• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Assess the View that Working Class Children Underachieve Because they are Culturally Deprived

Extracts from this document...

Introduction

Assess the View that Working Class Children Underachieve Because they are Culturally Deprived It may be argued that due to lack of family structure and social, cultural and soft skills a pupil is less likely to underachieve. There are many cultural deficiencies often associated with a child's potential and achievement. Cultural deprivation is a theory that many working-class children are inadequately socialised and therefore lack the "right" culture appropriate for a successful education. It is often said that intellectual development is vital in the younger years of a child life, this refers to a child's ability to solve problems and apply concepts and ideas. Bernstein and Young argue that Middle-class families will be able to afford toys that stimulate the mind, books and pre educational essentials, whereas the working class may struggle to buy such equipment, and are less likely to select these sorts of toys anyway. ...read more.

Middle

The restricted code is typically the speech code used by the working class, usually due to areas they live in. With the restricted code, the speaker often assumes that the listener has shared the same sort of experiences meaning working class children have less of an understanding and grasp than other people. On the other hand, sociologists carried out the "Swann Report" and criticized language was not a major issue affecting a child's success. The Swann report analysed each student's background and carried out a series of tests and evaluated the correlation. A pupil's attitudes and values are a very important role in education, their philosophy (or lack of) on learning and the future can depend highly on success. Those who are culturally deprived may believe in immediate gratification and have a present-time orientation, in a "play now work later" sense. ...read more.

Conclusion

Another value often held is collectivism, this means an individual likes to feel part of a group rather than strive with independence. Race also comes into the argument, in the sense that teachers can often label and black boys are frequently perceived as badly behaved and under achieving. However Errol Lawrence challenges this view and blames it on racism. To conclude, the extent to which working-class children are affected by their cultural values and socialisation is more vast than that of a middle-class pupil. Sugarman outlines four main factors that affect this; Falism; Collectivism; Immediate gratification and present-time orientation. It has been proved that children of working class families have a much higher chance of possessing these traits, and this can often lead to labelling and a negative attitude towards education, resulting in failure. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Work & Leisure section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Work & Leisure essays

  1. In the rest of the U.K., to what extent did the domestic legislative reforms ...

    The number of children attending schools did double between 1870-80, but this was still not the whole child population. This reform did pave the way for further educational reforms, and the dual system still, somewhat, exists today. This legislative reform did not improve conditions for the working class directly or

  2. Assess The View That Material Deprivation Is The Most Important Barrier To Educational Attainment.

    Hyman argues that although it is based on a realization that the working class does have less opportunity, the belief itself reduces opportunities even more. Sugarman also argued that working class pupils are socialised with different attitudes, which can account for low levels of educational attainment.

  1. a) With reference to the Items and elsewhere, assess the view that the introduction ...

    It describes how school passes on values, attitudes and habits. From there is a mention of how a school works as a smaller society and reinforcing variations in cultural values acquired in early life. When a child leaves school this hidden curriculum of education has the effect of limiting opportunities for some whilst offering more for others.

  2. SOCIAL CLASS DIVISION

    The dominant social class promotes education as a meritocracy; it is assumed that education is open to all (equality of opportunity) and that all are judged according to the same criteria of academic skills. However, Bourdieu argues that meritocracy is an ideological myth aimed at convincing working-class pupils that their failure is self-inflicted.

  1. Multi-agency working

    aid integration and ensure that the well being of the young person is placed as a priority. The "Every Child Matters" Initiative goes beyond schools and encourages integration at all levels for young people and their families. This includes schools, early year's services and disabilities as well as both YOT and Connexions.

  2. Education and Socialisation

    School provides the future workforce with the basic skills required to "enable them to respond to...constantly changing occupational requirements" (Bilton, Bonnet, Jones, Stanworth, Sheard & Webster, 'Introductory Sociology', 1987, Pg.308). Parsons believed that school is a meritocracy and, regardless of class, those with the ability to do well will flourish,

  1. Consortia and Revenue Streams: the case of shared professorial lines

    Examples are "Prelude to Success," a collaboration between Hunter College and BMCC; the Consortium for International Studies (CCIS) used by Queens College and the College of Staten Island; the Council of Foreign Languages (CFL); and the Lower Manhattan-Downtown Brooklyn Consortium of Foreign Languages encompassing five campuses and seeking to achieve

  2. Outline and assess the view that the way schools and teaching are organised is ...

    Bernstein believes that without the elaborated code, it is extremely difficult to demonstrate the skills needed by the education system such as; analysis, logical and rational argument, and handling higher level concepts. Others have supported Bernstein's view, however, Rosen believes that Bernstien's arguments are too vague and unsupported by hard evidence.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work