| Poverty | Economic Factor | Poverty is an Economic Factor because without the money to pay for good education or extra support the child may not do very well academically it has been proven that children who live in poverty do not perform as well as more affluent children. | Housing and Community | Economic Factor | Housing is an Economic Factor and can have an impact on the safety of the children brought up in the area. If they live in a poor area and live in bad conditions this will have a detrimental effect on the child. | Educational Environment | Economic Factor | The Educational environment is an Economic Factor. Affluent children may go to private school and perform really well.
Payne states that impoverished students face inequality at school, insinuating that the school should be responsible for helping to provide for these students so that they can have a better education. Gorski sees that responsibility lies most likely with us, who can aid teachers in offering a hand, as they are underpaid and are not able to do much on their own. The two authors have clashing ideas as to why students are in poverty: Payne believes that the impoverished students are lazy and have their own set of
Cultural deprivation means when children are deprived from things what they need. This can include the lack of values and support they get from their parents, which can influence on socialisation skills. It can be argued that due to lack of family structure, social cultural and soft skills pupils are less likely to underachieve. Cultural deprivation is a theory that many working-class children are inadequately socialised and therefore lack the ‘right’ culture appropriate for a successful education. Many people argue that development is vital in the younger years in the child’s life, and the ability to solve problems and apply ideas help in the long-term.
(3) In this case a child’s early development such as their education can help avoid the strain of economic inequality. It is stated, “black children are less likely to learn as much as white children from two to four years of age.” This lack of early childhood education can produce negative social and economic outcomes. If a child’s parent has a high level learning such as college a degree children are more likely to succeed in school. What about children in lower income homes? These children are usually victims of low quality education and obstruct the income equality gap, as they grow older.
One factor for the working-class under-achieving is that the working-class families are less likely to give their children toys that are educations, stimulating their thinking and reason skills. Another factor is that they are also less likely to read to their children also. These theorist believe that this effects the children’s intellectual development so when they begin, they are immediately at a disadvantage when compared with the middle-class children Secondly, another factor that is seen as responsible for the working-class to be under-achieving is known as “restricted speech code”. A sociologist called Bernstein has distinguished speech into two: “elaborated speech code” and “Restricted speech code”. The middle class are said to use the elaborated speech code , this tends to be a wide range of vocabulary and complex sentences.
EMA are paid weekly to students that come from low income background. This move was invented in order to give equal opportunities to materially and culturally deprived family back grounds so that their achievement levels improve within the academic. Other policy such as Compensatory education policies (CEP’s) was introduced by Tony Blair in 1997 and was aimed to extend the academic period among school children from the age of 16 to the age of 18. This policy was aimed to reduce the socio-economic disadvantages which could include restricting equal educational opportunities from students from culturally deprived background originally focusing on working class children in UK. There are two arguments within the educational system;
They also live for the moment (present gratification). Some sociologists say that these attitudes and values prevent people from escaping poverty. For example, the attitudes and values of the poor mean that many don't stay in education, so they can't use qualifications to escape from their poverty. Some sociologists criticise this explanation of poverty because although it shows how people in poverty might adapt to their situation, it doesn't explain why people are in poverty in the first place. Another explanation of poverty is the poverty cycle.
CYP 3.7 (1.2) Explain the importance and impact of poverty on outcomes and life chances for children and young people. Poverty has an influence on a child/young person’s outcomes/life chances. With poverty comes a higher probability of a poor diet. This can lead to poor concentration and a slower learner leading to lower grades in exams. With lower exam grades come jobs that are less skilled which means lower paid jobs.
Also, because the teachers have middle class values as well, the cultural deprivation theorists believe that they will have a bias against the working class kids and therefore they will not be able to teach them properly since their values and cultures conflict. Compensatory education is a policy that was designed to deal with the problem of cultural deprivation, by providing extra resources to schools and communities in deprived areas. Compensatory education programmes were introduced to intervene early in the socialisation process to compensate children for deprivation they experience at home. The most comprehensive programme was Head Start. It involved health care, social services, and education.
For the past years, there are many cases where children, at an early age steal things from other people. There are also cases when children are either left or are given for adaption because their parents don’t want them to experience extreme poverty and so they think that giving them to others is the best way for the children to have better future. Some of them are being a parent to their siblings because they were left by their parents. What is the impact of poverty on the rest of us, in the middle class and in the upper class? Why should we need to know about this?