class differences (external) Flashcards
ao2 cultural deprivation - by the age of 3….
children from disadvantaged backgrounds are already up to 1 year behind those from more privileged homes
three main aspects of cultural deprivation
language
parents education
working class subculture
language - cultural deprivation and sociologist
the way in which parents communicate with their children affects how they develop
Lower-class families communicate by gestures or single words = and children fail to develop the necessary language skills
Bernstein
restricted code - used by the working class, has limited vocabulary, the use of short often unfinished grammatically simple sentences
elaborated code - used by the middle class, has wider vocabulary, based on longer grammatically more complex sentences
these differences give middle class children an advantage in school because the elaborated code is used in schools
language - cultural deprivation - restricted code
used by the working class, has limited vocabulary, the use of short often unfinished grammatically simple sentences
language - cultural deprivation - elaborated code
used by the middle class, has wider vocabulary, based on longer grammatically more complex sentences
language - cultural deprivation AO3
unlike other cultural deprivation theorists - he recognises that the school and not just the home influences children’s education.
parents education - cultural deprivation and sociologist
Douglas
middle class parents received better education and higher qualifications so ..
parenting style = MC more likely to emphasise discipline and higher expectations -
WC are harsh with discipline = less learning and independence
parenting education behaviours = MC more likely to read, help with homework and go to parents evenings as they’re more aware of what’s needed for their children’s education
use of income = MC earn more because of higher education and spend their income in ways to promote their kids education. Mc mothers more likely to buy educational toys
working class subculture - cultural deprivation and sociologist
sugarman
lack of parental interest in their children’s education reflect the subcultural values of the WC (different values from the rest of society)
WC subculture has 4 features that act as a barrier to educational achievement
1. immediate gratification - wanting reward now not later
2. fatalism - believing no matter what they do , they won’t be successful
3. collectivism - valuing being part of a group more than succeeding as an individual
4. present-time orientation
WC kids internalise these beliefs and this results in underachievement
why do the differences in WC and MC values exist - cultural deprivation and sociologist
sugarman
Mc jobs are secure for continuous advancement this encourages ambition
WC are less secure with no career structure
parents pass on these values through primary socialisation
cultural deprivation - compensatory education (ao3)
tackles the problem of cultural D by providing extra resources
e.g Sure start
pre-school education in poorer areas
cultural deprivation ao3 - myth of cultural deprivation
Keddie describes CD as a ‘myth’ and a victim-blaming explanation. WC kids are simply culturally different not deprived - they fail because the education system is dominated by MC values
WC parents attend fewer parents’ evenings not because of a lack of interest but because they work longer or less regular hours and lack the knowledge and resources to help their kids
cultural deprivation AO3 - WC jobs
WC parents attend fewer parents’ evenings not because of a lack of interest but because they work longer or less regular hours and lack the knowledge and resources to help their kids
material deprivation
not having enough wealth and income
department of education a02 - material D
1/3 of pupils eligible for free school meals achieve 5 or more GCSE at A*-C
3 factors affecting childrens education - material deprivation
housing
diet and health
financial support and the cost of education
housing - material deprivation
WC houses are more crowded = harder to study, disturbed sleep, development impaired because less space to play
cold/ damp = ill health
diet - material D
Howard
- young people from poorer homes have lower intakes of energy, vitamins
- = weakness immune system
= school absences and difficulty concentrating
Wilkinson
- lower social class = higher rate of hyperactivity, anxiety = negative effects on education
financial support - material d
- lack of support = kids have to go without equipment and experiences that enhance education
- cost of items e.g transport, books, uniform puts heavy burden on poor families so kids have to have hand me downs and chaser stuff = bullying and isolation from peers
- lack of funds = kids have to work- negative impact on education
fear of debt - material d
may deter Wc students from going to uni
attitude of debt is important in choosing what uni
WC studnets are more debt adverse (saw debt negatively) 5x less likely to go than debt tolerable (MC)
WC who do go to university are less likely to receive financial support from family
increases in tuition fees 2012 made this more of an issue.
material deprivation AO3
the fact that some children from poor families do suceed suggests that MD is only part of the explanation
cultural capital
material d and cultural d are interlinked
bourdieu
knowledge, attitudes, values and abilities of the MC
through their socialisation MC kids acquire ability to understand what the education system requires for success
gives MC kids advantage in school where such abilities are values
WC kids see school devalues their culture as inferior and lack of cultural C leads to exam failure
MC have more cultural c
cultural capital - educational and economic capital
educational, economic and cultural capital can be converted into one another
e.g wealthier parents can convert their economic capital into educational capitalby sending thier kids to private school
cultural capital AO3
Where pupils of different classes had the same level of cultural capital, middle-class pupils still did better.
