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 EMG children also do not have that initial push of how important education is for them. They may have a fatalistic view on where they see themselves fitting into to society which may rub on to their children. Sugarman did a lot of research on this and found it as being one of the top reasons why children can fail in education. Children who believe their future is already predetermined will not put as much focus on education as they think they will only get working-class jobs. As parents may be new to the UK or not speak English they may not understand the educational system and the application process.
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.
Evaluate the claim that the main reason why working-class children underachieve in education is their poverty. (20 Marks) It can be strongly argued that the claim for working-class children underachieving is due to their poverty, some reason for and against this are written below. One of the reasons for which enforces the statement above is the internal part, for example an internal factor of working-class (W.C) underachieving in school is the theory of labelling. The labelling theory is a theory that suggests teachers, mostly middle-class, are generally known for labelling their students. If a W.C student is labelled by a middle-class (M.C) teacher the student often believe that the teacher is right therefore they take that label they have been given and they become a self-fulfilling prophecy which means they accept the label they have been given and stay that standard, this is basically saying if a student is labelled negatively they stay negative because they are ‘fulfilling their own prophecy’ so they are now going to underachieve in education.
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.
On the one hand it could be said that it is down to discrimination in schools that there is evidence of ethnic differences in educational achievement. One example of discrimination in schools is labelling and teacher racism. Interactionists focus on the different labels teachers give to children from different ethnic backgrounds. Their studies show that teachers often see black and Asian pupils as being far from the ‘ideal pupil’. For example black pupils are often seen as disruptive.
For example, Wright (1992) found that teachers perceived and treated minority ethnic pupils differently from white pupils. Afro-Caribbean boys were often expected to behave badly and they received a disproportionate amount of negative teacher attention. Other sociologists claim that non-school factors such as family structure and home background have a greater impact on the educational achievement of different ethnic groups. Assess the claim that ‘ethnic differences in educational achievement are primarily the result of school factors’ (20 marks) Patterns of ethnic achievement are complex, cross-cut by gender and social class. For example Black, Pakistani and Bangladeshi students do worst compared to Indians and Chinese who do best.
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.
Sociology Essay Some theorists think that cultural deprivation is the reason why working class children fail and middle class children succeed. To succeed in education you will need cultural equipment (language, self-discipline and reasoning skills) something that the working class children lack. They lack this equipment because their parents cannot socialise properly with their children, so these children grow up culturally deprived leading to their under-achievement at school. Whereas middle class children have parents who can socialise properly with them, giving them all the cultural equipment they need. Intellectual development is one aspect to cultural deprivation.