Cultural Deprivation

Cultural Deprivation

1. Intellectual Development

   • This refers to the development of thinking and reasoning skills, such as the ability to solve problems etc.
   • Cultural deprivation theorists argue that many working-class homes lack the books, educational toys and activities that would stimulate a child's intellectual development.
   • Douglas (1964) found that working class pupils scored lower on tests of ability than middle class pupils. He argues that this is because working-class parents are less likely to support their children's intellectual development through reading with them or other educational activities in the home.
     • Middle class mothers are more likely to choose toys that encourage thinking and reasoning skills and prepare children for school

2. Language

   • Bernstein (1975) identifies the differences between working class and middle class language that influences achievement.
     • He distinguishes between 2 different types of speech codes;
       • 1. Restricted code which is typically used by the working class. It has a limited vocabulary and is based on the use of short, unfinished, grammatically simple sentences. Speech is unpredictable and may involve only a single word, or gesture instead. It is descriptive rather than analytical, and the speaker assumes that the listener has had the same kind of experiences.
       • 2. Elaborated code which is used by the middle class. It has a wider range of vocabulary and is based on longer grammatically more complex sentences. The speaker does not assume that the listener has had the same experiences therefore they describe more explicitly what they mean. This is seen to give students a head start in school with examiners looking for those who can answer sophisticatedly, also as well as helping with essay skills and writing skills that are needed in school.
     • Early socialisation into this way of speech means that the children are as an advantage when it comes to school work.

3. Attitudes and Values

   • Douglas found that working-class parents placed less value on education, were less ambitious for their children and gave them less encouragement and took less interest in their education.
     • They visited schools less often and were less likely to discuss their children's progress with teachers. As a result their children had lower levels of achievement motivation.
   • Hyman (1967) argues that the values and beliefs of lower-class subculture are a 'self-imposed barrier- to educational and career success. The lower class believe that they have less opportunity for individual advancement and place little value on achieving high status jobs, so they see no point in education. They are less willing to make the sacrifices involved in staying on at school and leave early to take manual work. Their subcultural beliefs and values ensure that they neither want educational success, or know how to get it
   • Sugarman (1970) argues that working class subculture has four key features that act as a barrier for educational achievement.
     • 4. Fatalism- a belief in fate that 'whatever will be will be' and that there is nothing that they can do to change their status. This contrasts the middle class values that emphasise the ability to change your position.
     • 3. Collectivism- Valuing being part of a group more than succeeding as an individual Contrasting middle class view that an individual should not be held back by group loyalties.
     • 2. Immediate gratification- seeking pleasure now rather than making sacrifices in order to get rewards in the future. middle class people emphasise the value of deferred gratification meaning that they made sacrifices now for greater rewards later.
     • 1. Present time orientation- seeking the present as more important than the future and so not having long term goals or plans. Middle class culture has future-orientation that sees planning for the future as more important than now.