topic 1- class differences in achievement-external factors

topic 1- class differences in achievement-external factors

1. cultural deprivation

   • INTELLECTUAL DEVELOPMENT
     • refers to the development of thinking and reasoning skills.
       • 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 found that working class pupils scored lower on tests of ability than middle class pupils- this is because working class parents are less likely to support their children's intellectual development through reading or educational activities
         • BERNSTEIN AND YOUNG found that the way mothers think about and choose toys has an influence on their children's intellectual development- middle class mothers are more likely to choose toys that encourage thinking and reasoning skills and prepare them for school.
   • LANGUAGE
     • BERIETER AND ENGLEMANN claim that the language used in lower class families is deficient. they communicate by gestures, single words or disjointed phrases.
       • as a result, their children fail to develop the necessary language skills..
     • BERNSTEIN identifies differences between working and middle class language and distinguishes between two types of speech code:
       • the restricted code- used by the working class. limited vocab and based on the use of short often unfinished grammatically simple sentences.
       • the elaborate code-used by middle class. wider vocab and based on longer grammatically more complex sentences.
   • ATTITUDES AND VALUES
     • cultural deprivation theorists argue that parent's attitudes and values are a key factor affecting educational achievement.
       • SUGARMAN argues that working-class subculture has 4 key features acting as a barrier to educational achievement:
         • fatalism
           • a belief in fate- the 'whatever will be, will be' and there is nothing you can do to change your status
         • collectivism
           • valuing being part of a group more than succeding as an individual.
         • immediate gratification
           • seeking pleasure now rather than making sacrifices in order to get rewards in the future.
         • present-time orientation
           • seeing the present as more important than the future and so not having long-time goals or plans
         • argues the differences stem from the fact that middle class jobs are secure careers offering prospects for continuous individual advancement. working class jobs are less secure and have no career structure where individuals advance
       • DOUGLAS found that working class parents placed less value on education, were less ambitious for their children, gave them less encouragement and took less interest in their education.
       • FEINSTEIN found that working class parent's lack of interest was the main reason for their children's underachievement.

2. material deprivation