Sociologist distinguishes between two Speech Codes | Elaborated Code | This code is used by the Middle Class. Its more analytic, uses a wide use of vocabulary and complex sentences. | Restricted Code | This code is used by Working Class. It’s less analytic and more descriptive, with limited vocabulary and simple sentences. | Immediate Gratification | Wanting rewards immediately rather than waiting, and making sacrifices to work hard for future rewards. Practised by the Working Class | Deffered Gratification | Postponing rewards until later on in life, and making sacrifices to work hard in present time. Then reap the rewards later on in life – Practised by the middle class | Fatalism | This is the belief that ‘Whatever will be, will be’ WC children do not believe they can improve their position within education through their individual efforts as its fate. | Collectivism | This is the value of being a part of a group mroe than succeding as an individual. | Present Time Orientation | This is seeing the present as more important than the furture and as a result fail to believe in long term goals or plans. | Barry SUGARMAN | This Sociologist argues the working Class Subculture has four key features that acts as a barrier educational success. | Herbert HYMAN | This sociologist argues that the values and beliefs of lower class subcultures are self imposed barriers to educational career and success. The lower class believe they have less oppourtunity for induvial achievement. | j.w.b DOUGLAS | This sociologist found that working
Cultural Deprivation Theory | This theory suggests that working parents fail to transmit the appropriate norms, values, and attitudes that are the ‘Correct’ culture – needed for educational success. | Culture | This refers to all the norms, values, beliefs, knowledge that a society or a group regards as important. This is transmitted through generations. | Basil BERSTEIN | This Sociologist distinguishes between two Speech Codes | Elaborated Code | This code is used by the Middle Class. Its more analytic, uses a wide use of vocabulary and complex sentences. | Restricted Code | This code is used by Working Class. It’s less analytic and more descriptive, with limited vocabulary and simple sentences. | Immediate Gratification | Wanting rewards immediately rather than waiting, and making sacrifices to work hard for future rewards. Practised by the Working Class | Deffered Gratification | Postponing rewards until later on in life, and making sacrifices to work hard in present time. Then reap the rewards later on in life – Practised by the middle class | Fatalism | This is the belief that ‘Whatever will be, will be’ WC children do not believe they can improve their position within education through their individual efforts as its fate. | Collectivism | This is the value of being a part of a group mroe than succeding as an individual. | Present Time Orientation | This is seeing the present as more important than the furture and as a result fail to believe in long term goals or plans. | Barry SUGARMAN | This Sociologist argues the working Class Subculture has four key features that acts as a barrier educational success. | Herbert HYMAN | This sociologist argues that the values and beliefs of lower class subcultures are self imposed barriers to educational career and success. The lower class believe they have less oppourtunity for induvial achievement. | j.w.b DOUGLAS | This sociologist found that working