Topic 1 - Class differences in achievement (1) external factors - Cultural deprivation

Some sociologists argue that most of us begin to aquire basic values, attitudes + skills needed for educational success through primary socialisation w/in the family - basic 'cultural equipment' eg language, self-discipline and reasoning skills

According to cultural deprivation theorists, many w/c families fail to socialise their children adequately, leading them to be 'culturally deprives', therefore causing them to underachieve as they do not have the 'cultural equipment' that will enable them to do well in school.

The three main aspects of cultural deprivation are:
 - language
 - parents' education
 - w/c subculture

Essential part of education - way in which parents communicate w/ children affects their cognitive development + ability to benefit from process of schooling.

Hubbs-Tait et al (2002) found where parents use language that challenges children to evaluate own understanding, eg 'What do you think?', cognitive performance improves. Fernstein (2008) found educated parents more likely to use language this way. Also found educated parents more likely to use praise, encouraging children to develop sense of own competence. 

Less educated parents more likely to use language that only require children to make descriptive statements, eg 'What's that animal?', resulting in lower performance.

Cultural deprivation theorists see these differences as linked to social class. Bereiter + Engelmann (1966) claim language used in w/c homes deficient - describe lower class families as communicating by gestures, single words or disjointed phrases, resulting in their children failing to develop the necessary language skills and growing up incapable of abstract thinking and unable to use language to explain, enquire or compare - unable to take advantage of opportunities school offers

Bernstein (1975) distinguishes 2 types of speech code:
 - the restricted code: typically used by w/c, limited vocab, based on use of short, unfished, grammatically simple sentences. Speech is predictable + may involve single work, or simply a gesture. Descriptive rather than analytic + is context - bound; speaker assumes listener shares same set of experiences
 -  the elaborated code: typically used by m/c, wider vocab, based on longer, grammatically more complex sentences. Speech more varied + communicated abstract ideas. Context free; do not assume listener shares same experiences, use language to spell out meanings explicitely

Differences give m/c advantage in school + w/c disadvantage as elaborated code used in textbooks + by teachers as well as in exams - taken as being the 'correct' way to speak + write. B's view, also more effective tool for reasoning. W/c likely to feel excluded + to be less successful

CD theorists argue parents' attitudes to education key factor affecting children's achievments

Study by Douglad (1964) found w/c parents placed less value on education. As a result, they were less ambitious for their children, gave them less encouragement + took less interest in their education. Visited schools less often, less likely to discuss progress w/ teachers -> children having lower levels of motivation + achievement

Fernstein (2008) - similar conclusions. Argues parents' own education most important factor affecting children's achievement and, since m/c parents tend to be better educated, able to give their children an advantage by how they socialise them. 

Occurs through:
 - parents' educational behaviours: educated parents more aware of what is needed to assist their children in education + better able to get expert advice on childrearing
 - use of income: better educated parents - higher incomes, which they can spend on ways to promote children's educational success. Bernstein + Young (1967) m/c mothers more likely to buy educational toys
 - class, income + parental education: Parental education has an affect on child's education regardless of class - why some children of w/c families do well - better educated parents

CD theorists argue lack of parental interest in children's education reflects subcultural values of w/c - why their children fail at school.

Sugarman (1970) takes this view. Argues w/c subculture 4 key factors that act as a barrier to educational achievement:
 - fatalism: belief in fate. "whatever will be, will be" - can't change status
 - collectivism: valuing being part of a group more than succeeding as an individual
 - immediate gratification: seeking pleasure now rather than making sacrifices in order to get rewards in the future
 - present-time orientation: seeing present as more improtant than the future + so not having long term goals or plans

W/c children internalise these beliefs through the socialisation process -> underachieving in school

Sugarman argues these difference stem from fact that m/c jobs secure careers, encouraging ambition, whereas w/c jobs less secure, no career structure

CD theorists argue parents pass on values to children through primary socialisation

Compensationary education programmes aim to tackle problem of CD by providing extra resources to schools + communities in deprived areas. Intervene early in socialisation process to compensate for deprivation they experience at home eg Operation Head Start - US

Sesame Street initially part of Head Start, proving means of transmitting values, attitudes + skills needed for educational success eg importance of punctuality, numeracy + literacy

CD as an explanation of class differences in achievement widely criticised:

Keddie (1973) describes it as a 'myth' + sees it as a victim-blaming explanation + dismisses the idea. Points out child can't be deprived of own culture + argues w/c children culturally different rather than deprived. Fail because put at disadvantage by education system dominated by m/c values

Troyna + Williams (1986) argue problem not child's language, but school's attitude towards it. Teachers have 'speech hierarchy': label m/c speech highest, followed by w/c speech, then finally black speech

Other critics reject the view that w/c parents not interested in their children's education. Blackstone + Mortimore (1994) attend fewer parents' evenings, not because of lack of interest, but because they work longer + less regular hours, and are therefore unable to attend. Also may be put off by m/c atmosphere