Cultural Deprivation

Question 1

What class performs better

Answer 1

Middle-class
Gain 83% of 5 or more gcses
The lower class, only 44% gain 5 or more

Question 2

Internal factors

Answer 2

Factors within the schools and the education system

Question 3

External factors

Answer 3

Factors outside the education system, influence of home, family background and wider society

Question 4

Cultural deprivation study

Answer 4

Nationwide study by the centre of longitudinal studies found that by age 3, children from disadvantaged backgrounds were already one year behind than those of privileged

Question 5

Three main aspects of cultural deprivation

Answer 5

Language
Parents education
Working-class subculture

Question 6

Language (3 studies)

Answer 6

Hubbs-tait et Al- found that where parents use language that challenges their children to evaluate their own understanding and abilities, cognitive performance improves. Middle-class more likely to do this

FEinstein found that educated parents are more likely to use praise. Encourages their children to develop a sense of their own competence

Carl bereiter claims language used in lower class home is deficient

Question 7

Basil Bernstein (1975) Speech codes

Answer 7

• the restricted code
• the elaborated code

Question 8

Define the restricted code

Answer 8

Used by working class
Limited vocabulary and is based on the use of short, often unfinished, grammatically simple sentences
Context- bound

Question 9

Define the elaborated code

Answer 9

Typically used by middle class
Wider vocabulary and is based on longer, grammatically more complex sentences
Speech is more varied and communicates abstract ideas
Context-free

Question 10

Critics of Bernsteins view of speech

Answer 10

Critics argue bernstein is a cultural deprivation theorist because he describes working-class speech as inadequate. However, Bernstein recognises that school influences children achievement too and that they fail to teach working- class children the elaborated code

Question 11

Parents education, study and explanations

Answer 11

Douglas(1964) found that working-class parents placed less value on education. Visited schools less and gave less encouragement. Lower levels of achievement and motivation for children

Leon Feinstein (2008) argues parents own education is the most important factor affecting children’s achievement, since middle-class parents tend to be better educated, they are able to socialise them better

Question 12

Three ways parents socialise children according to Feinstein

Answer 12

Parenting style
Use of income
Parents educational behaviours
Class, income and parental education

Question 13

Parenting style

Answer 13

Educated parental style: emphasises consistent discipline and high expectations of their children. This supports achievement by encouraging active learning and exploration

Less educated parenting style: harsh or inconsistent discipline that emphasises ‘doing as you’re told’. This prevents the child from learning independence and self- control. Poorer motivation and problems interacting with teachers

Question 14

Parents educational behaviours

Answer 14

Educated parents more aware of what is needed to assist their children educational progress. Better able to give expert advice on childrearing, more successful in establishing good relationships with teachers and better at guiding their children interactions at school

Question 15

Use of income

Answer 15

Bernstein and young(1967) - middle class mothers are more likely to buy educational toys, books and activities that encourage reasoning skills and stimulate intellectual development
Nutrition as well

Question 16

Parental education Feinstein

Answer 16

He notes that parental education has an influence on childrens achievement in it’s own right, regardless of class or income

Question 17

Working- class subculture

Answer 17

Cultural deprivation theorists argue that lack of parental interest in their childrens education reflects the subcultural values of the working class
Barry Sugarman(1970)- working class subculture has 4 features that act as a barrier to educational achievement

Question 18

Barry sugarman(1970) - 4 features that act a a a barrier to educational achievement

Answer 18

Fatalism
Collectivism
Immediate- gratification
Present - time orientation

Question 19

Fatalism

Answer 19

A belief in fate “whatever will be, will be” nothing you can do to change your status

Question 20

Collectivism

Answer 20

Valuing being part of a group more than succeeding as an individual

Question 21

Immediate gratification

Answer 21

Seeking pleasure now rather than making sacrifices in order to get rewards in the future

Question 22

Present- time orientation

Answer 22

Seeing the present as more important than the future so not having long term goals

Question 23

Why do these subcultural values exist?

Answer 23

Sigarman argues they stem from the fact that middle class jobs are secure careers offering prospects for continuous individual achievement. Working class jobs are less secure and have no career structure through which individuals can advance

Question 24

Compensatory education

Answer 24

Programmes to tackle the problem of cultural deprivation by providing extra resources to schools and communities in derived areas
Operation head start in US

Question 25

Myth of cultural deprivation? 3 studies

Answer 25

Cultural deorivation theory widely criticised
Nell Keddie(1973) describes cultural deorivation as a myth and sees it as victim blaming. Child can’t be culturally deprived, just culturally different
Barry Troyna (1986)- the problem is not the child’s language but the schools attitude towards it. Teachers have a speech hierarchy and label middle class speech as highest
Tessa Blackstone(1994)- working class parents attend fewer parents evening not because of lack of interest but because they work longer or less regular hours