Cultural Deprivation Flashcards
Cultural deprivation
lack of skills, values and attitudes needed for educational achievement
HUBBS TAIT ET AL- LANGUAGE
parents should use language that challenges kids so child’s cognitive ability improves
FEINSTEIN- LANGUAGE
educated parents are more likely to use language that develops cognitive performance
BEREITER AND ENGELMANN- LANGUAGE
w/c communicate through deficient language therefore the child doesn’t develop the language skills needed in schools
BERNSTEIN- LANGUAGE
restricted code- used by w/c, limited vocab, uses short simple sentences
elaborated code- used by m/c, wide vocab, has context, used by teachers/ textbooks/ exams. When w/c start school, they’re at a disadvantage as they’re not familiar with the elaborated code
DOUGLAS- PARENTING
w/c lack interest in education and are less ambitious for kids- leads to lower aspirations and motivation
This is shown by infrequent visits to school and contact with teachers.
FEINSTEIN
m/c parenting style emphasises discipline and high expectations
w/c parents are harsher and inconsistently apply discipline–> prevents the child from learning self control- leads to problems with teacher
BERNSTEIN AND YOUNG
m/c parents have income for educational toys which develops the childs intellect whereas w/c dont
SUGARMAN- W/C SUBCULTURE VALUES
fatalism
collectivism
immediate gratification
present time orientation
SUGARMAN- FATALISM
believe in faith- so individuals have no control over their lives
SUGARMAN- COLLECTIVISM
being useful to family/ friends are more important than the individuals success
SUGARMAN- IMMEDIATE GRATIFICATION
seeking rewards now instead of working for long term rewards
SUGARMAN- PRESENT TIME ORIENTATION
living for today
EVALUATION- KEDDIE
w/c are culturally different, not deprived
schools shouldn’t see w/c culture as deficient but should build on its strength and challenge teachers prejudice against w/c
EVALUATION- AGAINST BERNSTEIN
Bernstein implies restricted code is inferior
