Cultural Deprivation (External)

Question 1

What is an external factor in education?

Answer 1

Factors outside of the education system that influence educational achievement

Question 2

How does cultural deprivation happen?

Answer 2

• 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

Question 3

What are the 3 main aspects of cultural deprivation?

Answer 3

• Language
• Parents’ education
• WC subculture

Question 4

Describe language as a part of education

Answer 4

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

Question 5

Describe a study where advanced language affects children

Answer 5

• 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

Question 6

Describe a study where simple language affects children

Answer 6

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

Question 7

How do cultural deprivation theorists link language to social class?

Answer 7

• Bereiter and Engelmann argue language used in WC homes is deficient. This is as parents don’t communicate 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

Question 8

What are speech codes?

Answer 8

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

Question 9

What is the restricted code?

Answer 9

• 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

Question 10

What is the elaborated code?

Answer 10

• 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

Question 11

Why is the elaborated code beneficial in school?

Answer 11

• 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)

Question 12

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

Answer 12

• 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

Question 13

How does Bernstein differ from other cultural deprivation theorists?

Answer 13

• 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

Question 14

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

Answer 14

• 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

Question 15

What are the factors of parental education that impact socialisation?

Answer 15

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

Question 16

Describe parenting style as a factor of parental education

Answer 16

• Educated parents emphasise consistent discipline and high expectations 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

Question 17

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

Answer 17

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

Question 18

Describe use of income as a factor of parental education

Answer 18

• Better educated parents 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

Question 19

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

Answer 19

• 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

Question 20

What is a working-class subculture?

Answer 20

• 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

Question 21

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

Answer 21

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

Question 22

Describe fatalism as a feature of a working-class subculture

Answer 22

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

Question 23

Describe collectivism as a feature of a working-class subculture

Answer 23

• The value that being a part of a group is more than succeeding as an individual
• MC values emphasise personal success (individualism)

Question 24

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

Answer 24

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

Question 25

Describe present time orientation as a feature of a working subculture

Answer 25

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

Question 26

How does a working-class subculture lead to underachieving?

Answer 26

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

Question 27

Why do class differences in values exist?

Answer 27

• 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 secure and have no structure to advance. There are few promotion opportunities and earnings peak at an early age

Question 28

What is compensatory education?

Answer 28

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

Question 29

Give an example of compensatory education (US)

Answer 29

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

Question 30

What are compensatory educations programmes in Britain?

Answer 30

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

Question 31

Give evaluation for cultural deprivation (myth of cultural deprivation)

Answer 31

• Keddie sees cultural deprivation as a 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

Question 32

Give evaluation for cultural deprivation (WC parents are interested)

Answer 32

• 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 their 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