Social Class and Education

What did Bynner and Joshi find about social class differences from the 1950s to the 1990s?

• They increased significantly.

• They disappeared completely.

• They persisted with little change.

• They became more pronounced.

What do Functionalists claim about schools and working-class pupils?

• Schools are biased against working-class pupils.

• Schools are meritocratic, and working-class pupils fail because they are not the best.

• Schools favor working-class pupils.

• Schools do not affect working-class pupils' success.

What is the Marxist belief about the role of schools?

• To promote equality among all classes.

• To produce a working-class labor force.

• To eliminate class differences.

• To support middle-class students.

How do Interactionists view schools according to the text?

• As institutions that promote equality.

• As middle-class institutions that label working-class children as failures.

• As places that support working-class success.

• As neutral environments for all students.

What does cultural deprivation theory suggest about working-class culture?

• It is superior to middle-class culture.

• It is not as good as middle-class culture and leads to educational failure.

• It has no impact on education.

• It is the same as middle-class culture.

What does one view suggest about working-class parents and parenting?

• They are excellent at parenting.

• They are not as good at parenting, affecting children's education.

• They have no impact on their children's education.

• They are better than middle-class parents.

What does the approach focusing on traits and values transmitted by parents emphasize?

• The importance of school curriculum.

• The role of teachers in education.

• Child-rearing practices and socialization.

• The influence of technology on learning.

What major problem did Harrison find in Hackney related to education?

• Lack of qualified teachers.

• High levels of poverty and deprivation.

• Overcrowded classrooms.

• Insufficient school funding.

What is the implication of schools allocating working-class students to lower sets?

• It promotes equality in education.

• It suggests that working-class students are less capable.

• It enhances the learning experience for all students.

• It focuses on individual strengths.

How might addressing cultural deprivation affect working-class students?

• It may empower them to succeed.

• It may suggest their culture is inferior.

• It may provide more resources.

• It may focus on their strengths.