Social Class Differences - External Factors - Cultural Deprivation Flashcards
What is an external factor?
An external factor is a factor outside the educational system, such as the influence of home and family background and wider society.
What is cultural deprivation?
Cultural deprivation is the theory that many working class and black children are inadequatly socialised and therefore lack the ‘right’ culture needed for education success.
Eg, their families do not instill the value of deferred gratification.
The children lack basic values, attitudes, knowledge and skills that are needed for educational success (through primary socialisation in the family).
The basic ‘cultural equipment’ includes language, self discipline and reasoning skills.
The three main aspects of cultural deprivation are language, parents education and working class subculture.
What did the Centre of Longitudinal Studies (2007) find about cultural deprivation in pupils starting school?
The centre of longitudinal studies found that by the age of 3, children from disadvantaged backgrounds are already up to one year behind those from more privileged homes (middle class).
What did Hubbs-Tait et al (2002) say about language in cultural deprivation?
Hubbs-Tait found that when parents use language that challenges their children to evaluate their own understanding or abilities, cognitive performance improves.
Eg, ‘are you ready for the next step?’.
Less educated parents are more likely in ways that only require children to make simple descriptive statements, that results in lower performance.
Eg, ‘whats that animal called?’
What did Feinstein (2008) say about language in cultural deprivation?
Feinstein also found that educated parents are more likely to use language that challenges their children.
He also found that educated parent are more likely to use praise - this enables children to develop their own sense of competence.
What did Bereiter and Engelmann (1966) say about language in cultural deprivation?
Bereiter and Engelmann claim that the language used in lower class homes is deficient. Lower class families are more likely to communicate using gestures, single words or disjointed sentences.
As a result, children fail to develop necessary language skills, they are incapable of abstract thinking and unable to use language to explain, describe, enquire or compare - they are then unable to take advantage of the opportunities schools may offer.
What did Basil Bernstein (1975) say about speech codes in cultural deprivation?
Basil Bernstein says that language can be split up into two categories: restricted code and elaborated code.
Restricted code (working class) - limited vocabulary, use short, unfinished, grammatically simple sentences. Speech is predictable and may only involve a gesture or a single word answer, speech is descriptive not analytic and is context-bound.
Elaborated code (middle class) - wider vocabulary, use longer, grammatically more complex sentences. Speech is varied and communicates abstract ideas, speech is also context-free.
- working class pupils are at a disadvantage as elaborated code is used by teachers, textbooks and exams - it’s the ‘correct’ way to speak and write - less successful and feel excluded.
What did Douglas (1964) say about parents education in cultural deprivation?
Douglas found that working class parent placed less value on education. They were less ambitious for their children, gave them less encouragement and tool less interest in their education. Theybvisited schools less often and were less likely to discuss their childrens progress with teachers.
As a result, children had lower levels of motivation and achievement.
What did Feinstein (2008) say about parents education in cultural deprivation?
He made similar conclusions to Douglas. He argues that parents’ own education is the most important factor affecting children’s achievement.
Middle class parents tend to be better educated - so give their children an advantage by how they socialise them.
They can do this through their parenting style, their educational behaviours, their use of income, their class, income and parental education.
What did Feinstein (2008) say about parents education (parenting style) in cultural deprivation?
Parenting style emphasises consistent disciple and having high expectations of their children - this support’s achievement by encouraging active learning and exploration.
Less educated parents parenting style is marled by harsh, inconsistent discipline that emphasises ‘doing what you’re told’ and ‘behaving yourself’. - This prevents the child from learning independence and self-control - leading to poorer motivation at school and problems interacting.
What did Feinstein (2008) say about parents education (parents’ educational behaviours) in cultural deprivation?
Educated parents are more aware of what is needed to assist their child’s educational progress. They engage in behaviour such as: reading to children, teaching them the basics (eg, primary socialisation) , helping with homework, and being actively involved.
What did Feinstein (2008) say about parents education (use if income) in cultural deprivation?
Better educated parents tend to have higher incomes, and they tend to spend their incomes in ways to help their children’s educational success.
What did Bernstein and Young (1967) say about parents education (use if income) in cultural deprivation?
Bernstein and Young found that middle class mothers were more likely to buy educational toys, books and activities that encourage reasoning skills and stimulate intellectual development.
They also have a better understanding of nutrition and it’s importance in child development - with a higher income they are able to buy these foods.
Working class homes are more likely to lack these resources, meaning children will start school without the intellectual skills needed to progress.
What did Feinstein (2008) say about parents education (class, income and parental education) in cultural deprivation?
Middle class parents tend to be better educated than lower-paid working class parents.
Feinstein notes that parental education has an influence on children’s achievement, regardless of class or income.
Better educated parents tend to have children who are more successful at school, and this could be either middle class or working class parents.
This is why sometimes not all children of working class parents do equally bad, and why not all children from middle class families are equally successful.
What is a working class subculture?
Culture deprivation theorists argue that a lack of parental interest in children’s education reflects the subcultural values of the working class. They say that the working class have different goals, beliefs, attitudes and values from the rest of society - and this is the reason why they fail at school.
