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.
They plan to be tougher with their own children as well as a lot less generous. But why? As the article states a large majority of the children surveyed do not want to be their children’s best friends as opposed to the large number of parents today who want to be their child’s best friend. Only a small number of children surveyed plan to buy their children everything they desire. The article states that children need to have rules, structure and boundaries and that it is the parent’s job to ensure that the child has them.
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.
Cultural deprivation theorists see the lack of intellectual and linguistic skills as a major cause of underachievement for many minority children. They argue that many children from low-income black families lack intellectual stimulation and enriching experiences. This leaves them poorly equipped for school because they have not been able to develop reasoning and problem-solving skills. Another concern is that children who do not speak English at home may be held back educationally. However, the Swan Report 1985 found that language was not a major factor in underachievement, while David Gilborn notes than Indian pupils do very well despite often not having English as their home language.
Every student has different needs and different talents. Each student comes to the classroom with a unique profile of abilities, knowledge, interests and learning styles. There are two basic factors that make students like or do not like some subjects; teaching styles, difficulties in some subjects and classroom environments. Firstly, students do not like some subject because of teaching styles. Some teachers are too strict.
Most of the times these kids don’t have someone to support them, and care for them. I feel like you shouldn’t deprive a student of his/her education, or not care about their education. These kids go through a lot living in certain areas, so you can’t be there for them because you think they are bad kids. If anything you are suppose to guide them, and believe in them.
The second reason why kids don’t want to be babysat is because it can get boring. The solution to this is very simple. If kids get along with the babysitters who have fun with them, then the likelihood of having boring sitters will decrease. The final and most popular reason why kids dislike sitters is because it makes them feel young. Even this problem can be fixed by simply obeying the babysitter.
While decent parents tend to teach their children to be polite and kind to others, they also furnish them with the knowledge needed to endure their social environment, more specifically, the code of the street. When violence occurs, decent parents teach their children how to defend themselves and how to avoid becoming vulnerable victims. Unlike decent parents, street parents tend to exhibit a lack of concern for others and often have difficulties establishing a sincere sense of family and community. Street parents use the code of the street as an aggressive method of socializing their offspring into the violent subculture of the inner-cities. Anderson notes that the street-oriented family is typically discernible by social disorganization.
For example the background of a child affects the child in many ways. Most children from broken or unstable family background with a lack of parental guidance, can lack self-esteem, may be withdrawn from their studies and have the tendency to be aggressive at school. Whereas children from stable family with both parents and parental guidance, would have confidence, there more likely to be attentive in class and emotionally stable. . Health It is important that a child has a healthy diet, a good sleeping pattern and lots of routine in their life to help them engage in physical activities.
Working class pupils tend to be labelled negatively and teachers tend to see them as lacking ability and therefore have low expectations of them hence they will be in the lower stream. Once they are streamed, it is hard to move up to a higher stream because of the low expectations of them. This creates a self-fulfilling prophecy in which pupils live up to their teacher’s low expectations of them by under-achieving. By contrast, middle class pupils tend to benefit from streaming as they are likely to be in the higher streams and having high expectations from teachers. In Stephan Ball’s a study of banding, he showed that banding had similar effects to streaming.