Cultural Deprivation (External) Flashcards

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1
Q

What is an external factor in education?

A

Factors outside of the education system that influence educational achievement

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2
Q

How does cultural deprivation happen?

A
  • Cultural deprivation theorists argue many WC families fail to socialise their children adequately.
  • These children grow up ‘culturally deprived’ so they lack the cultural equipment needed to do well in school and so underachieve
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3
Q

What are the 3 main aspects of cultural deprivation?

A
  • Language
  • Parents’ education
  • WC subculture
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4
Q

Describe language as a part of education

A

Language is essential if the education process and the way parents communicate with their children affect their cognitive development and their ability to benefit from schooling

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5
Q

Describe a study where advanced language affects children

A
  • Hubbs-Tait et al found parents who used language that made children evaluate their own understanding (e.g. ‘what do you think?’), cognitive performance improves
  • Feinstein found educated parents are more likely to use this language and use to praise to encourage a development of a sense of their own competence
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6
Q

Describe a study where simple language affects children

A

Less educated parents used language that only made children make a simple descriptive (e.g. “what’s that animal called?”), resulting in lower performance

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7
Q

How do cultural deprivation theorists link language to social class?

A
  • Bereiter and Engelmann argue language used in WC homes in deficient. This is as parents don’t communication effectively and rely on gestures, single words or disjointed phrases
  • Children then fail to develop necessary language skills. They grow up incapable of abstract thinking and so can’t take advantages of the opportunities schools offers
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8
Q

What are speech codes?

A
  • Bernstein identifies between WC and MC language that influence achievement
  • He distinguishes between the restricted code and elaborated code
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9
Q

What is the restricted code?

A
  • Typically used by the WC
  • Has limited vocabulary and based on short, unfinished, grammatically simple sentences
  • It’s context-bound, as the speaker assumes the listener shares the same set of experiences
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10
Q

What is the elaborated code?

A
  • Typically used by the MC
  • Has wider vocabulary and based on longer, grammatically complex sentences
  • It’s context-free, the speaker doesn’t assume the listener shares the same experiences, uses language to spell out meanings
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11
Q

Why is the elaborated code beneficial in school?

A
  • It’s the language used by teachers, books and exams.
  • It’s taken as the ‘correct’ way to speak, and in Bernstein’s view it’s more effective tool for analysing and reasoning (essential skills in school)
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12
Q

How does the elaborate code put MC kids at an advantage?

A
  • Early socialisation into the elaborated code means MC children are fluent when they start school. They feel ‘at home’ in school and are more likely to succeed
  • WC children lack the code used in school are likely to feel excluded and be less successful
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13
Q

How does Bernstein differ from other cultural deprivation theorists?

A
  • Bernstein is a cultural deprivation theorist as he describes WC speech as inadequate
  • However, he recognises that the school (not just at home) influences children’s achievement
  • He argues WC pupils fail not because they’re culturally deprived, but because schools don’t teach them how to use the elaborated code
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14
Q

Give a study that suggests WC parents place less value on education

A
  • Douglas found that WC parents placed less value on education. So, they are less ambitious for their children, gave them less encouragement and took less interest in their education
  • They visited schools less and were less likely to discuss their children’s progress with teachers. Their children then had lower levels of motivation and achievement
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15
Q

What are the factors of parental education that impact socialisation?

A
  • Parenting style
  • Parents’ educational behaviours
  • Use of income
  • Class, income and parental education
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16
Q

Describe parenting style as a factor of parental education

A
  • Educated parents emphasise consistent discipline and high expectation by encouraging active learning (useful in school)
  • Less educated parents use harsh/inconsistent disciplines that emphasises ‘doing what you are told’, preventing independence and self-control
17
Q

Described parent’s education behaviour as a factor of parental education

A

Educated parent’s know what’s needed for success and are more likely to engage in educational activities that benefit them, e.g. reading to them and visiting museums and libraries

18
Q

Describe use of income as a factor of parental education

A
  • Better educated parented tend to have higher income due to their better jobs. They will spend their income in a way that benefits in their children
  • Bernstein found MC mothers are more likely to buy educational toys and games that encourage reasoning skills
  • This develops their child’s intellect
19
Q

Describe class, income and parental education and how they impact achievement

A
  • Feinstein notes parental education influences children’s achievement, regardless of class or income
  • This explains why not all children of WC parents do equally bad and why not all MC kids are equally successful
20
Q

What is a working-class subculture?

A
  • A subculture is a group whose attitudes and values differ from the mainstream culture
  • Cultural deprivation theorists argue the WC have different goals, beliefs attitudes and values from the rest of society and this why children fail at school
21
Q

What are the 4 features of a working-class subculture?

A
  • Sugarman argues the WC subculture has features that act are a barrier to achievement:
  • Fatalism
  • Collectivism
  • Immediate gratification
  • Present-time orientation
22
Q

Describe fatalism as a feature of a working-class subculture

A
  • The idea that you can’t change your status or position in society
  • Contrasts MC values of being ale to change your position through effort (meritocracy)
23
Q

Describe collectivism as a feature of a working-class subculture

A
  • The value that being a part of a group more than succeeding as an individual
  • Middle class values emphasis personal success (individualism)
24
Q

Describe immediate gratification as a feature of a working-class subculture

A
  • Seeking pleasure now rather than making sacrifices in order to get rewards in the future
  • MC values emphasises deferred gratification.
25
Q

Describe present time orientation as a feature of a working subculture

A
  • Seeing the present as more important than the future and not having long term goals
  • Contrasts the MC future time orientation
26
Q

How does a working-class subculture lead to underachieving?

A
  • WC children internalise the beliefs and values of their subculture through socialisation process
  • Resulting in underachieving at school
27
Q

Why do class differences in values exist?

A
  • Sugarman argues that MC jobs are secure, offer individual advancement. Encourages ambition, long-term planning and a willingness to invest time and effort in gaining qualifications
  • WC jobs are less and have no structure to advance. There are few promotion opportunities and earnings peak at an early age
28
Q

What is compensatory education?

A

Compensatory Education aims to tackle cultural deprivation by providing extra funds and resources to schools in deprived areas

29
Q

Give an example of compensatory education (US)

A
  • Operation Head Start in the US, a multi-billion dollar scheme of pre-school education in poorer areas.
  • It’s aim was ‘planned enrichment’ of a deprived child’s environment to develop skills and instill motivation
  • Included improving parenting skills, setting up nursery classes and home visits by educational psychologists
30
Q

What are compensatory educations programmes in Britain?

A
  • Educational Priority Areas, Education Action Zones, Sure Start
  • Nationwide programmes aimed at pre-school children and their parents
31
Q

Give evaluation for cultural deprivation (myth of cultural deprivation)

A
  • Keddie sees cultural deprivation as myth and victim-blaming
  • She argues that WC children are just culturally different, they fail as they’re put at a disadvantage by the system that’s dominated by MC values
  • Keddie argues rather than seeing WC culture as deficient, schools should challenge teachers’ anti-WC prejudices
32
Q

Give evaluation for cultural deprivation (WC parents are interested)

A
  • Blackstone and Mortimore argue WC parents may attend fewer parents’ evening, not due to a lack of interest, but because they work longer hours or are put off by the school’s MC atmosphere.
  • They may want to help they child progress but they lack the knowledge
  • There’s evidence that schools with mainly WC pupils have less effective system of parent-school contacts, making it harder for parents to keep in touch about their child’s progress