Post on 05-Dec-2014
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CULTURAL DEPRIVATION
Attitudes and values
BY THE END OF THE LESSON YOU WILL BE ABLE TO
Explain how cultural attitudes can impact educational achievement
Describe two different theories on cultural deprivation
Define Sugarman’s four key concepts of working class culture
Outline two compensatory education schemes
Examine criticisms of the cultural deprivation theory
Parents attitudes and values are a key factor in educational attainment
Less value placed on education
Less ambition
Less encouragement
Less interest in children’s education
Less discussions with teachers
Douglas (1964)
Fernstein (1998)
Underachievment
LINKED TO
Lack of interest from parents
Middle class children more successful because their parents provide them with necessary motivation, discipline and support
Hyman (1967)
Values and beliefs are a “self-imposed barrier” to educational success
They see no point in education
Less willing to make sacrifices
Barry Sugarman took a sub-cultural approach to
the study of the relationship between class
and education.
Sugarman
Four key features of working-class culture that restrict achievement.
Fatalism
Collectivism
Immediate Gratification
Present-time orientation
Sugarman
• Working class children internalise the beliefs and values.
SUMMARY OF THEORY: * Because middle class occupations provided more opportunity for advancement (promotion), such families had an attitude of deferred gratification. Their children were therefore socialized into these values and did better in school as they valued long-term goals.
My son knows it took four years at uni to become a
doctor. He’s well motivated to achieve.
So I accept ploughing
through school for seven
years.
* Working class socialization emphasised present-time orientation and immediate gratification as their work did not allow the same opportunities for advancement.
We live to get our weekly wages. They’re not much but we just use them to
get battered at the weekend.
So I’m not used to waiting for my rewards; school
doesn’t keep me motivated.
* Therefore working class children didn’t have the attitude to stick with education and wanted to earn money instead. They were more focused on collectivism (through parents’ Trade Union involvement), than individual achievement.
The community’s more important...
...than your own status.
The myth of Cultural Deprivation
• Nell Keddie (1973)• Victim Blaming• A child cannot be deprived of its own culture
• Is it really school culture that is deficient in failing to recognise it’s prejudice?
The myth of cultural deprivation
• Troyna & Williams (1986)
• It is not child’s language that disadvantages it, but the school’s attitude
• Speech hierarchy
The myth of cultural deprivation
• Blackstone &Mortimer (1994)• Reject the idea that working class parents are
less interested in their children’s education• May attend fewer parent’ evenings due to
less regular hours of work• May wish to help children but lack knowledge
or skills to
Compensatory Education
• Is compensatory education just a smokescreen?
• Real problem is not cultural deprivation but rather material deprivation
BY THE END OF THE LESSON YOU WILL BE ABLE TO
Explain how cultural attitudes can impact educational achievement
Describe two different theories on cultural deprivation
Define Sugarman’s four key concepts of working class culture
Outline two compensatory education schemes
Examine criticisms of the cultural deprivation theory