In a poor socioeconomic group, students are more likely to drop out of school; this happens since the environment around them does not allow them to achieve an academic goal or have parents who support them. The government should implement more programs to help in the contribution for poor families. With poverty, children can experience stress or depression, hence, not obtaining a career.
Explainining class differences in achievement Cultural deprivation theory blames the failings of the child on his/her background. This diverts the attention from the educational system which may contribute to, or account for, class differences in attainment. Cultural deprivation theorists argue that many working-class homes lack the books, educational toys and activities that would stimulate a child’s intellectual development. Bernstein and Young (1967) found that the way mothers think about and choose toys has an influence on their child’s intellectual development. Middle-class mothers are more likely to have more of an interest in their child’s intellectual development.
Many EMGs are classed as working class families meaning social deprivation can often happen. The lack of money can often mean that families cannot afford the extra things which may aid their child in education. These are things could be as simple as books or stationary or not owning a computer, therefore having no access to the internet. As working class EMG families are on low incomes, children may not have the same experiences as working class children, missing out on holidays and trips to places such as museums and galleries. Many EMG children also do not have that initial push of how important education is for them.
Intellectual development is one aspect to cultural deprivation. Many theorists argue that many working class children lack equipment at home for example books and toys, so they can’t prepare themselves for school. The reason for the lack of equipment is because their parents get low paid working jobs so they can’t afford the equipment. Even if the parents can afford books J.W.B Douglas (1964) found that the parents wouldn’t help their children with reading or give them enough support for school. Basil Bernstein and Douglas Young (1967) found that middle class mothers would buy books and toys that would encourage their thinking and reasoning skills and prepare children for school.
Also they will have a weaker immune system causing them to miss school due to illness. They also believe material deprivation causes them to have less school resources such as books and pens so they have fewer opportunities to learn. They have no access to private schools and tuition. Pupils in private schools or having private tuition are proven to receive higher grades than those in public schools. This was supported by the National Child Development Study which found that children from low income households were an average of 9 months behind in their education compared to others.
Negative Effects of Low-SES Parenting Children are at a disadvantage when they are parented by individuals of low-socioeconomic status. Low-socioeconomic parents of today are preoccupied with what resources they lack such as food, clothing and shelter that they do not pay close enough attention to their children's academic and behavioral welfare. In a nationwide study of American kindergarten children, 36% of parents in the lowest-income quintile read to their children on a daily basis, compared with 62% of parents from the highest-income quintile (Coley, 2002).These hardships create stress for the parents and are in turn reflected in their parenting. Socially many of the children who are residents of a lower income area seem to be categorized as unfit for greater academic achievement. This pessimistic view on the abilities of low socioeconomic income youth continues to influence their lack of academic performance.
Children with a lack of cultural capital are more likely to use the restricted code (limited vocabulary) which disadvantages them at school as they feel excluded and are therefore less successful. Working-class children typically use the restricted code. Bourdieu argues that cultural capital affects academic achievement as it ties in with educational capital. Middle-class children with cultural capital are better equipped to meet the demands of the school curriculum.
Many CD sociologists see a lack of intellectual and linguistic as a major barrier to achievement in education, this is because a lack of these skills will slow development of reasoning skills, which can disadvantage the student. Bereiter and Engelmann consider the language used by black American families on low income as “inadequate for educational success”. Similarity, Bowker identifies their lack of Standard English as a barrier to education and integration in wider society. Most CD theorists see a lack of motivation as a key barrier to progress in educational achievement in black children compared to white or Asian children; who are instilled with ambition and a willingness to achieve thanks to the mainstream culture they are brought up in. Family structure varies greatly between ethnic groups, Ken Pryce argues that Asians are higher achievers because their culture is more resistant to racism and gives them a greater sense of self worth, whereas Black pupils have low self esteem due to racism and as such they achieve less in education.
He argues that this is due to working-class parents being less likely to support and encourage their child’s intellectual development at home, therefore they are intellectually deprived compared to the middle-class pupils they are at school with. Sociologists such as Douglas believe that working-class homes often lack the books, educational toys and activities that would stimulate a child’s intellectual development. Language is another factor that is believed to create a social class difference. Basil Bernstein (1975) identified a language difference between the middle-class and working-class. He said the working-class are more likely to use the ‘restricted code’ which include limited vocabulary and is based on the use of short and unfinished, grammatically simple sentences, whereas the middle-class are more likely to use the ‘elaborated code’ which includes a wider range of vocabulary and is based on longer and grammatically more complex sentences.
Cultural deprivation sociologists see three factors as accountable for working-class under-achievement. One such factor being the lack of intellectual stimulation. Working class families are less likely to give their children educational toys and activities that will stimulate their thinking and reasoning skills, and less likely to read them. This effects their intellectual development so that when they begin school they are at a disadvantage compared with middle-class children. Another factor responsible for working-class under-achievement is the restricted speech code.