AQA A Level Sociology - Education (Social Class)
The basic values, attitudes and skills that w/c children lacks from
primary socialization. They lack the 'cultural equipment' which
includes language, self- discipline and reasoning skills.
Cultural deprivation
explains underachievement in education due to the values,
attitudes, language and other aspects of the cultural life of some
social group that are deficient or deprived in various way in
relation to the white m/c culture of the education system
§ CD theorists argue that w/c children fails to provide the
'cultural equipment' needed to stimulate a child's
development.
Intellectual development § Douglas (1964) found that w/c children scores less in tests
that m/c children because their parents are less likely to
support their intellectual development.
§ Bernstein and Young found that m/c mothers are more likely
to make sure their child/ren gets a head start in education
and this is through PRIMARY SOCIALISATION.
- Feinstein (1998) found that w/c parent's lack of interest in their
child/ren's education was the reason of underachievement.
® This reflects the subcultural values of the w/c because of the
difference in beliefs, attitudes and values.
Attitudes and value
§ Hyman (1967) argues that the w/c has less opportunities and are
placed in less values (links to Willis in 1997)
§ Sugarman (1970) argues the w/c has 4 features: Fatalism,
Collectivism, Immediate gratification and Present-time orientation.
, § Bernstein argue that there are two types of codes: the restricted
code and the elaborated code.
§ Argues that the restricted code is used mainly by the w/c
because it is shorthand and they use slang/jargon while the m/c
uses the elaborated code where explanations are provided
Language/speech codes
and it is context-free.
§ The education system uses the elaborated code and as the w/c
children have not been taught to speak in elaborated code, they
are more likely to face educational failure.
§ However, Gaines and George (1999) criticises Bernstein for the
lack of evidence by using simplified distinctions.
• Keddie argues that w/c children are not culturally deprived,
but they are culturally different.
○ Many think they are culturally deprived is because they are put in a
disadvantage.
• Troyna and William (1986) argue that school's attitudes is the
Criticisms of the cultural deprivation problem, particularly the speech hierarchy.
theory • Blackstone and Mortimore (1994) argue that w/c parents
attends fewer parents evening because of inadequate
educational knowledge or the job hours overlaps the hours of
parents evening.
• Critics argue that many w/c children do have the motivation
to work hard and have educational success but they are
labelled a certain way - defer gratification.
The physical equipment and necessities that the w/c lacks because
Material deprivation
of the lack of money and/or poverty.
§ Blanden and Machin (2007) found that the w/c are more likely to
be in externalising behaviour because of the lack of diet and
good health.
Diet and health § Howard (2001) notes that the w/c has low energy, vitamins
and mineral which weakens the immune system and so there
are ill more frequently and so it causes more school's
absences resulting in educational failure.
§ Wilkinson (1996) found that the lower the social class, the higher
their hyperactivity which can have a negative effect on
educational success.
§ Poor housing can have a negative effect on how a child succeeds
in the education system.
□ Overcrowding - there is less room for educational activities
Housing
□ Condition - causes physical illnesses, infections and accidents
□ Temporary housing - constant school changes where
they suffers from psychological distress.
§ Smith and Noble (1995) found that poverty acts as a barrier of education.
□ They have previously been given support via the EMA but it is no longer
available.
§ Callender and Jackson (2005) found that w/c students are more
debt averse which makes them less likely to go to university.
The basic values, attitudes and skills that w/c children lacks from
primary socialization. They lack the 'cultural equipment' which
includes language, self- discipline and reasoning skills.
Cultural deprivation
explains underachievement in education due to the values,
attitudes, language and other aspects of the cultural life of some
social group that are deficient or deprived in various way in
relation to the white m/c culture of the education system
§ CD theorists argue that w/c children fails to provide the
'cultural equipment' needed to stimulate a child's
development.
Intellectual development § Douglas (1964) found that w/c children scores less in tests
that m/c children because their parents are less likely to
support their intellectual development.
§ Bernstein and Young found that m/c mothers are more likely
to make sure their child/ren gets a head start in education
and this is through PRIMARY SOCIALISATION.
- Feinstein (1998) found that w/c parent's lack of interest in their
child/ren's education was the reason of underachievement.
® This reflects the subcultural values of the w/c because of the
difference in beliefs, attitudes and values.
Attitudes and value
§ Hyman (1967) argues that the w/c has less opportunities and are
placed in less values (links to Willis in 1997)
§ Sugarman (1970) argues the w/c has 4 features: Fatalism,
Collectivism, Immediate gratification and Present-time orientation.
, § Bernstein argue that there are two types of codes: the restricted
code and the elaborated code.
§ Argues that the restricted code is used mainly by the w/c
because it is shorthand and they use slang/jargon while the m/c
uses the elaborated code where explanations are provided
Language/speech codes
and it is context-free.
§ The education system uses the elaborated code and as the w/c
children have not been taught to speak in elaborated code, they
are more likely to face educational failure.
§ However, Gaines and George (1999) criticises Bernstein for the
lack of evidence by using simplified distinctions.
• Keddie argues that w/c children are not culturally deprived,
but they are culturally different.
○ Many think they are culturally deprived is because they are put in a
disadvantage.
• Troyna and William (1986) argue that school's attitudes is the
Criticisms of the cultural deprivation problem, particularly the speech hierarchy.
theory • Blackstone and Mortimore (1994) argue that w/c parents
attends fewer parents evening because of inadequate
educational knowledge or the job hours overlaps the hours of
parents evening.
• Critics argue that many w/c children do have the motivation
to work hard and have educational success but they are
labelled a certain way - defer gratification.
The physical equipment and necessities that the w/c lacks because
Material deprivation
of the lack of money and/or poverty.
§ Blanden and Machin (2007) found that the w/c are more likely to
be in externalising behaviour because of the lack of diet and
good health.
Diet and health § Howard (2001) notes that the w/c has low energy, vitamins
and mineral which weakens the immune system and so there
are ill more frequently and so it causes more school's
absences resulting in educational failure.
§ Wilkinson (1996) found that the lower the social class, the higher
their hyperactivity which can have a negative effect on
educational success.
§ Poor housing can have a negative effect on how a child succeeds
in the education system.
□ Overcrowding - there is less room for educational activities
Housing
□ Condition - causes physical illnesses, infections and accidents
□ Temporary housing - constant school changes where
they suffers from psychological distress.
§ Smith and Noble (1995) found that poverty acts as a barrier of education.
□ They have previously been given support via the EMA but it is no longer
available.
§ Callender and Jackson (2005) found that w/c students are more
debt averse which makes them less likely to go to university.
