Class Differences in Achievement - External Factors

                                            CULTURAL DEPRIVATION

Class differences in children's development and achievement appear very early in life. E.g. Centre for Longitudinal Studies (2007) found that by age of three, chrildren from disadvantaged backgrounds already up to one year nehind those from more privileged homes and gap widens with age. 

Some sociologists say this is result of cultural deprivation. Argue most of us begin to acquire basic values, attitudes, and skills needed for educational success through primary socialisation in family. Basic 'cultural equipment' includes language, self-discipline and reasoning skills. 

According to cult. dep. sociologists, many WC families fail to socialise children adequately. children grow up 'culturally deprived'. Lack equipment needed to do well ar school and so underachieve. 

                                           LANGUAGE

Hubbs-Tait et al (2002) - how parents use language affects cognitive performance

Leon Feinstein (2008) - MC parents use language that challenges and use praise - encourages children to develop sence of own competence

Carl Bereiter and Siegfried Englemann (1966) - language in lower-class homes is deficient - communicating by gestures, single words or disjointed figures. Children unable to develop necessary language skills. Incapable of abstract thinking - unable to use language to explain, describe, enquire or compare. Unable to take advantage of opportunities school offers

                                           SPEECH CODES

Basil Sugarman (1975) - restricted and elaborated code

                                            PARENTS' EDUCATION

Douglas (1964) - WC parents placed less value on education. Less ambitious for children, gave less encouragement, took less interest in education. Visited schools less often and less likely to dicuss child's progress with teachers. Children had lower levels of motivation and achievement

Leon Feinstein (2008) - parents' own education most important factor affecting children's achievement, since MC parents more educated, able to give children advantage by how they socialise them:

PARENTING STYLE - MC- discipline + high expectations. WC- harsh/inconsistent discipline

PARENTS' EDUCATIONAL BEHAVIOURS - MC aware of what is needed to assist children's educational progress

USE OF INCOME - higher income allows them to spend money in ways that promote children's educational success. Bernstein and Young (1967) MC mothers more likely to buy educational toys, books and activities that encourage reasoning skills and stimulate intellectual development

                                          WORKING-CLASS SUBCULTURE

Barry Sugarman (1970) - FATALISM - COLLECTIVISM - IMMEDIATE GRATIFICATION - PRESENT TIME ORIENTATION

                                         COMPENSATORY EDUCATION

Compensatory education…