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Applying material from Item B

and your knowledge, evaluating
sociological explanations of
social class differences in
educational achievement.
5.0 (7 reviews)

Definition 2 / 21

The view that internal factors to the education

system are responsible for social class
difference through labelling is most compelling.

Para 1 topic sentence

This argument is supported by Becker. They
would agree with statement made in item B that
"factors internal to education system itself as
responsible"

Term 2 / 21

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Terms in this set (21)

Applying material from Item B and your

knowledge, evaluating sociological
explanations of social class differences in
educational achievement.

...

Para 1 topic sentence

The view that internal factors to the

education system are responsible for social
class difference through labelling is most
compelling. This argument is supported by
Becker. They would agree with statement
made in item B that "factors internal to
education system itself as responsible"

para 1: point

Becker argue that the difference in

educational achievement between social
classes is due to labelling

this is seen with teacher labelling student

form stereotypical perception with
the 'ideal pupil' being used to label middle
class students whilst working class were
usually given a negative label

para 1: example

for example ray rists found that teachers

labeled students based on back ground sth
tiger, the gin archives were mainly middle
class while the carnival and clowns were
the 'non ideal ' student a form working
class background and expected to be
troublesome

para 1: explanation

this act of labelling can impact social class

differences in education as it results in self
fluffing prophecy

therefore many working class student who

have been labeled negatively will start to
have a negative self image from their
interaction with teacher whilst middle class
positive label can cause a positve sue
image which is moe likely motivate dot
work hard in school.

para 1: evaluation

as a result positive label upon middle class

more likely to motivate them to work hard
as they interaction with teacher suggest
they are bright whilst working class
negative label causing them to being
constantly discipline and criticised
ulitmaltey de motivates them thus less likely
to academically achieve

para 1: mini judgement

overall the view that internal facts such as

labelling can cause social difference in
academic hick,ent is convincing as teacher
bias against students based on background
can ulitmaltey cause a self fluffing property
which inkflcucne students motivation
towards academic achievement

para 2: topic sentence

another reason for educational differences

between social class is A-C economy this is
supported by gillborn and youdell 'factors
internal'
this is compelling

para 2: point

gillborn and Youdell argue differences in

education between social class is due to
marketisation policies

this is seen with introduction to exam

league tables to Gove parental choice in
oder to choose the bests school to send
their child thus raising standards and
competition

para 2: example

this impacted social class academic

achciveent for example streaming pupils
were placed in different stream based of '
abilities' and taught different variants of the
curriculum based on stream

para 2: explanation

this caused difference in educational

achievement as middle class were more
likely to be placed in higher streams where
they had access to high status knowledge
for higher tired exams whereas working
class were placed in lower streams with
lower status knowledge for foundation
papers with maximum grade C

this bias in streaming is to ensure school

more Riley to succeed on exam league
tables and receive best exam results

para 2: evaluation

therefore working class also are more evilly

to underachieve in education as they have
restricted knowledge and support un like
their middle class peers which causes them
to perform differently on exams

para 2: analysis

howvwere new rights suggest A-C

economy and mkretistaion policies has
benefited pupils and parents as its raised
standards of schools so more likely to have
a greater experience

para 2: mini judgement

over all conniving as competition though

league table has cause inequalities
between social class with working class not
being given equal opportunities for
academic success however it can be argues
that this is a form of labelling and that
schools place working class in lower sets
based on stereotypical label that they will
not succeed

para 3:

on other hand It can be argued that

external factors such as material
deprivation can cause social difference in
educational success

para 3: point

Bernstein would argue that working class

already come unequipped for education
due to cultural backgrounds

para 3: example

this can be seen fro example in working

class abing difference in linguistic skills
compared to middle class where working
class have restricted language code whilst
middle class have elaborate code

para 3: explanation

this can impact educational achciement as

education system itelsef operates on
elaborate code through teachers, exam
and trecbooks this places middle class at
immediate advantage whilst wlrkog. class
have difficulty to understand teacher or
textbooks as quickly as ,middle class
ppeeerrs

para 3: evaluation

therefore working class lingutic deprivation

is responsible for education failure

para 3: analysis s

However it can be argued that this is a

mixture of internal and external factors. It is
also a result of the education system failing
to adapt to those who speak in different
speech codes, restricting those from other
social backgrounds from having a chance
of educational achievement.

para 3: mini judgement

Overall the view that external processes

impact educational achievement between
social groups is less compelling, whilst
there is an argument for the socialization of
children into different language codes
influencing their ability in school. There is a
more compelling argument that its internal
factors such as the education system such
as teachers and exams which are in
elaborate code this restricts working class
students from succeeding or understanding
content as quickly as their middle class
students therefore less likely to succeed or
be placed in lower sets which restricts their
opportunity to perform as well.

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