Social Class and Educational Achievement
Core Study guide
Paper 1: Education with Theory and Methods
Specification Area:
Differential educational achievement of social groups by social class,
gender and ethnicity in contemporary society.
Name:
,Introduction
In both topics 1 and 2, we have seen the significant impact that a student’s social class can have on their
educational achievement. The aim of this topic is to go into greater detail on this area of study, in order to
really analyse the important role that social class still plays in today’s education system. When it comes to
defining social class, Sociologists mainly use parental occupation to determine a student’s status. For
example;
• Middle class – professional jobs, managers, supervisors in offices etc.
• Working class – Manual labour, trades people, semi-skilled workers, or routine workers such as
cleaners
It is clear to see that middle-class children, on average, perform better than their working-class peers,
however the reasons for this success are varied. Within this guide we will separate these reasons into two
different sections: the ‘Internal’ and ‘External’ factors.
When we say internal or external, we are referring to factors and processes inside schools (internal, within
schools, in school factors) or outside schools (external, wider society, factors outside of school) that can
affect a child’s progression in the education system.
Is contemporary Britain a meritocracy?
Functionalist writers like Parsons, have suggested that social inequality in contemporary societies is based
on the principles of meritocracy and equality of opportunity. In a meritocracy, social inequality is based on
the different abilities, talents and skills individuals have. For most people this is illustrated in their
educational qualifications. Functionalists believe that everyone has an equal opportunity of achieving
regardless of their social class, gender, background, ethnicity, or disability.
However, there is substantial evidence to show that Britain is not meritocratic. This topic will be exploring
the links between social class and educational achievement. Marxists argue that what the education system
really does is maintain and reproduce existing social class inequalities from one generation to the next.
Class patterns of achievement
Working-class pupils in general achieve less than middle-class pupils in education.
For example, children of higher professionals are 2 – 3 times more likely than
children of routine manual workers to get five or more A* - C grades at GCSE, and
about five times more likely to go to University.
External Factors 1
,By external factors, you need to be thinking about all the things outside of school that affect a child’s
educational achievement. Many sociologists believe that these external factors have the most significant
effect on a child’s progression with regards to social class. External factors seem to focus on a child’s family
and how they can influence their chances of achievement.
The 3 main external factors that will be covered in depth by this guide are:
1. Material deprivation
2. Cultural deprivation
3. Cultural capital
Material Deprivation
Key Theorists
Key Theorists AO3 Evaluation
Douglas
Robinson
Hirsch
Bull
Ridge
Reay et al
Material deprivation refers to poverty or the lack of the basic material necessities that people need to
succeed in everyday life. To buy material objects (whether a necessity or not), you need money. Working
class students are more likely to experience material deprivation which could make educational success
more difficult to achieve. Alternatively, Middle class students are unlikely to suffer from material
deprivation which may explain why they out-perform the working class when it comes to educational
achievement.
There are five types of material deprivation:
Housing
Diet and health
The catchment area
Poverty and the hidden costs of education
Fear of debt – university
The Impact of Material Deprivation on Children
2
, Unfortunately, as we know, there is a vast amount of inequality with regards to the distribution of wealth
in society. Children from a working-class background are far more likely to suffer from material
deprivation, which many Sociologists argue is the most significant external factor with regards to social
class affecting a child’s success in education.
Although schooling and further education are free to the age of 19 (though there are fees for higher
education), material factors outside school like poverty and low wages, diet, health and housing can all
have important direct effects on how well individuals do at school. Indicators of social deprivation like
these make an important contribution to explaining the pattern of working-class underachievement.
According to the Department for Education (2012) barely 1/3 of pupils eligible for free school meals
achieve five or more GCSE’s at A*-C including English and Maths.
Flaherty states that money problems at home are a significant factor in children’s non-attendance at
school.
Exclusion and truancy are more likely for children from poorer families, and children who are excluded
from school are unlikely to return to mainstream education.
Almost 90% of failing schools are in deprived areas.
Some sociologists refer to the problems caused by material deprivation as ‘barriers to learning’. They list
examples such as inability to afford school uniforms, school trips and internet access as clear ‘barriers to
learning’ that can not only lead to poor academic achievement but also marginalisation from their peers
and bullying. This bullying can lead to students lacking confidence and may lead to truancy, which can also
negatively affect educational achievement.
Housing
Research highlights that those children from low-income families are more likely to live in
crowded or damp accommodation that other children, are less likely to have access to a
garden, and are more likely to have a home that is dark, unclean or unsafe. Poor housing
conditions such as overcrowding and insufficient space and quiet can make study at home
difficult. They suggest these factors link with poorer health, as well as educational
development. Poor housing may also have indirect effects, for example on the child’s health.
Living in houses with damp or houses that are cold increases the child’s risk of becoming ill, (in particular
respiratory illnesses). Families in temporary housing are more likely to suffer from psychological illnesses
due to moving around so much. Both of these types of illnesses can lead to extended periods of absence
from schools which will obviously have an impact with regards to educational achievement.
Douglas concluded from his 1960’s research that a low income leads to a low standard of living. Douglas
studied 5,362 British school children through primary school. He split his sample into two groups, those
who had hot water, a bathroom and toilet inside their house, and those who did not have these facilities.
He found that the children living in unsatisfactory conditions scored significantly lower in all assessments.
He also found that a cumulative effect had occurred. The poor housing and overcrowded conditions had
led to tiredness and irritability. The poor diet had let to ill health and sickness and the low family income
3
Core Study guide
Paper 1: Education with Theory and Methods
Specification Area:
Differential educational achievement of social groups by social class,
gender and ethnicity in contemporary society.
Name:
,Introduction
In both topics 1 and 2, we have seen the significant impact that a student’s social class can have on their
educational achievement. The aim of this topic is to go into greater detail on this area of study, in order to
really analyse the important role that social class still plays in today’s education system. When it comes to
defining social class, Sociologists mainly use parental occupation to determine a student’s status. For
example;
• Middle class – professional jobs, managers, supervisors in offices etc.
• Working class – Manual labour, trades people, semi-skilled workers, or routine workers such as
cleaners
It is clear to see that middle-class children, on average, perform better than their working-class peers,
however the reasons for this success are varied. Within this guide we will separate these reasons into two
different sections: the ‘Internal’ and ‘External’ factors.
When we say internal or external, we are referring to factors and processes inside schools (internal, within
schools, in school factors) or outside schools (external, wider society, factors outside of school) that can
affect a child’s progression in the education system.
Is contemporary Britain a meritocracy?
Functionalist writers like Parsons, have suggested that social inequality in contemporary societies is based
on the principles of meritocracy and equality of opportunity. In a meritocracy, social inequality is based on
the different abilities, talents and skills individuals have. For most people this is illustrated in their
educational qualifications. Functionalists believe that everyone has an equal opportunity of achieving
regardless of their social class, gender, background, ethnicity, or disability.
However, there is substantial evidence to show that Britain is not meritocratic. This topic will be exploring
the links between social class and educational achievement. Marxists argue that what the education system
really does is maintain and reproduce existing social class inequalities from one generation to the next.
Class patterns of achievement
Working-class pupils in general achieve less than middle-class pupils in education.
For example, children of higher professionals are 2 – 3 times more likely than
children of routine manual workers to get five or more A* - C grades at GCSE, and
about five times more likely to go to University.
External Factors 1
,By external factors, you need to be thinking about all the things outside of school that affect a child’s
educational achievement. Many sociologists believe that these external factors have the most significant
effect on a child’s progression with regards to social class. External factors seem to focus on a child’s family
and how they can influence their chances of achievement.
The 3 main external factors that will be covered in depth by this guide are:
1. Material deprivation
2. Cultural deprivation
3. Cultural capital
Material Deprivation
Key Theorists
Key Theorists AO3 Evaluation
Douglas
Robinson
Hirsch
Bull
Ridge
Reay et al
Material deprivation refers to poverty or the lack of the basic material necessities that people need to
succeed in everyday life. To buy material objects (whether a necessity or not), you need money. Working
class students are more likely to experience material deprivation which could make educational success
more difficult to achieve. Alternatively, Middle class students are unlikely to suffer from material
deprivation which may explain why they out-perform the working class when it comes to educational
achievement.
There are five types of material deprivation:
Housing
Diet and health
The catchment area
Poverty and the hidden costs of education
Fear of debt – university
The Impact of Material Deprivation on Children
2
, Unfortunately, as we know, there is a vast amount of inequality with regards to the distribution of wealth
in society. Children from a working-class background are far more likely to suffer from material
deprivation, which many Sociologists argue is the most significant external factor with regards to social
class affecting a child’s success in education.
Although schooling and further education are free to the age of 19 (though there are fees for higher
education), material factors outside school like poverty and low wages, diet, health and housing can all
have important direct effects on how well individuals do at school. Indicators of social deprivation like
these make an important contribution to explaining the pattern of working-class underachievement.
According to the Department for Education (2012) barely 1/3 of pupils eligible for free school meals
achieve five or more GCSE’s at A*-C including English and Maths.
Flaherty states that money problems at home are a significant factor in children’s non-attendance at
school.
Exclusion and truancy are more likely for children from poorer families, and children who are excluded
from school are unlikely to return to mainstream education.
Almost 90% of failing schools are in deprived areas.
Some sociologists refer to the problems caused by material deprivation as ‘barriers to learning’. They list
examples such as inability to afford school uniforms, school trips and internet access as clear ‘barriers to
learning’ that can not only lead to poor academic achievement but also marginalisation from their peers
and bullying. This bullying can lead to students lacking confidence and may lead to truancy, which can also
negatively affect educational achievement.
Housing
Research highlights that those children from low-income families are more likely to live in
crowded or damp accommodation that other children, are less likely to have access to a
garden, and are more likely to have a home that is dark, unclean or unsafe. Poor housing
conditions such as overcrowding and insufficient space and quiet can make study at home
difficult. They suggest these factors link with poorer health, as well as educational
development. Poor housing may also have indirect effects, for example on the child’s health.
Living in houses with damp or houses that are cold increases the child’s risk of becoming ill, (in particular
respiratory illnesses). Families in temporary housing are more likely to suffer from psychological illnesses
due to moving around so much. Both of these types of illnesses can lead to extended periods of absence
from schools which will obviously have an impact with regards to educational achievement.
Douglas concluded from his 1960’s research that a low income leads to a low standard of living. Douglas
studied 5,362 British school children through primary school. He split his sample into two groups, those
who had hot water, a bathroom and toilet inside their house, and those who did not have these facilities.
He found that the children living in unsatisfactory conditions scored significantly lower in all assessments.
He also found that a cumulative effect had occurred. The poor housing and overcrowded conditions had
led to tiredness and irritability. The poor diet had let to ill health and sickness and the low family income
3
