cultural deprivation

Question 1

who criticises policies influenced by cultural deprivation theories for wrongly assuming the problem of wc underachievement is simply one of low aspirations and dysfunctional families

Answer 1

loiuse archer et al 2010

Question 2

working class subculture

Answer 2

a group whose attitudes and values differ from those of the mainstream culture. according to cultural deprivation theorists, large sections of the wc have different goals beliefs attitudes and values from the rest of society

Question 3

Barry sugarman 1970

Answer 3

4 features of working class subcultures

Question 4

4 features of wc subculture

Answer 4

fatalism - beleif in fate , whatever will be, will be. there is nothing you can do to change your status.
collectivism - valueing being a part of a group more than succeeding as an individual
immediate gratification- seeking pleasure now rather than making sacrifices in order to get rewards in the future
present time orientation- seeing the present as more important than the future and so not having long term goals / plans

Question 5

how are wc subculture values transmitted

Answer 5

sugarman argues that working class parents pass on these beliefs and values to their children through primary socialisation

Question 6

parents that use language that challenges their children to evaluate their own understanding, cognitive performance improves

Answer 6

HUBBS TAIT ET AL 2002

Question 7

More highly qualified (who are more likely to be middle class) are more likely to use language in this way

Answer 7

LEON FEINSTEIN 2008

Question 8

The problem is not with the language but with the schools attitude towards it teachers have a speech hierarchy.

Answer 8

Troyna and williams

Question 9

The speech hierarchy

Answer 9

1)MC speech
2)wc speech
3)black speech

Question 10

WHO IDENTIFIED THE 2 TYPES OF SPEECH CODE AND WHAT ARE THEY

Answer 10

BASIL BERNSTEIN
THE ELABORATE CODE - MIDDLE CLASS SPEECH
THE RESTRICTED CODE - WORKING CLASS CODE

Question 11

THE ELABORATE CODE

Answer 11

• middle class
• wider vocabulary
• based on longer more grammatically more complex sentences
• speech is varied
• communicates abstract ideas
• context free
• analytic

Question 12

The restricted code

Answer 12

• working class
• Limited vocabulary
• use of short, often unfinished, grammatically simple sentences
• predictable
• may involve a single word or gesture
• descriptive
• context bound

Question 13

the elaborate code is used for ?

Answer 13

used by teachers
textbooks exams
more effective for analysing and reasoning - esssential skills in education

Question 14

CRITICISMS OF BERNSTEIN

Answer 14

Gaine and george -
bernstein exaggerates and oversimplifies the differences between working class and middle class speech patterns

Question 15

What did douglas 1964 say about parents education

Answer 15

WC parents placed less value on education
They were less ambitious for their children
gave them less encouragement
took less interest in their education
Visited schools less often
were less likely to discuss their childs progress with teachers
- their children has lower motivation and achievement

Question 16

GOODMAN AND GREGG 2010

Answer 16

Found that parental involvement in their children`s schooling was the single most important factor affecting their childrens achievement

Question 17

Parents own level of education is the most important affecting their achievement

Answer 17

LEON FEINSTEIN

Question 18

How do educated middle class parents advantage their children

Answer 18

Feinstein
They advantage them in how they socialise them. in several ways

Question 19

1) - Parenting style -
feinstein

Answer 19

higher qualified parents = consistent discipline and high expectations
low qualified - apply harsh or inconsistent discipline that emphasises “doing as your told” and “behaving yourself “ - this prevents a child from learning independence and self control leading to poor motivation and problems interacting wiith teachers

Question 20

2) parental educational behaviours
feinstein

Answer 20

parents with higher qualifications are more aware of what is needed to assist their children`s educational progress as a result they engage in behaviours such as
- reading to their children
- teaching them letters, numbers, songs, poems and nursery rhymes. painting and drawing , helping with their hw and being actively involved in schooling
better at interacting with teachers and guiding their childs interactions with school.
they also recognise the value of educational activities such as visits to museums and libraries

Question 21

3) use of income
feinstein

Answer 21

Higher educated parents tend to have higher incomes. they also spend their incomes in ways that promote their childs educational success
Bernstein and young - middle class mothers were more likely to buy educational toys books and activities that stimulate intellectual development

Question 22

4) class, income and parental education
feinstein

Answer 22

better paid middle class parents tend to have higher qualifications than lower paid wc
Feinstein notes that parental education has an influence on childs achievement in its own right regardless of income/class
Even within a given social class the higher the parents qualifications the more likely their children are to succeed.
this helps to explain why not all children of wc do parents do equally badly and not all middle class are equally successful

Question 23

Compensatory education

Answer 23

aims to tackle cultural deprivation by providing extra resources to schools and communities in deprived areas.
they intervene early in the socialisation process to compensate children for the deprivation they experience at home.
- programmes to improve parenting
- setting up nursery classes
- raising students aspirations to go to uni
Operation head start in usa 1960s
educational priority areas - uk 1967
education action zones 1998
excellence in cities 1999
aim higher 2004
sure start

Question 24

WHY DON`T COMPENSATORY EDUCATION WORK

Answer 24

HASLEY AND WHITTY - 2002 argue that they have little impact due to the few resources allocated to them. eg educational priority areas only account for 0.2% of educational spending

Diane reay 2017 - while such programmes often assume that wc children fail because they lack aspiration the true causes are poverty and lacking resource

Question 25

criticisms of cultural dep theories

Answer 25

victim blaming culturally different not deprived labelling parental interest

Question 26

Victim blaming?

Answer 26

cultural deprivation theories take a deficit view that bllames wc students for their failure. sees working class as lacking the cultural qualities needed for educational success ignores the inequalities built into the education system and wider society that are the reason for underachievement

Question 27

Different not deprived?

Answer 27

Nell keddie 1973 dismisses the idea that failure at school can be blamed on cultural deprivation. she points out that a child cannot be deprived of his/ her own culture and argues that wc children are simply culturally different not culturally deprived. They fail because they are put into a system dominated by middle class values. keddie argues that rather than seeing wc culture as deficient schools should recognise and build on its strengths.

Question 28

labelling

Answer 28

The idea of cultural deprivation itself contributes to underachievement by acting as a negative label that teachers apply to wc families. it becomes a self fulfiling prophecy that leads to failure for those labelled "culturally deprived" - legitimises inequality - us vs them mentality

Question 29

parental interest

Answer 29

critics reject the view that wc parents arent interested in their childrens education. Gillians evans - most want their children to do well because they know it will lead to better jobs blackstone and moritimore 1994- the reason wc parents attend fewer parents evenings is because they work longer less regular hours hanafin and lynch- parents took a keen interest in their childrens education but felt excluded from the decision making at school - many parents want to help their child pprogress but lacked the knowledge and education to do so. schools with mainly wc pupils often have less effective systems of parent school contacts making it difficult for parents to keep in touch..