Cultural Deprivation

Question 1

Explain the concept of cultural deprivation in relation to children’s education.

Answer 1

Cultural deprivation refers to the lack of basic values, attitudes, and skills necessary for educational success, which some sociologists argue affects children from working-class families who do not receive adequate socialisation.

Question 2

Define the term ‘cultural equipment’ in the context of educational success.

Answer 2

Cultural equipment includes essential skills and values such as language, self-discipline, and reasoning skills that are acquired through primary socialisation in the family and are necessary for educational success.

Question 3

How do cultural deprivation theorists view the socialisation of children in working-class families?

Answer 3

Cultural deprivation theorists believe that many working-class families fail to adequately socialize their children, resulting in these children growing up ‘culturally deprived’ and lacking the necessary cultural equipment for academic success.

Question 4

Identify the three main aspects of cultural deprivation as mentioned in the content.

Answer 4

The three main aspects of cultural deprivation are language, parents’ education, and working-class subculture.

Question 5

Discuss the relationship between parents’ education and children’s academic achievement.

Answer 5

Parents’ education is a key aspect of cultural deprivation; children from families with lower educational attainment may lack the support and resources needed for academic success.

Question 6

What role does language play in children’s educational outcomes according to cultural deprivation theorists?

Answer 6

Language is a critical aspect of cultural deprivation; children who do not develop strong language skills may struggle in school and face challenges in their educational achievement.

Question 7

How does the concept of working-class subculture relate to children’s educational performance?

Answer 7

Working-class subculture may contribute to cultural deprivation by instilling values and attitudes that do not prioritize educational success, leading to underachievement in school.

Question 8

Describe the role of language in the education process.

Answer 8

Language is essential in education as it influences how parents communicate with their children, affecting cognitive development and the ability to benefit from schooling.

Question 9

Explain how parental language use impacts children’s cognitive performance.

Answer 9

Parental language that challenges children to evaluate their understanding, such as asking ‘what do you think?’ or ‘Are you ready for the next step?’, leads to improved cognitive performance.

Question 10

Define the difference in language use between educated and less educated parents

Answer 10

Educated parents are more likely to use language that encourages critical thinking and self-evaluation, while less educated parents often use language that prompts simple descriptive responses.

Question 11

How does the type of questions parents ask influence children’s learning outcomes?

Answer 11

Questions that challenge children to think critically improve cognitive performance, while simple questions that require basic responses can lead to lower performance.

Question 12

What findings did Hubbs-Tait et al. (2002) reveal about parental language and cognitive performance?

Answer 12

They found that parents who use challenging language with their children enhance their cognitive performance.

Question 13

Summarize Leon Feinstein’s (2008) findings regarding educated parents and language use.

Answer 13

Feinstein found that educated parents are more likely to engage their children with language that promotes critical thinking.

Question 14

Discuss the implications of parental education on children’s language development.

Answer 14

Parental education levels influence the complexity of language used, which in turn affects children’s cognitive development and educational outcomes.

Question 15

How can parents improve their children’s cognitive abilities through language?

Answer 15

Parents can improve cognitive abilities by using language that encourages evaluation and critical thinking rather than simple descriptive questions.

Question 16

Describe the relationship between educated parents and their use of praise.

Answer 16

Educated parents are more likely to use praise, which encourages their children to develop a sense of their own competence.

Question 17

Explain the view of cultural deprivation theorists regarding language use in lower-class homes.

Answer 17

Cultural deprivation theorists, like Carl Bereiter and Siegfried Englemann, argue that the language used in lower-class homes is deficient, often relying on gestures, single words, or disjointed phrases.

Question 18

How do language deficiencies in lower-class families affect children’s development?

Answer 18

Children from lower-class families may fail to develop necessary language skills, leading to difficulties in abstract thinking and the ability to explain, describe, enquire, or compare.

Question 19

Define the term ‘cultural deprivation’ in the context of language use.

Answer 19

Cultural deprivation refers to the idea that certain social classes, particularly lower-class families, lack the linguistic resources that hinder their children’s educational and cognitive development.

Question 20

What are the consequences of inadequate language skills in children from lower-class families?

Answer 20

Inadequate language skills can result in children being unable to take advantage of educational opportunities, as they struggle with abstract thinking and effective communication.

Question 21

Do cultural deprivation theorists believe that language use is linked to social class?

Answer 21

Yes, cultural deprivation theorists believe that differences in language use among parents are linked to social class.

Question 22

Explain how the communication style in lower-class families may impact children’s educational outcomes.

Answer 22

The communication style in lower-class families, characterized by gestures and disjointed phrases, may limit children’s language development, leading to poorer educational outcomes.

Question 23

Describe the restricted code as identified by Basil Berstein.

Answer 23

The restricted code is a speech code typically used by the working class, characterized by limited vocabulary, short and often unfinished grammatically simple sentences, predictable speech, and context-bound communication where the speaker assumes the listener shares the same experiences.

Question 24

Explain the elaborated code according to Basil Berstein.

Answer 24

The elaborated code is a speech code typically used by the middle class, featuring a wider vocabulary, longer and grammatically more complex sentences, varied speech that communicates abstract ideas, and context-free communication where the speaker does not assume the listener shares the same experiences.

Question 25

How do the differences in speech codes affect educational achievement according to Basil Berstein?

Answer 25

The differences in speech codes give middle-class children an advantage at school due to their use of the elaborated code, while working-class children face disadvantages because of their reliance on the restricted code.

Question 26

Define the characteristics of the restricted code.

Answer 26

The restricted code is characterized by limited vocabulary, short and grammatically simple sentences, predictable speech, and context-bound communication.

Question 27

What is the significance of context in the restricted code?

Answer 27

In the restricted code, context is significant because the speaker assumes that the listener shares the same set of experiences, which limits the need for explicit communication.

Question 28

Identify the main features of the elaborated code.

Answer 28

The elaborated code features a wider vocabulary, longer and more complex sentences, varied speech, and context-free communication that explicitly spells out meanings for the listener.

Question 29

Discuss the implications of speech code differences on social class.

Answer 29

The implications of speech code differences suggest that middle-class children, using the elaborated code, are better equipped for academic success, while working-class children, using the restricted code, may struggle in educational settings.

Question 30

How does the elaborated code facilitate communication in educational contexts?

Answer 30

The elaborated code facilitates communication in educational contexts by allowing speakers to express abstract ideas and clarify meanings explicitly, which is beneficial in diverse classroom settings.

Question 31

Describe the elaborated code in the context of education.

Answer 31

The elaborated code is a language used by teachers, textbooks, and exams, considered the 'correct' way to speak and write. It is viewed as a more effective tool for analyzing, reasoning, and expressing thoughts clearly, which are essential skills in education.

Question 32

Explain the impact of early socialization into the elaborated code on middle-class children.

Answer 32

Early socialization into the elaborated code allows middle-class children to be fluent users of this code when they start school, making them feel 'at home' in the educational environment and increasing their likelihood of success.

Question 33

How does the lack of familiarity with the elaborated code affect working-class children in school?

Answer 33

Working-class children, who lack familiarity with the elaborated code used in schooling, are likely to feel excluded and may be less successful in their educational pursuits.

Question 34

Define Bernstein's view on the relationship between school and children's achievement.

Answer 34

Bernstein argues that schools, not just homes, influence children's achievement. He believes that working-class pupils fail not due to cultural deprivation, but because schools do not teach them how to use the elaborated code.

Question 35

Critique Bernstein's perspective on working-class speech.

Answer 35

Critics argue that Bernstein is a cultural deprivation theorist because he describes working-class speech as inadequate. However, he differs from most theorists by acknowledging the role of schools in influencing children's achievement.

Question 36

Describe the impact of parents' education on children's achievement according to cultural deprivation theorists.

Answer 36

Cultural deprivation theorists argue that parents' attitudes towards education significantly affect children's achievement. For instance, working-class parents often place less value on education, leading to lower ambition, less encouragement, and reduced interest in their children's educational progress.

Question 37

Explain the findings of Douglas (1964) regarding working-class parents and education.

Answer 37

Douglas (1964) found that working-class parents were less likely to value education, which resulted in their children having lower motivation and achievement due to less ambition, encouragement, and involvement in their education.

Question 38

How does Leon Feinstein (2008) view the relationship between parents' education and children's achievement?

Answer 38

Leon Feinstein (2008) argues that a parent's own education is the most crucial factor influencing children's achievement. He suggests that middle-class parents, being better educated, can provide their children with advantages in socialization.

Question 39

Define the parenting style of educated parents and its effects on children's learning.

Answer 39

Educated parents typically adopt a parenting style that emphasizes consistent discipline and high expectations, which supports children's achievement by encouraging active learning and exploration.

Question 40

Contrast the parenting styles of educated and less educated parents.

Answer 40

Educated parents' style promotes independence and self-control through consistent discipline and high expectations, while less educated parents often use harsh or inconsistent discipline, focusing on obedience, which can hinder children's motivation and interaction with teachers.

Question 41

Do less educated parents' attitudes towards education affect their children's school performance?

Answer 41

Yes, less educated parents often exhibit attitudes that can negatively impact their children's school performance, such as lower expectations and less involvement, leading to poorer motivation and achievement.

Question 42

Explain how parenting style influences children's motivation at school.

Answer 42

Parenting style influences children's motivation at school by either fostering independence and self-control through supportive practices or hindering these qualities through strict, obedience-focused approaches.

Question 43

What role does parental involvement play in children's educational outcomes?

Answer 43

Parental involvement plays a critical role in children's educational outcomes, as active engagement in their education, such as discussing progress with teachers and attending school events, can enhance motivation and achievement.

Question 44

Describe the educational behaviors of educated parents.

Answer 44

Educated parents are more aware of how to assist their children's educational progress. They engage in activities such as reading to their children, teaching them letters and numbers, singing songs, helping with homework, and being actively involved in their schooling.

Question 45

Explain how educated parents interact with teachers.

Answer 45

Educated parents are more successful in establishing good relationships with teachers, which helps them guide their children's interactions with school.

Question 46

How do educated parents utilize their income for their children's education?

Answer 46

Better educated parents tend to have higher incomes and spend their income on educational toys, books, and activities that promote reasoning skills and stimulate intellectual development.

Question 47

Define the importance of extracurricular activities for educated parents.

Answer 47

Educated parents recognize the educational value of activities such as visits to museums and libraries, which contribute to their children's learning experiences.

Question 48

Do educated parents seek expert advice on childrearing?

Answer 48

Yes, educated parents are better able to seek expert advice on childrearing, which aids in their children's educational success.

Question 49

What types of activities do educated parents engage in to support their children's learning?

Answer 49

Educated parents engage in activities like painting, drawing, and teaching songs and nursery rhymes to support their children's learning.

Question 50

Explain the relationship between parental education and children's educational success.

Answer 50

Parents' educational levels influence their awareness and behaviors that support their children's educational progress, leading to better outcomes for the children.

Question 51

Describe the impact of parental education on children's academic achievement.

Answer 51

Parental education influences children's achievement independently of class or income, with better educated parents generally having children who perform better in school.

Question 52

Explain how class and income affect access to resources for children.

Answer 52

Working-class homes are more likely to lack resources, leading to children starting school without the necessary intellectual skills for progress.

Question 53

Do middle-class parents have advantages over working-class parents in terms of child development?

Answer 53

Yes, middle-class parents typically have higher income and better education, which allows them to provide more nutritious food and a better understanding of child development.

Question 54

How does nutrition relate to child development according to educated parents?

Answer 54

Educated parents tend to have a better understanding of nutrition's importance in child development, which can positively impact their children's growth and learning.

Question 55

Define the relationship between social class and children's educational success.

Answer 55

While social class plays a role, parental education is a significant factor in children's educational success, meaning that better educated parents can lead to better outcomes for their children, regardless of class.

Question 56

Explain why not all children from working-class families perform poorly in school.

Answer 56

Not all children from working-class families perform poorly because individual parental education levels can vary, leading to different outcomes for children.

Question 57

Describe the correlation between parental income and children's nutrition.

Answer 57

Higher parental income allows for the purchase of more nutritious food, which is crucial for child development and can enhance academic performance.

Question 58

How does Feinstein's observation contribute to understanding educational disparities?

Answer 58

Feinstein's observation highlights that parental education is a key factor in children's academic success, suggesting that educational interventions could benefit children from all backgrounds.

Question 59

Describe the concept of working-class subculture in relation to education.

Answer 59

Working-class subculture refers to a group whose attitudes and values differ from mainstream culture, particularly in education. Cultural deprivation theorists argue that this subculture's values lead to a lack of parental interest in children's education, contributing to educational failure.

Question 60

Explain the four key features of working-class subculture identified by Barry Sugarman.

Answer 60

Barry Sugarman identifies four key features of working-class subculture that hinder educational achievement: Fatalism (belief in fate), Collectivism (valuing group over individual success), Immediate gratification (seeking pleasure now), and a lack of emphasis on deferred gratification.

Question 61

How does fatalism in working-class subculture affect educational outcomes?

Answer 61

Fatalism, the belief that one's fate is predetermined and unchangeable, can lead working-class individuals to feel powerless to improve their educational status, contrasting with middle-class values that promote self-improvement through effort.

Question 62

Define collectivism in the context of working-class subculture.

Answer 62

Collectivism in working-class subculture refers to the tendency to prioritize group loyalty and belonging over individual achievement, which can hinder personal educational success compared to middle-class values that encourage individualism.

Question 63

What is immediate gratification and how does it differ from middle-class values?

Answer 63

Immediate gratification is the desire for instant pleasure or rewards without delay, contrasting with middle-class values that emphasize deferred gratification, where individuals make sacrifices now for greater future rewards.

Question 64

Do cultural deprivation theorists believe that working-class values contribute to educational failure?

Answer 64

Yes, cultural deprivation theorists argue that the differing goals, beliefs, attitudes, and values of the working class contribute to their children's educational failure.

Question 65

Explain how the values of the working class differ from those of the middle class regarding education.

Answer 65

The working class often holds values such as fatalism, collectivism, and immediate gratification, which can lead to educational challenges, while the middle class emphasizes self-improvement, individual achievement, and deferred gratification.

Question 66

Describe present-time orientation in the context of social class.

Answer 66

Present-time orientation refers to the tendency to prioritize the present over the future, leading to a lack of long-term goals or plans, which is often seen in working-class culture.

Question 67

Explain the impact of socialization on working-class children's academic performance.

Answer 67

Working-class children internalize the beliefs and values of their subculture through socialization, which can result in underachievement at school.

Question 68

Define future-time orientation and its significance in middle-class culture.

Answer 68

Future-time orientation is the perspective that emphasizes the importance of planning for the future, which is a key characteristic of middle-class culture that encourages ambition and long-term goals.

Question 69

How do job security and career advancement opportunities differ between middle-class and working-class jobs?

Answer 69

Middle-class jobs typically offer secure careers with prospects for continuous advancement, while working-class jobs are less secure, lack a clear career structure, and have limited promotion opportunities.

Question 70

Explain Sugarman's argument regarding the differences in values between social classes.

Answer 70

Sugarman argues that differences in values stem from the nature of jobs available to each class, with middle-class jobs fostering ambition and long-term planning, while working-class jobs do not provide similar incentives.

Question 71

Describe the role of cultural deprivation theorists in understanding educational outcomes.

Answer 71

Cultural deprivation theorists suggest that parents transmit the values of their social class to their children through primary socialization, with middle-class values better equipping children for academic success compared to working-class values.

Question 72

Do working-class values contribute to educational underachievement?

Answer 72

Yes, working-class values, as argued by cultural deprivation theorists, may fail to equip children with the necessary skills and attitudes for success in the educational system.

Question 73

How does the concept of ambition relate to social class and education?

Answer 73

Ambition is often more prevalent in middle-class individuals due to secure job prospects, which encourages long-term planning and investment in education, contrasting with the working-class experience.

Question 74

Describe the aim of compensatory education programmes.

Answer 74

Compensatory education programmes aim to tackle cultural deprivation by providing extra resources to schools and communities in deprived areas, intervening early in the socialisation process to compensate children for the deprivation they experience at home.

Question 75

Explain the significance of Operation Head Start.

Answer 75

Operation Head Start is a well-known example of compensatory education in the United States, introduced in the 1960s as a multi-billion dollar scheme of pre-school education aimed at enriching the environment of deprived children to develop skills and instil achievement motivation.

Question 76

How did Operation Head Start aim to improve children's environments?

Answer 76

Operation Head Start aimed to improve children's environments through planned enrichment, which included enhancing parenting skills, establishing nursery classes, and conducting home visits by educational psychologists.

Question 77

Define the role of Sesame Street in relation to Operation Head Start.

Answer 77

Sesame Street was initially part of Operation Head Start, serving as a means to transmit values, attitudes, and skills necessary for educational success, such as punctuality, numeracy, and literacy.

Question 78

Do compensatory education programmes address cultural deprivation?

Answer 78

Yes, compensatory education programmes specifically aim to address cultural deprivation by providing additional resources and support to children in deprived areas.

Question 79

Explain the concept of 'planned enrichment' in the context of compensatory education.

Answer 79

'Planned enrichment' refers to the intentional enhancement of a deprived child's environment through various educational and social interventions designed to foster skill development and motivation for achievement.

Question 80

Describe the criticism of cultural deprivation theory as presented by Nell Keddie.

Answer 80

Nell Keddie criticizes cultural deprivation theory as a 'myth' and a victim-blaming explanation, arguing that failure at school cannot be attributed to a culturally deprived home background. She asserts that working-class children are culturally different, not deprived, and that they face disadvantages due to an education system dominated by middle-class values.

Question 81

Explain Keddie's perspective on working-class culture in education.

Answer 81

Keddie believes that rather than viewing working-class culture as deficient, schools should recognize and build on its strengths. She advocates for challenging teachers' anti-working-class prejudices to improve educational outcomes for these students.

Question 82

How do Troyna and Williams view the issue of language in education?

Answer 82

Barry Troyna and Jenny Williams argue that the problem lies not in the child's language but in the school's attitude towards it, suggesting that schools need to be more accepting and accommodating of different linguistic backgrounds.

Question 83

Define cultural deprivation according to the context of the text.

Answer 83

Cultural deprivation refers to the theory that children from certain social backgrounds, particularly working-class, lack the cultural resources necessary for success in education, which has been criticized as a simplistic and victim-blaming explanation.

Question 84

What is the main argument against the idea that children can be deprived of their own culture?

Answer 84

The main argument is that children cannot be deprived of their own culture; instead, they are culturally different. This perspective emphasizes that educational failure is not due to a lack of culture but rather the educational system's failure to accommodate diverse cultural backgrounds.

Question 85

Discuss the implications of Keddie's argument for educational policy.

Answer 85

Keddie's argument implies that educational policy should focus on recognizing and valuing the strengths of working-class culture, rather than attempting to change or diminish it. This could lead to more inclusive teaching practices and a curriculum that reflects diverse cultural backgrounds.

Question 86

Describe the speech hierarchy as perceived by teachers.

Answer 86

Teachers label middle-class speech as the highest, followed by working-class speech, and finally black speech.

Question 87

Explain why some critics believe working-class parents are not uninterested in their children's education.

Answer 87

Critics argue that working-class parents attend fewer parents' evenings not due to lack of interest, but because they work longer or irregular hours or feel intimidated by the schools' middle-class atmosphere.

Question 88

How do working-class parents' work schedules affect their involvement in their children's education?

Answer 88

Working-class parents may have longer or less regular work hours, which can limit their ability to attend school events and engage with their child's education.

Question 89

Define the challenges faced by working-class parents in supporting their children's education.

Answer 89

Working-class parents may want to help their children progress but often lack the knowledge and education necessary to do so.

Question 90

Explain the impact of school demographics on parent-school communication.

Answer 90

Schools with mainly working-class pupils often have less effective systems of parent-school contacts, making it harder for parents to stay informed about their children's progress.

Question 91

Do working-class parents have the same opportunities for engagement in their children's education as middle-class parents?

Answer 91

No, working-class parents often face barriers such as work schedules and school environments that can hinder their engagement compared to middle-class parents.