Educational achievement and social class

    AQA
    GCSE

    Candidates must analyse the persistent correlation between social class and educational achievement in the UK. The study necessitates a dual focus on external factors (material and cultural deprivation, cultural capital) and internal school processes (labelling, streaming, pupil subcultures). Evaluation of the relative importance of these factors is critical (AO3), alongside the application of sociological perspectives—Functionalist, Marxist, and Interactionist—to explain differential outcomes. Mastery requires citing specific empirical studies and understanding the interplay between home background and school organization.

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    Objectives
    4
    Exam Tips
    3
    Pitfalls
    3
    Key Terms
    4
    Mark Points

    What You Need to Demonstrate

    Key skills and knowledge for this topic

    • Award marks for the explicit distinction between material deprivation (Halsey) and cultural deprivation (Douglas/Sugarman).
    • Credit responses that apply Bernstein's 'restricted' and 'elaborated' codes to explain the disadvantage faced by working-class students in assessments.
    • Candidates must analyze internal processes, specifically linking teacher labelling (Becker) to the formation of the self-fulfilling prophecy.
    • Reward evaluation that juxtaposes Functionalist views on meritocracy (Parsons) against Marxist theories of social reproduction (Bowles and Gintis).

    Marking Points

    Key points examiners look for in your answers

    • Award marks for the explicit distinction between material deprivation (Halsey) and cultural deprivation (Douglas/Sugarman).
    • Credit responses that apply Bernstein's 'restricted' and 'elaborated' codes to explain the disadvantage faced by working-class students in assessments.
    • Candidates must analyze internal processes, specifically linking teacher labelling (Becker) to the formation of the self-fulfilling prophecy.
    • Reward evaluation that juxtaposes Functionalist views on meritocracy (Parsons) against Marxist theories of social reproduction (Bowles and Gintis).

    Examiner Tips

    Expert advice for maximising your marks

    • 💡In 12-mark 'Discuss how far' questions, ensure the conclusion explicitly weighs the relative impact of home background versus school factors.
    • 💡When answering questions based on an Item, explicitly quote or paraphrase the text to secure AO2 application marks before expanding with own knowledge.
    • 💡Replace generic phrasing with precise terminology; use 'anti-school subculture' instead of 'naughty groups' and 'cultural capital' instead of 'good upbringing'.
    • 💡Plan the 12-mark essay with a 'For' and 'Against' structure to ensure the AO3 evaluation requirement is met within the time limit.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Conflating 'material deprivation' (economic resources) with 'cultural deprivation' (values/norms/language).
    • Relying on anecdotal evidence or 'common sense' (e.g., 'parents don't care') instead of citing sociological studies like Douglas.
    • Presenting a deterministic argument where working-class failure is viewed as inevitable, ignoring the existence of pro-school subcultures or compensatory education.

    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Identify
    Describe
    Explain
    Discuss
    Evaluate
    To what extent

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