Class Differences In Achievement: Cultural Deprivation Flashcards
When examining class differences in educational achievement, there are 2 key factors to consider:
Internal factors
External factore
Internal factors
These are factors within schools and the education system EG: interactions between pupils and teachers or inequalities between schools.
External factors
There are factors outside of the education system, such as the influence of home and family background/ or wider society.
CULTURAL DEPRIVATION
MATERIAL DEPRIVATION
CULTURAL CAPITAL
Cultural deprivation
Cultural deprivation theorists argue that most of us acquire the basic skills, values and attitudes needed to succeed in education via primary socialisation.
However, cultural deprivation theorists claim that many working class families fail to socialise their children adequately.
Intellectual development
Development of thinking and reasoning skills
Cultural deprivation theorists argue many W/C homes lack the books, educational toys and activities to stimulate a child’s intellectual development.
J.W.B Douglas (1964): Found W/C pupils did worse on ability tests compared to middle class pupils. This was because parents were less likely to read to their children or select the right educational toys for them!
3 features of cultural deprivation
INTELLECTUAL DEVELOPMENT
LANGUAGE
ATTITUDES/ VALUES
Language
Basil Bernstein (1975): Differences in language ‘code’.
RESTRICTED CODE: Used by W/C- characterised by limited vocabulary, often descriptive and non-analytic.
ELABORATED CODE: Used by M/C- characterised by wider vocabulary and use of complex sentences. Full explanations!
Bernstein does however argue that BOTH the home and school are responsible for not teaching the elaborated code!
Hubbs Tait et al (2002): where parents use language to build on their child’s intellectual development, cognitive performance improves.
Attitudes and values
Parent’s values have an effect upon educational achievement.
Typically, W/C place less value on education. There is a lack of ambition and encouragement. They are also less likely to discuss their child’s progress with teachers.
BARRY SUGARMAN (1970)
Sugarman identifies 4 key barriers to educational achievement for W/C:
Fatalism
Collectivism
Immediate gratification
Present time orientation
Fatalism
FATALISM: A belief in fate. You cannot change your status.
Collectivism
COLLECTIVISM : Valuing being part of a group and not succeeding as an individual.
IMMEDIATE gratification
IMMEDIATE GRATIFICATION: Seeking pleasure now, rather than making sacrifices in order to get rewards later.
PRESENT-TIME ORIENTATION:
PRESENT-TIME ORIENTATION: Seeing the present as more important than the future. Not having long-term plans or goals!
SUGARMAN CONT…..
Sugarman argues that it has a lot to do with the jobs of parents:
Working class jobs are less secure and have very little, if no progression whereas middle class jobs have prospects for advancement!
