Cultural Deprivation- Home Background and Cultural Factors

Question 1

Chinese

Answer 1

Francis and Archer- High value placed on education by parents + respect for elders instilled
High educational aspiration from parents to children, high self esteem from academic success
Families value education highly- authoritarian status of teachers

Question 2

Indian

Answer 2

Most likely to complete hw 5 evenings a week + parents most likely to say they always know where children are- Strand analysis of Longitudinal Study of Young People
Students at uni had option of leaving home, Indian womens’ progression to HE assumed by parents + schools

Question 3

Pakistani and Bangladeshi

Answer 3

Most likely to have Eng as 2 lang
Crozier- Parents kept their distance from schools, trust professionals to do jobs + lack of confidence in Eng, no translators
Bagguley and Hussain- aspirations to HE for females conflicted w/ cultural pressures, many negotiated conditions around marriage + expectations, stayed at local unis to placate concerns about morality, male company, family honour (izzat)

Question 4

Caribbean

Answer 4

Higher proportion of ‘matrifocal’, sing. parent households- positive female role models
New right argue- ‘fail to provide a home environment conducive to learning’

Question 5

Caribbean (Sociologists)

Answer 5

Abbot- Concerns over development of ‘gangsta’ cultures- absence of Black male role models (home + school)
Sewell- Pressure from peers to adopt ‘urban’ or ‘street’ norms- unruly behaviour to teachers, antagonism to peers
Fordham and Ogbu- ‘acting white’, high attainment, ‘acting black’, low attainment

Question 6

White

Answer 6

Lower educational aspirations
Burgess and Wilson- among Indian, Bangladeshi, Black Caribbean, Pakistani and Black African families, over 90% of parents want children to stay in school post 16
Only 77% of white parents, correlates to lower numbers at University