Ethnicity- External Factors

The cultural deprivation theory sees the under achievement of some ethnic groups as the result of inadequate socialisation in the home.

There are 3 parts to this theory:

• 1. Intellectual and lingusitic skills
• 2. Attitudes and values
• 3. Family structure and parental support

• Cultural deprivation theorists 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.

Linguistic skills

• Bereiter and Engelmann consider the language spoken by low income black families as inadequate for educational success. 
• They see it as ungrammatical, disjointed and incapable of expressing abstract ideas.
• There is also a concern that children who do not speak English at home will face barriers at school.
• However, the SWAN report (1985) found that language was not a major factor in underachievement. 

• Cultural deprivation theorists see lack of motivation as a major cause in the failure of many black children. 
• The subculture that black children are socialised in instil 'fatalistic' values.
• They suggest that this culture is also one that doesn't value educational success. 

• Cultural deprivation theorists argue that this failure to socialise children properly is a result of a dysfunctional family structure.

Asian Families

Driver and Ballard (1981) say that Asian families have a positive attitude towards education. 

They have high aspirations for their children's future as they're more supportive. 

Adults are more authoritive. 

Due to parents being more supportive and having aspirations for their children, the children may want to achieve for themselves and therefore have a high attainment. 

White Working Class Families

Evans (2006) argues that street culture in white-working class areas can be brutal and so young people have to learn how to withstand intimidation and others. 

Poorer levels of behaviour- low attainment.

Murray (1984) 

Lone parenthood and lack of male role models.

Flew (1984)

Ethnic differences in achievement stem from cultural differences outside of the education system, not discrimination within it. 

Scruton (1986)

British culture, sees the low achievement levels of some ethnic groups resulting from a failure to embrace mainstream British culture.

Pryce (1979)

Black Caribbean pupils- family structure contributes to their underavhievement, they have a low self-esteem and are less cohesive and less resistant to racism.

Asian pupils- high achievers because their culture is more resistant to racism anf gives them a greater sense of self-worth.