Cultural Deprivation

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  • Cultural Deprivation
    • Cultural Capital
      • Cultural capital - assets which are not financial
      • Economic  capital - wealth
      • Educational capital - quality of education
      • Theorists
        • Alice Sullivan
          • Conducted a survey of 465 pupils across 4 schools to assess their cultural capital.
          • She found that  students who read complex fiction, attended art galleries and watched TV documentaries achieved higher GCSE grades
        • Sharon Gewirtz
          • She used secondary documents and interviews over 14 schools
          • She found that  middle class families with cultural and economic capital could take advantage of the education system
          • Marketisation allows middle class parents to decide which school would be best for their children to achieve the most
    • Material Deprivation
      • Theorists
        • Marilyn  Howard
          • Saw that children from poorer homes have a lack of nutrition, which affects their health.
          • This makes them miss days of school  as a result of illness
        • Richard Wilkinson
          • The lower the social class of a child, the more likely they were to have disorders of hyperactivity, anxiety and conduct, all of which would negatively affect their educational achievement
      • Working class families are more likely to experience material deprivtation
        • Lack of money
          • Children of lower income families often have a lack of resources and miss out on opportunities to go on trips that could expand their learning
          • Tanner found that poorer children often were given hand-me-downs and second hand materials and could be bullied at school affecting their mental health
          • Children from lower class families often have to get jobs at a younger age, affecting their education
        • Unsuitable accommodation
          • If their house is overcrowded, the direct effects could be disturbed sleep or having no room to study
          • If a family moves around often, the child could struggle to get into any form of routine , making it difficult for them to adapt to new situation
          • Children living in overcrowded are more at risk of accidents or illness
        • Increased health risks
          • Theorists
            • Marilyn  Howard
              • Saw that children from poorer homes have a lack of nutrition, which affects their health.
              • This makes them miss days of school  as a result of illness
            • Richard Wilkinson
              • The lower the social class of a child, the more likely they were to have disorders of hyperactivity, anxiety and conduct, all of which would negatively affect their educational achievement
          • Children from low income families are often more at risk of behavioral and emotional problems
    • Cultural Deprivation
      • Attitudes and values
        • Middle class parents are more likely to take an interest in their children's education
          • Barry Sugarman
            • Fatalism
              • 'What will be will be' - children are less likely to move past challenges easily
            • Collectivism
              • Wanting to be a part of a group more than individually achieving
            • Immediate Gratification
              • wanting rewards straight away - children are less likely to make sacrifices which will benefit them later on
            • Present-time Orientation
              • Children see the present as more important than the future and therefore don't set long-term goals
      • Intellectual development
        • Middle class children have more access to educational toys, and so have an advantage over working class children
        • J.W.B Douglas
          • Working class students scored lower on ability texts than middle class students
        • Bernstein and Young
          • Parents' choice of toys affects intellectual development. Middle class mothers are more likely to purchase toys which encourage thinking and reasoning
      • Language
        • Working class children are more likely to grow up with 'restricted code' language.
          • This makes it difficult for them to to express abstract ideas
        • Middle class children are more likely to grow up with 'elaborated code' language
          • It contains more complex sentences and a wide vocabulary, which is favoured by the education system

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