AQA Sociology A level Paper 1: Education (Topics 1 - 6)

EXPLAINING​ ​CLASS​ ​DIFFERENCES​ ​IN​ ​ACHIEVEMENT​ ​(EXTERNAL)
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​There​ ​are​ ​differences​ ​between​ ​pupils​ ​from​ ​different​ ​social​ ​classes.

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​EXPLAINING​ ​CLASS​ ​DIFFERENCES​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​.
✎​​ ​Social​ ​class​ ​background​ ​influences​ ​a​ ​child’s​ ​level​ ​of​ ​achievement
✎​​ ​M/c​ ​children​ ​perform​ ​better​ ​on​ ​average​ ​than​ ​w/c.​ ​E.g​​ ​ ​better​ ​GCSEs
✎​​ ​Class​ ​gap​ ​achievement​ ​grows​ ​wider​ ​as​ ​children​ ​get​ ​older.
→​ ​→​ ​→​ ​ ​Why?​ ​One​ ​popular​ ​explanation​ ​is…​ ​←​ ​←​ ​←
✎​​ ​Affluent​​ ​parents​ ​→​ ​Private​ ​schools​ ​=​ ​provide​ ​higher​ ​standard​ ​of​ ​education.​ ​E.g​ ​smaller​ ​class​ ​size.
✎​​ ​However,​ ​private​ ​schools​ ​doesn’t​ ​explain​ ​the​ ​class​ ​diff​ ​within​​ ​the​ ​state​ ​education.
✎​​ ​Sociologists​ ​has​ ​focused​ ​on​ ​why​ ​m/c​ ​ ​pupils​ ​do​ ​better​ ​than​ ​w/c,​ ​within​ ​state​ ​education.

They​ ​look​ ​at​ ​internal​ ​+​ ​external​ ​factors:
INTERNAL​ ​FACTORS​ ​→​ ​Factors​ ​within​​ ​school​ ​+​ ​ ​the​ ​education​ ​system​ ​-​ ​interactions​ ​between​ ​pupils​ ​+​ ​teachers
EXTERNAL​ ​FACTORS​ ​→​ ​Factors​ ​outside​​ ​the​ ​education​ ​system​ ​-​ ​home,​ ​family​ ​background,​ ​environment


[​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​CULTURAL​ ​DEPRIVATION​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​]
✎​ ​Class​ ​diff​ ​in​ ​children’s​ ​achievement​ ​appear​ ​early​ ​in​ ​life.
E.g​ ​the​ ​Centre​ ​for​ ​Longitudinal​ ​Studies​ ​(2007)​ ​→​ ​By​ ​age​ ​of​ ​3,​ ​children​ ​from​ ​w/c​ ​are​ ​up​ ​to​ ​1​ ​yr​ ​behind​ ​those​ ​from​ ​the
m/c.
✎​​ ​This​ ​is​ ​due​ ​to​ ​cultural​ ​dep.​ ​W/c​ ​families​ ​fail​ ​to​ ​socialise​ ​their​ ​children​ ​adequately​ ​=​ ​ ​grow​ ​up​ ​‘culturally​ ​deprived’.
✎​​ ​They​ ​lack​ ​of​ ​cultural​ ​equipment​ ​needed​ ​to​ ​do​ ​well​ ​at​ ​school​ ​=​ ​underachieve.
##​ ​There​ ​are​ ​3​ ​main​ ​aspects​ ​of​ ​cultural​ ​dep​ ​→​ ​Language,​ ​Parents’​ ​education​ ​+​ ​w/c​ ​subculture.

>>>​ ​LANGUAGE​ ​<<<
✎​​ ​The​ ​way​ ​in​ ​which​ ​parents​ ​communicate​ ​with​ ​their​ ​children​ ​affects​ ​their​ ​cognitive​ ​development.
E.g​ ​HUBBS​ ​-​ ​TAIT​​ ​et​ ​al​ ​(2002)​ ​found​ ​when​ ​parents​ ​use​ ​language​ ​that​ ​challenges​ ​their​ ​children​ ​to
evaluate​ ​their​ ​own​ ​understanding,​ ​cognitive​ ​performance​ ​improves.​ ​Educated​ ​parents​ ​are​ ​more​ ​likely​ ​to
use​ ​language​ ​in​ ​this​ ​way.
TMT​ ​language​ ​is​ ​an​ ​important​ ​part​ ​of​ ​the​ ​process​ ​of​ ​education​ ​+​ ​this​ ​can​ ​affect​ ​children’s​ ​achievement,
because​ ​the​ ​w/c​ ​children​ ​are​ ​less​ ​likely​ ​to​ ​develop​ ​the​ ​language​ ​skills​ ​needed​ ​for​ ​school.


​ ​ ​#​ ​SPEECH​ ​CODES​ ​#​ ​ ​BERNSTEIN​ ​ ​(1975)

The​ ​Restricted​ ​Code. The​ ​Elaborated​ ​Code.
-​ ​W/c.​ ​Limited​ ​vocab.​ ​Short​ ​+​ ​grammatically​ ​simple -​ ​M/c.​ ​Wider​ ​vocab.​ ​Longer​ ​grammatically​ ​complex
sentences. sentences.
​ ​Context​ ​bound:​​ ​speaker​ ​assumes​ ​listeners​ ​shares​ ​the​ ​same Context​ ​free:​​ ​speaker​ ​doesn’t​ ​assume​ ​listener​ ​shares
experiences. the​ ​same​ ​experiences.
✎​​ ​Children​ ​adopt​ ​the​ ​type​ ​of​ ​language​ ​from​ ​early​ ​socialisation.​ ​The​ ​elaborate​ ​code​ ​is​ ​used​ ​by​ ​teachers​ ​+​ ​textbooks,
TMT​ ​m/c​ ​children​ ​are​ ​at​ ​an​ ​advantage,​ ​because​ ​they​ ​are​ ​already​ ​fluent​ ​users​ ​of​ ​the​ ​code​ ​when​ ​they​ ​start​ ​school.​ ​They
would​ ​feel​ ​‘at​ ​home’​ ​in​ ​school​ ​=​ ​more​ ​likely​ ​to​ ​succeed.
✎​​ ​W/c​ ​-​ ​at​ ​a​ ​disadvantage.​ ​They​ ​lack​ ​the​ ​code​ ​where​ ​schooling​ ​occurs​ ​=​ ​feel​ ​excluded​ ​=​ ​underachieve.


EVALUATION:
+VE:​ ​ ​Unlike​ ​most​ ​dep​ ​theorist,​ ​Bernstein​ ​acknowledges​ ​that​ ​the​ ​school,​ ​not​ ​just​ ​the​ ​home​ ​influences​ ​children’s
achievement​ ​-​ ​w/c​ ​children​ ​fail​ ​because​ ​schools​ ​fail​ ​to​ ​teach​ ​them​ ​how​ ​to​ ​use​ ​the​ ​elaborated​ ​code.
-​ ​VE:​ ​TROYNA​ ​&​ ​WILLIAMS​ ​>​ ​The​ ​child’s​ ​language​ ​is​ ​not​ ​the​ ​issue,​ ​but​ ​it’s​ ​the​ ​school’s​ ​attitude​ ​towards​ ​it.
Teacher’s​ ​have​ ​a​ ​speech​ ​hierarchy​ ​+​ ​favour​ ​m/c​ ​speech,​ ​rather​ ​than​ ​w/c​ ​speech​ ​or​ ​black​ ​speech.



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,​ ​>>>​ ​PARENTS’​ ​EDUCATION​ ​<<<
✎​​ ​Parents’​ ​attitudes​ ​to​ ​education​ ​are​ ​a​ ​key​ ​factor​ ​affecting​ ​children’s​ ​achievement.
✎​​ ​E.g​ ​DOUGLAS​​ ​(1964)​ ​-​ ​w/c​ ​parents​ ​placed​⇩​value​ ​on​ ​education.​ ​As​ ​a​ ​result:​⇩​ambitious​ ​for​ ​their​ ​children​ ​+​ ​took
⇩​interest​ ​in​ ​their​ ​education.​ ​They​ ​visited​ ​schools​ ​⇩​often​ ​+​ ​⇩​likely​ ​to​ ​discuss​ ​children’s​ ​progress​ ​with​ ​teachers.​ ​TMT
children​ ​>>​ ​ ​Lower​ ​motivation​ ​+​ ​achievement.
EV:​ ​BLACKSTONE​ ​&​ ​MORTIMORE​​ ​(1994)​ ​-​ ​Reject​ ​w/c​ ​parents​ ​are​ ​not​ ​interested​ ​in​ ​their​ ​children’s​ ​education.​ ​They
attend​ ​to​ ​fewer​ ​parents​ ​evening​​ ​because​ ​they​ ​work​ ​longer​ ​hours,​ ​or​ ​are​ ​put-off​ ​by​ ​the​ ​school’s​ ​m/c​ ​ ​atmosphere.
They may want to help their children progress, but they lack the knowledge and education to do so. ஃ large
conclusions​ ​cannot​ ​be​ ​made​ ​that​ ​w/c​ ​parents​ ​place​ ​⇩​ ​value​ ​on​ ​their​ ​children’s​ ​education.


​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​✎​ ​Parents’​ ​Educational​ ​Behaviours:​​ ​Educated​ ​parents:⇧​ ​aware​ ​what​ ​is​ ​need​ ​to​ ​help​ ​their​ ​children's
educational​ ​progress.​ ​E.g​ ​by​ ​reading​ ​to​ ​children​ ​or​ ​bring​ ​them​ ​to​ ​museums​ ​+​ ​libraries.​ ​ ​TMT​ ​because​ ​children​ ​will
engage​ ​in​ ​such​ ​behaviours,​ ​their​ ​knowledge​ ​are​ ​⇧likely​ ​to​ ​help​ ​them​ ​to​ ​achieve​ ​higher​ ​compared​ ​to​ ​w/c​ ​children.
​ se​ ​Of​ ​Income:​ ​Better​ ​educated​ ​parents​ ​+​ ​⇧​ ​income​ ​=​ ​know​ ​how​ ​to​ ​spend​ ​their​ ​money​ ​that​ ​will​ ​help
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​✎​ U
their​ ​children​ ​succeed.​ ​E.g​ ​BERNSTEIN​ ​&​ ​YOUNG​​ ​found​ ​-​ ​m/c​ ​mothers​ ​>​ ​⇧​ ​likely​ ​to​ ​buy​ ​them​ ​educational​ ​toys​ ​+
books.​ ​By​ ​contrast,​ ​w/c​ ​mothers​ ​>​ ​lack​ ​these​ ​resources.​ ​TMT​ ​children​ ​from​ ​such​ ​homes​ ​start​ ​school​ ​without​ ​the
cognitive​ ​skills​ ​needed​ ​to​ ​progress.​ ​Whereas​ ​m/c​ ​children​ ​-​ ​their​ ​cognitive​ ​development​ ​has​ ​been​ ​stimulated.

EV:​ ​FEINSTEIN​​ ​>​ ​Not​ ​all​ ​w/c​ ​children​ ​will​ ​fail​ ​due​ ​to​ ​parents’​ ​social​ ​class​ ​+​ ​income.​ ​TIB​ ​income​ ​is​ ​not​ ​as​ ​important
as​ ​their​ ​level​ ​of​ ​education.​ ​Some​ ​w/c​ ​parents​ ​may​ ​be​ ​better​ ​educated​ ​=​ ​not​ ​all​ ​children​ ​from​ ​w/c​ ​parents​ ​do​ ​badly.
This​ ​also​ ​explains​ ​why​ ​not​ ​all​ ​children​ ​from​ ​m/c​ ​families​ ​are​ ​equally​ ​successful.


>>>​ ​WORKING-CLASS​ ​SUBCULTURE​ ​<<<
✎​​ ​Lack​ ​of​ ​parental​ ​interest​ ​in​ ​their​ ​children’s​ ​education​ ​is​ ​due​ ​to​ ​the​ ​subcultural​ ​values​ ​of​ ​w/c
✎​ ​Subculture​ ​>​ ​a​ ​group​ ​whose​ ​values​ ​e.g​ ​goals,​ ​beliefs​ ​+​ ​attitudes​ ​differ​ ​from​ ​those​ ​of​ ​the​ ​mainstream​ ​culture.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​SUGARMAN​ ​(1970)​ ​/c​ ​subculture​ ​has​ ​4​ ​ ​key​ ​features​ ​that​ ​prevents​ ​educational​ ​achievement.

​ ​FATALISM ​ ​COLLECTIVISM ​ ​IMMEDIATE​ ​GRATIFICATION ​ ​PRESENT​ ​TIME​ ​ORIENTATION
-​ ​Belief​ ​in​ ​fate​ ​→ -​ ​Valuing​ ​being​ ​part​ ​of​ ​a​ ​group -​ ​Seek​ ​pleasure​ ​now,​ ​rather​ ​than -​ ​Seeing​ ​the​ ​present​ ​as​ ​more
‘whatever​ ​will​ ​be, more​ ​than​ ​succeeding​ ​as​ ​an​ ​individ making​ ​sacrifices. important​ ​than​ ​the​ ​future,​ ​and​ ​so
will​ ​be’ m/c​ ​indiv​ ​shouldn’t​ ​be​ ​held​ ​back​ ​by m/c​ ​>​ ​deferred​ ​gratification. not​ ​having​ ​long​ ​term​ ​goals.
m/c​ ​>​ ​meritocracy. group.

✎​​ ​Different​ ​values​ ​exist​ ​because​ ​the​ ​m/c’s​ ​job​ ​are​ ​secure,​ ​which​ ​encourage​ ​ambition​ ​=​ ​willing​ ​to​ ​invest​ ​effort​ ​to​ ​gain
qualifications.​ ​w/c​ ​jobs:​ ​⇩secure​ ​+​ ​have​ ​no​ ​career​ ​structure.​ ​TMT​ ​ ​parents​ ​pass​ ​on​ ​values​ ​of​ ​their​ ​class​ ​through​ ​primary
socialisation.​ ​The​ ​m/c​ ​ ​values​ ​equip​ ​children​ ​for​ ​success,​ ​whereas​ ​the​ ​working​ ​class​ ​fail​ ​to​ ​do​ ​so.

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​.​COMPENSATORY​ ​EDUCATION​ ​PROGRAMMES.
•​ ​Aim​ ​to​ ​tackle​ ​the​ ​problem​ ​of​ ​cultural​ ​deprivation,​ ​by​ ​providing​ ​extra​ ​resources​ ​to​ ​school​ ​+​ ​communities​ ​in​ ​deprived
areas.​ ​E.G​ ​In​ ​Britain,​ ​there​ ​is​ ​a​ ​programme​ ​aimed​ ​at​ ​pre-school​ ​children​ ​+​ ​their​ ​parents​ ​‘​SURE​ ​START’.​ ​Promote
intellectual​ ​+​ ​social​ ​development​ ​of​ ​children,​ ​particularly​ ​those​ ​who​ ​are​ ​at​ ​a​ ​disadvantage,​ ​so​ ​they​ ​can​ ​be​ ​ready​ ​for
school.​ ​But,​ ​since​ ​2011​ ​>​ ​fundings​ ​have​ ​been​ ​cut​ ​+​ ​many​ ​centres​ ​have​ ​been​ ​closed.​ ‘​ OPERATION​ ​HEAD​ ​START’​ ​>​ ​in​ ​US.
Introduced​ ​in​ ​1960s,​ ​aimed​ ​to​ ​improve​ ​children’s​ ​development​ ​skills,​ ​especially​ ​those​ ​from​ ​deprived​ ​backgrounds.


EVALUATION​ ​OF​ ​CULTURAL​ ​DEPRIVATION​ ​THEORISTS.
KEDDIE​​ ​>​ ​C.D​ ​is​ ​a​ ​myth​ ​→​ ​A​ ​child​ ​cannot​ ​be​ ​deprived​ ​of​ ​its​ ​own​ ​culture.​ ​W/c​ ​children​ ​are​ ​culturally​ ​different,​ ​not
culturally​ ​deprived.​ ​They​ ​fail​ ​because​ ​they​ ​are​ ​put​ ​at​ ​a​ ​disadvantage​ ​by​ ​an​ ​education​ ​system​ ​that​ ​is​ ​dominated​ ​by​ ​m/c
values.​ ​Schools​ ​should​ ​not​ ​see​ ​the​ ​w/c​ ​culture​ ​as​ ​deficient.​ ​Schools​ ​should​ ​recognise,​ ​and​ ​build​ ​on​ ​its​ ​strengths.

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, [​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​MATERIAL​ ​DEPRIVATION​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​]
✎​​ ​M.D​ ​>​ ​poverty​ ​+​ ​lack​ ​of​ ​material​ ​necessities​ ​e.g​ ​housing​ ​+​ ​income.​ ​See​ ​M.D​ ​as​ ​the​ ​main​ ​cause​ ​of​ ​underachievement.
✎​ ​E.g.​ ​Department​ ​for​ ​Education​ ​(2012)​ ​>​ ​1/3​ ​of​ ​pupils​ ​eligible​ ​for​ ​FSM​ ​achieve​ ​5​ ​or​ ​more​ ​GCSEs​ ​at​ ​A*​ ​-​ ​C​ ​compared​ ​to
2/3​ ​of​ ​other​ ​pupils.​ ​TMT​ ​poverty​ ​is​ ​closely​ ​linked​ ​to​ ​educational​ ​underachievement.
✎​​ ​W/c​ ​ ​families​ ​-​ ​⇧likely​ ​to​ ​be​ ​in​ ​poverty​ ​ ​→​ ​Low​ ​incomes​ ​+​ ​inadequate​ ​housing​ ​=​ ​can​ ​affect​ ​their​ ​children’s​ ​education.

***​ ​Housing​ ​***
✎​ ​Poor​ ​housing​ ​can​ ​affect​ ​pupils’​ ​achievement​ ​directly​ ​+​ ​indirectly.
E.g.​ ​(Direct​ ​effect)​​ ​Overcrowding​ ​=​ ​Less​ ​room​ ​for​ ​educational​ ​activities​ ​+​ ​no​ ​space​ ​to​ ​do​ ​hw,.​ ​Disturbed​ ​sleep​ ​from
sharing​ ​bedrooms.​ ​=​ ​⇧difficult​ ​for​ ​the​ ​child​ ​to​ ​study.
E.g.​ ​(Indirect​ ​effects)​​ ​Overcrowding​ ​=​ ​ ​greater​ ​health​ ​risks​ ​+​ ​family​ ​in​ ​temporary​ ​accommodation​ ​=​ ​psychological
distress​ ​=​ ​greater​ ​absences​ ​from​ ​school​ ​+​ ​missing​ ​out​ ​on​ ​educational​ ​opportunities.

***​ ​Health​ ​Issues​ ​***
✎​ ​Children​ ​from​ ​poorer​ ​homes​ ​are​ ​⇧likely​ ​to​ ​have​ ​behavioural​ ​issues.
✎​ ​E.g​ ​WILKINSON​​ ​(1996)​​ ​-​ ​among​ ​10​ ​year​ ​olds,​ ​the​ ​lower​ ​the​ ​social​ ​class,​ ​the​ ​higher​ ​the​ ​rate​ ​of​ ​hyperactivity​ ​+
anxiety,​ ​which​ ​are​ ​likely​ ​to​ ​have​ ​a​ ​-ve​ ​effect​ ​on​ ​the​ ​child’s​ ​education.
✎​ B​ LANDEN​ ​&​ ​MACHIN​​ ​(2007)​ ​found​ ​children​ ​from​ ​low​ ​income​ ​families​ ​were⇧likely​ ​to​ ​engage​ ​in​ ​behaviours
such​ ​as​ ​fighting​ ​+​ ​temper​ ​tantrums​ ​=​ ​disrupt​ ​their​ ​schooling.
TMT​ ​health​ ​issues​ ​are​ ​more​ ​likely​ ​to​ ​occur​ ​in​ ​children​ ​who​ ​come​ ​from​ ​poorer​ ​backgrounds​ ​=​ ​lead​ ​to​ ​underachievement.

***​ ​Financial​ ​Support​ ​&​ ​Costs​ ​Of​ ​Education​ ​***
✎​​ ​Lack​ ​of​ ​financial​ ​support​ ​=​ ​children​ ​from​ ​poor​ ​families​ ​lack​ ​equipment​ ​+​ ​miss​ ​out​ ​on​ ​educational​ ​experiences​ ​-​ ​could
also​ ​affect​ ​family​ ​in​ ​a​ ​-ve​ ​way.
✎​ ​E.g.​​ ​TANNER​​ ​et​ ​al​ ​(2003)​ ​did​ ​a​ ​study​ ​in​ ​Oxford.​ ​Found​ ​cost​ ​of​ ​items​ ​e.g​ ​uniforms,​ ​books,​ ​art​ ​etc​ ​places​ ​a​ ​heavy
burden​ ​on​ ​poor​ ​families.​ ​TMT​ ​poor​ ​children​ ​>​ ​often​ ​need​ ​to​ ​work.
✎​ ​E.g.​​ ​RIDGE​​ ​-​ ​children​ ​in​ ​poverty​ ​do​ ​jobs​ ​e.g​ ​baby​ ​sitting,​ ​cleaning​ ​+​ ​paper​ ​rounds​ ​=​ ​had​ ​a​ ​-ve​ ​impact​ ​on​ ​their
school​ ​work.​ ​TST​ ​lack​ ​of​ ​funds​ ​can​ ​heavily​ ​influence​ ​on​ ​a​ ​child’s​ ​educational​ ​achievement.

***​ ​Fear​ ​Of​ ​Debt​ ​***
✎​​ ​Going​ ​uni​ ​=​ ​getting​ ​into​ ​debt​ ​(tuition​ ​fees​ ​+​ ​living​ ​expenses)​ ​=​ ​may​ ​deter​ ​w/c​ ​students​ ​from​ ​going​ ​uni.
✎​​ ​Tuition​ ​fees​ ​from​ ​2012​ ​has​​ ​risen​ ​to​ ​£9,000​ ​per​ ​year.​ ​ ​E.G​ ​according​ ​to​ ​UCAS​ ​(2012)​ ​the​ ​no.​ ​of​ ​UK​ ​applicants​ ​fell​ ​by
8.6%​ ​in​ ​2012​ ​compared​ ​with​ ​2011.
✎​​ ​Also,​ ​Topuniversities.com​​ ​>​ ​University​ ​tuition​ ​fees​ ​in​ ​England​ ​will​ ​rise​ ​to​ ​£9,250​ ​per​ ​year​ ​from​ ​2017.​ ​TMT
the⇧debt​ ​burden​ ​will​ ​deter​ ​even​ ​more​ ​ ​w/c​ ​st​udents​ ​from​ ​applying​ ​to​ ​Unis.
✎​ ​CALLENDER​ ​+​ ​JACKSON​​ ​(2005)​ ​>​ ​w/c​ ​students​ ​are​ ​debt​ ​averse​ ​-​ ​sawy​ ​debt​ ​-vely​ ​+​ ​something​ ​to​ ​be​ ​avoided.
Saw​ ​more​ ​costs​ ​than​ ​benefits​ ​in​ ​going​ ​to​ ​uni.
---​ ​TST​ ​w/c​ ​student​ ​are​ ​unlikely​ ​to​ ​achieve​ ​higher​ ​qualification​ ​compared​ ​to​ ​m/c​ ​students.



CULTURAL​ ​OR​ ​MATERIAL​ ​DEPRIVATION​ ​THAT​ ​CONTRIBUTE​ ​TO​ ​EDUCATIONAL
ACHIEVEMENT?
✎​ ​Material​ ​deprivation,​ ​does​ ​play​ ​a​ ​part​ ​in​ ​achievement,​ ​but​ ​some​ ​children​ ​from​ ​poor​ ​families​ ​do​ ​succeed.​ ​TMT​ ​MD​ ​is
only​ ​part​ ​of​ ​the​ ​explanation.
✎​ ​E.g​ ​cultural,​ ​religious​ ​or​ ​political​ ​values​ ​of​ ​the​ ​family,​ ​may​ ​play​ ​a​ ​part​ ​in​ ​creating​ ​the​ ​child’s​ ​motivation,​ ​even​ ​despite
poverty.
✎​​ ​Mortimore​ ​&​ ​Whitty​ ​-​ MD have the greatest impact on achievement. ஃ tackling child poverty would be the
most​ ​effective​ ​way​ ​to​ ​‘boost’​ ​achievement.

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