Topic 8 - cultural differences as a cause of under attainment Flashcards
Introduction?
Cultural differences are often recognized between ethnic groups in Britain, but there are also significant differences between social classes. Advertising and marketing are typically targeted to specific social classes. Discussing class and cultural differences is both politically and socially sensitive.
Working class underachievement + aspirations
In 2014, the Association of School and College Leaders presented evidence linking working-class underachievement to social factors, such as time spent outside school. These factors include aspirations, cultural knowledge, parenting quality, and homework habits. The Joseph Rowntree Foundation found that the issue lies not in aspirations but in the lack of understanding of how education and employment can help achieve those goals, particularly in low-income families. Sociologists generally agree on cultural differences between rich and poor, but debate the nature and impact of these differences
Functionalist?
Functionalists argue that the poor underachieve due to their own cultural values and lack of ambition, suggesting that working-class children are culturally deprived.
Marxists?
They argue that cultural issues relate to power and influence, with the middle-class culture seen as necessary for educational success. While not deprived, working-class culture is different and undervalued.
Interactionists?
Interactionists suggest that teachers favor students who share similar cultural and class backgrounds to their own.
Working class culture and education
The working-class culture is seen as a key factor in underachievement, with two main issues: inappropriate norms and values, and linguistic deprivation.
Norms and values
It’s suggested that working-class culture doesn’t support children’s education, as these homes often have fewer books, and parents spend less time reading or engaging with their children. This creates a gap in readiness for education between working-class and middle-class children. Oscar Lewis’ study of the poor in the 40s and 50s introduced the “culture of poverty,” where individuals adopt a fatalistic view, seeing life as beyond their control. This mindset, focusing on the present, keeps people in poverty. By age 6 or 7, children internalize their family’s social norms and values. This idea, influential in American sociology, was criticized for blaming the poor for their own failings, suggesting poor socialization and leading to policies that focused on parenting interventions. In Britain, government policies still reflect the view that working-class failure is tied to parental inability, as seen in initiatives like free parenting classes in deprived areas aimed at improving family environments.
Linguistic deprivation?
Bernstein suggested that language use differs between social classes, with working-class children using a restricted code—short, context-dependent language—and middle-class children using an elaborated code, which is more formal and explicit. He argued that the restricted code limits access to education, as schools require the elaborated code. This could hinder cognitive development, as restricted language does not allow for the full expression of ideas. However, Bernstein’s theory has been criticized, with Labov arguing that language does not limit thought, as seen in his study of Black American language patterns.
Cultural difference theory?
Cultural difference theory is a sensitive area of debate. In the 1970s, Willis argued that working-class boys were uninterested in education, but Marxists and others rejected the idea that working-class culture causes failure. Keddi claimed that working-class culture is not inferior, just different, and that the problem lies in teachers’ responses to it. Researchers like Rose, Gerwitz, Francis, Hay, and Bauman argued that focusing on cultural failings in the working class allows the government to overlook issues like funding, social, and material deprivation.
Cultural capital?
Cultural capital refers to the knowledge and skills deemed valuable by the education system. Governments, teachers, and examiners determine what knowledge is worth having, forming the curriculum, and Marxists view this as a form of social control tied to inequality. Those with approved knowledge gain qualifications, leading to higher rewards and power. Bourdieu argued that middle-class families possess cultural capital, giving their children an advantage in navigating and succeeding within the system. Gillies (2005) supported this, finding that highly qualified parents use their knowledge to benefit their children, teaching social skills and preparing them for school, while working-class parents focus on coping strategies for disadvantage and bullying.
Culture of masculinity + laddishness
Cultural theory applied to gender suggests that boys and girls face different cultural pressures. Many sociologists argue that boys are socially pressured to fail, with cultural norms promoting disengagement in school. Mitsos and Browne suggest boys are less conscientious in school, while Mac and Gahl highlight a “crisis of masculinity,” where boys are unsure of their role as traditional male identity has been challenged. Ruddock notes that boys tend to leave exam revision to the last minute, while Jackson points to “laddishness,” where boys adopt a macho attitude, rejecting education and becoming disruptive in class as a response to pressure.
