Parents can’t afford good jobs to provide any benefits to their children. Parents don’t have the opportunity to afford an education due to the lack of income. Stress from growing in a poor family might maintain lasting hormonal and immune roles in behaviors that predict disease as an adult. Practical Implications: Providing better benefit to poor families. Allowing them obtain better paying job opportunities.
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.
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.
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.
There are many reasons why working class children fail to reach the ‘top of the ladder’. This is can be down to material deprivation. Working class families do not have the money to buy material goods (ie: computers, educational toys, books), good quality food or to go on days out or holidays which will expand they cultural knowledge and give them a head start in life. Children generally live in smaller houses than their middle class peers and do not have their own space to concentrate on their school work. Parents of the lower class children quite often just do not have the time to spend with their children due to preoccupation of their own problems (money, housing etc) or working unsociable hours.
As students do undesirable activities, they lose otherwise better spent time with their family and friends. Thus it is clear that homework should be banned. Without question, learning at school is better than working at home. The school environment helps stimulate a good work ethic, Work set at home and completed at home does not promote the chance for all kids to show their skills. Thus the home environment is not a level playing field as it is at school.
There are many different factors that cause social class differences in educational achievement. In this essay I will be discussing the cultural factors of poverty and material deprivation, cultural deprivation, family socialisation and factors within the school. Some sociologists argue that material factors and the home background of students affect the attainment of students. They believe to due to the lack of income from working class parents, the students don’t receive a proper diet with vitamins, meaning they lack concentration. Also they will have a weaker immune system causing them to miss school due to illness.
This pessimistic view on the abilities of low socioeconomic income youth continues to influence their lack of academic performance. Children who are raised under harsh financial circumstances are deprived of the psychological and educational resources leaving them ill prepared and more likely to be unsuccessful adults in the future. Economics and race plays a factoring role in the quality of living conditions of many individuals. In the American society many people are struggling to make ends meet within their everyday lives. Many are living from paycheck to paycheck, essentially not always guaranteed the proper wages in order to meet all of their needs.
This is because if the parents lacks this they wouldn't be able to encourage and help their child with their studies in the same way others do. This affects working class children more because their parents tend to be less well-educated and reduces the child's chance of achieving high in life as they may become less developed than another family leading onto my next point involving Bernstein. However, you this is criticisms by the fact working class parents cannot help their child because they have to work long and tiresome hours to live a decent life. Therefore, you cannot blame all working class parents for having a lack of interest if they are working to pay bills. Another cultural factor that might affect educational chances was argued by Bernstein.
This deprivation was material, a lack of money and the things that money could buy – and cultural, and absence of the attitudes and skills that were needed for educational success. In general, the higher children’s class of origin, the higher their family income. High income can provide many educational advantages (a comfortable heated home, working table, computer, books). EDUCATION, MONEY AND HOME Traditionally, many working class students left school at the minimum leaving age because their parents could no longer afford to support them. Many sociologists in the 1960’s saw differences in primary socialisation as the main reason for class differences in attainment.