cultural deprivation

a) Intellectual Development – Douglas

Cultural deprivation theorists argue that many working-class homes lack the books, educational toys and activities that would stimulate a child's intellectual development. Consequently, children from such homes start school without having developed the intellectual skills needed to progress.

Douglas found that working-class pupils scored lower on tests of ability than middle-class pupils. He argues that this is because working-class parents are less likely to support their children's intellectual development through reading with them or other educational activities in the home.

The reason for this is because working-class parents placed less value on education, were less ambitious for their children, giving them less encouragement and taking less interest in their education.

For example, they visited schools less often for parent’s evenings and spent less time with their children helping them with homework and their studies.

Evaluation

1. Social Policy from by the Government has focused on the improvement of facilities and opportunities for all students. For example, in 2010 the Coalition Government introduced the ‘Pupil Premium’ per pupil for children from deprived backgrounds. The poorest pupils would get money from outside the school budget which was saved from elsewhere and additional pastoral support.

BUT critics argue it is too low to have a significant impact.

2. Some would say it is the job of teachers and teaching staff to effectively stretch and challenge pupils in support of developing their intellectual development. Blackstone & Mortimore believe the working class attend fewer parents’ evenings, not because of a lack of interest, but because they work longer or inflexible working hours or are put off by the school’s middle-class atmosphere. For example, they may not be able to afford child care to attend such events or may work unsociable shifts and unable to attend.

b) Language – Bernstein

Much research has highlighted differences in language use between the social classes, with the vocabulary spoken in lower-class homes being ‘deficient’. Lower-class families are more likely to communicate by gestures, single words, disjointed phrases and reliance on slang. As a result, their children fail to develop the necessary language skills, growing up incapable of abstract thinking and unable to use language to explain, enquire or compare. Consequently, they are unable to take advantage of the opportunities schools offer.

Bernstein identifies differences between working-class and middle-class language that influence achievement. He distinguishes between two types of speech code:

The restricted code is typically used by the working class. It has a limited vocabulary and is based on the use of short, often unfinished, grammatically simple sentences. Effective communication, in a range of formal and informal contexts, is therefore limited.

The elaborated code is typically used by the middle class. It has a wider vocabulary and is based on longer, grammatically more complex sentences. Speech is more varied and language is used to spell out meanings explicitly for the listener. Effective communication, in both formal and informal contexts, is therefore possible.

As formal education is conducted using the elaborated code, working class pupils are placed at a distinct disadvantage. They are less likely to understand what teachers say and are more likely to be misunderstood, corrected and criticised for their own ‘errors’ of speech.

Evaluation

1. Interactionists would argue that working-class pupils fail not because they are culturally deprived, but because schools fail to teach them how to use the elaborated code.

2. Troyna & Williams state the problem is not the child’s language but the school’s attitude towards it. Teachers have a ‘speech hierarchy’: they label middle-class speech highest. For example, Middle Class language is preferred by teachers when answering question in the classroom as teachers want elaborated answers, as well as this Middle Class language is preferred in essay based subjects as the more you expand on your answers the more marks you can get.

c) Attitudes and Values – Sugarman

Cultural deprivation theorists argue that parental attitudes and values are a key factor affecting educational achievement. Large sections of the working class have different goals, beliefs, attitudes and values from the rest of society and this is why their children fail at school.

Sugarman argues the working-class culture has several key features which act as a barrier to education success. Immediate gratification VS deferred gratification - The working class value immediate gratification where seeking pleasure now rather than making sacrifices in order to achieve rewards in the future. Middle-class values emphasise deferred gratification, making sacrifices now for greater rewards later.

Sugarman argues that the differences in values stem from the fact that middle class jobs are secure offering more prospects for continuous individual advancement. This encourages ambition, long-term planning and a willingness to invest time and effort in gaining qualifications. By contrast, working-class jobs are less secure and have no career structure through which individuals can advance. There are few promotion opportunities and earnings peak at an early age.

A further cultural barrier to educational success identified by Sugarman was the working-class characteristic of fatalism. This he describes as a belief in fate, a ‘whatever will be will be’ attitude and a sense that there is nothing a person can do to change their status in society. This contrasts with middle-class values, which emphasise that a person can change their position through individual talent, effort and perseverance: the pursuit of good grades leading, ultimately, to a well-paid middle class career.

Explain why Bernstein would argue the first example is spoken using a restricted code and why the second example is spoken using the elaborated code: Identify two characteristics of the elaborated code? In what ways might the context-free elaborated code be more useful when writing in an exam or answering questions at an interview for university?

Evaluation

1. Social Policy from by the Government has focused on the improvement of student expectations and aspirations. For example, in 2015 we saw the implementation of ROSLA to 18. The aim was to eliminate NEETS and make all social classes stay on within the education system.

2. Fatalism can also be associated with ethnic minority children, in particular Black Caribbean students so we cannot apply simply to the topic of social class. In addition, many middle class children also value immediate gratification