Culture Deprivation Flashcards
BERNSTEIN (1975)
Acknowledges two differences between working class and middle class language styles.
- Restricted code: (WC) limited vocabulary, leads to difficulty in exams as education system uses middle class favoured language style in exams.
- Elaborated code: (MC) wide vocabulary, based on longer and grammatically corrected sentences. Context free - the speaker files not assume the listener shares the same experience.
DOUGLAS (1964)
Found that working class parents hadn’t really favoured education and therefore were less ambitious for their children. Never really turned up for parent-teacher meetings and so aren’t able to identify their child’s progress. Consequently, their children were then less motivated towards educational achievement.
FEINSTEIN (2008)
Parents own education is the most important factor affecting children’s achievement. Since middle class parents are better educated, they are able to transmit their help and knowledge in order help their child with educational achievement.
BERNSTEIN AND YOUNG (1967)
Found that middle class mothers were more likely to buy toys and interact with their child more in order to encourage reasoning skills and intellectual development. Whereas working class mother s were more likely to do the opposite as they lack these resources.
SUGARMAN (1970)
Working class subculture has four key features that act as a barrier to educational achievement:
- Fatalism: belief that you cannot change anything and that “whatever will be, will be”
- Collectivism: valuing being part of the group rather than succession on your own.
- Immediate gratification: seeking pleasure now rather than now.
- Present time orientation: No long term goals as the present is viewed as more important than the future.
KEDDIE (1973)
Describes cultural deprivation as a ‘myth’ and sees it as a victim blaming explanation.
- WC children are simply culturally different not culturally deprived.
- WC children are failed by the middle class dominated education system.
