Cultural deprivation
Cultural deprivation is certain values, skills and attitudes within society that aren't there. This can effect a child's ability when it comes to communicating appropriately. Sociologists say that it's to do with working class in society and their theories state working class children are less likely to succeed due to the education that wasn't provided to them when they were younger. Cultural deprivation say that we must have basic values, attitudes and skills needed for success through socialisation within the family. This includes cultural equipment such as language and reasoning skills. Working class families fail to socialise their children to fit with the norm. These are the children that grow up culturally deprived. They don't have the right equipment needed to become successful in their academic years, there are three main aspects involved with cultural deprivation such as intellectual development, the language and attitudes and values.
Cultural deprivation is certain values, skills and attitudes within society that aren't there. This can effect a child's ability when it comes to communicating appropriately. Sociologists say that it's to do with working class in society and their theories state working class children are less likely to succeed due to the education that wasn't provided to them when they were younger. Cultural deprivation say that we must have basic values, attitudes and skills needed for success through socialisation within the family. This includes cultural equipment such as language and reasoning skills. Working class families fail to socialise their children to fit with the norm. These are the children that grow up culturally deprived. They don't have the right equipment needed to become successful in their academic years, there are three main aspects involved with cultural deprivation such as intellectual development, the language and attitudes and values.
Intellectual development
Intellectual development is the development of your reasoning skills and shows your developing ideas and concepts you learn throughout the years.Cultural deprivation theorists argue that working class homes may lack the resources needed to stimulate a child's development such as books or activties. It can lead to a child leaving home without having the skills they need to be successful. J.W.B Douglas said that working class parents may not support their child when it came to intellectual development and this can enable them to do worse whereas, a middle class parent support their children through various activities. This is one of the factors on why working class students may have a lower score on tests of ability than a middle class pupil.
Language
Carl Bereuter and Engelmann (1956) showed the 'importance of language for educational achievement'. They said that lower class homes use a language that lacks quality, it is described by using single words or only communicating through gestures. By what the children learn at home it is a result of them failing to develop the language skills they need in order for them to succeed. They become unable to explain or describe and this doesn't give them fair chances when taking advantages of what the school has to offer.
'Forms of spoken language in the process of their learning initiate, generalize and reinforce special types of relationship with the environment and thus create for the individual particular forms of significance' (Bernstein, 1975) this meant that the way we use language in different social classes affect the meaning of what is being said. 'The code that a person uses indeed symbolizes their social identity' (Bernstein, 1971). Through his work he can see the differences in working class and middle class languages that may change their achievements. He found two types of speech codes:
Attitudes and Values
Parent's attitudes and values are one of the factors that affects the educational achievement of children according to various cultural deprivation theorists. J.W.B Douglas speaks about working class parents classed as having less ambitions for their children and don't take an interest in their studies and because of this it showed their children having a less chance of having the motivation needed to succeed. Leon Feinstein (1998) agrees with Douglas by saying that working class parents have no interest and this was a big factor as to why their child underachieved in school. He says that the reason in which middle class students achieve higher is because their parents show them support and the motivation needed in order to push them to be the best of their abilities. Barry Sugarmann (1970) mentions four key features that act as a block towards educational achievement and this is found in the working class subculture. These four are:
· Belief in fate-can’t change your status
·Collectivism- valuing being part of a group
·Immediate gratification-Seeking pleasure now, rather than the rewards in the future
·Present time orientation-Seeing the present as the most important
'So why do these differences in values exist?' Sugarmann argues this by saying that middle class families have jobs that act as a secure base and this can enhance ambitions and long term plans; working class families may have jobs that have no career structure.
Intellectual development is the development of your reasoning skills and shows your developing ideas and concepts you learn throughout the years.Cultural deprivation theorists argue that working class homes may lack the resources needed to stimulate a child's development such as books or activties. It can lead to a child leaving home without having the skills they need to be successful. J.W.B Douglas said that working class parents may not support their child when it came to intellectual development and this can enable them to do worse whereas, a middle class parent support their children through various activities. This is one of the factors on why working class students may have a lower score on tests of ability than a middle class pupil.
Language
Carl Bereuter and Engelmann (1956) showed the 'importance of language for educational achievement'. They said that lower class homes use a language that lacks quality, it is described by using single words or only communicating through gestures. By what the children learn at home it is a result of them failing to develop the language skills they need in order for them to succeed. They become unable to explain or describe and this doesn't give them fair chances when taking advantages of what the school has to offer.
'Forms of spoken language in the process of their learning initiate, generalize and reinforce special types of relationship with the environment and thus create for the individual particular forms of significance' (Bernstein, 1975) this meant that the way we use language in different social classes affect the meaning of what is being said. 'The code that a person uses indeed symbolizes their social identity' (Bernstein, 1971). Through his work he can see the differences in working class and middle class languages that may change their achievements. He found two types of speech codes:
- Restricted code: This is used by working class and only uses the basic vocabulary and is based on shorter sentences. It is known to be descriptive however, not well analysed.
- Elaborated code: This is used by the middle class. It has a wider vocabulary and longer sentences.
Attitudes and Values
Parent's attitudes and values are one of the factors that affects the educational achievement of children according to various cultural deprivation theorists. J.W.B Douglas speaks about working class parents classed as having less ambitions for their children and don't take an interest in their studies and because of this it showed their children having a less chance of having the motivation needed to succeed. Leon Feinstein (1998) agrees with Douglas by saying that working class parents have no interest and this was a big factor as to why their child underachieved in school. He says that the reason in which middle class students achieve higher is because their parents show them support and the motivation needed in order to push them to be the best of their abilities. Barry Sugarmann (1970) mentions four key features that act as a block towards educational achievement and this is found in the working class subculture. These four are:
· Belief in fate-can’t change your status
·Collectivism- valuing being part of a group
·Immediate gratification-Seeking pleasure now, rather than the rewards in the future
·Present time orientation-Seeing the present as the most important
'So why do these differences in values exist?' Sugarmann argues this by saying that middle class families have jobs that act as a secure base and this can enhance ambitions and long term plans; working class families may have jobs that have no career structure.