Cultural deprivation external Flashcards
(8 cards)
Intellectual & linguistic skills
CD theorist say that this is the caus for ethnic minority pupils underachievement
Children from poor black families lack intellectual stimulation and enriching experiences, making them ill-prepared for school and likely to fail.
Bereiter & Engelmann- language spoken but black families is ungrammatical/disjointed and doesn’t express abstract ideas- so it’s inadequate for educational success.
Gillborn & Mirza (2000) say Indian pupils excel despite English being their second language.
sewell
Argues black boys’ underachieve because of a lack of fatherly nurturing/tough love
Instead, the fatherless boys turn to street gangs, where they get perverse loyalty & love. Here, their male role model is one of anti- school black masculinity.
which is reinforced by MTV and rap lyrics.
Sewell therefore says black boys’ underachievement comes from their cultural differences in socialisation and poor attitude to education.
Academic black boys are labelled as sellouts and subject to peer pressure by the gangs.
However- Gillborn (2008) says the issue isn’t peer pressure, it’s institutional racism in the education system that is reproducing black
boys’ failure.
asian families sewell
Sewell says Indian & Chinese pupils benefit from
supportive families that place high value in education. – Asian work ethic.
lupton asian families
Lupton says that the adult authority in Asian families is liketheonesinschool-wherechildren’srespecttoadults is expected.
This has a knock-on effect to school, as Asian parents are more likely to support the behaviour policies.
attitudes and values
CD theorists say lack of motivation causes black pupils to fail, they aren’t socialised into the mainstream culture which is ambition, competitiveness, sacrifices for future goals.
Black pupils- socialised into a fatalistic ‘live for today’ attitude that doesn’t value education.
family structure and parental support
CD theorists say failing to properly socialise children comes from having a dysfunctional family structure.
Moynihan says black lone mothers struggle with finances without a breadwinner and male role model, so children are deprived of care and model of male achievement- making home fail in school and become inadequate parents themselves.
Murray argues high rates of lone parents and lack of male role models leads to minorities’ underachievement.
Pryce (1979)- compared Black & Asian family structures. Asians- culture makes them more resistant to racism, gives them self-worth. Black Caribbeans- less resistant, causing low self-esteem and underachievement.
white WC families
McCulloch found that white WC pupils also underachieve, the survey of 16k pupils found ethnic minorities aspire to uni more than the white WC.
Lupton - studied 4 WC schools, found teachers blame lack of parental support for white WC pupils’ failure, as they had no poverty markers like FSM.
Evans(2006)-argueswhiteWCstreetculture is brutal, so pupils learn to withstand intimidation & intimidate others. They take this culture into school, making it a power game that causes disruption and therefore educational failure.
critisism of the cultural deprivation
Driver (1997)- it ignores the positive effects of
ethnicity on achievement, like Black Caribbean families giving black girls strong independent female role models.
Lawrence (1982)- criticises Pryce, black pupils don’t fail due to weak culture/self-esteem, it’s due to racism in education
Keddie- cultural deprivation is victim blaming, ethnic
minority pupils are culturally different, not deprived.
Schools are simply biased in favour of white culture.
Critics are opposed to compensatory education, and instead propose multicultural education (policy that recognises/value minority cultures & includes them in the curriculum) and anti-racist education (policy that challenges prejudice/discrimination that’s in school & wider society).
