Examine some of the ways that differences in the home background of middle & working class pupils, can lead to differences in educational attainment.

The cultural deprivation explanation for working class under-achievement says that working class children are linguistically deprived. ‘Bernstein say’s: there is a difference between working class and middle class speech. ‘Restricted and Elaborated’ codes are Bernstein’s description of the two distinct speech codes. Bernstein’s theory argues that middle class pupils have an advantage over the working class pupils because school is conducted through an elaborated code and analysis is that middle class pupils are more likely to use the elaborated code and therefore are well practised before they enter the school system. The reason working class pupils are said to under-achieve in comparison with the middle class is because working class pupils use more informal language, known as the ‘Restricted code’, which is unsuitable in school. This immediately disadvantages them from acquiring the skills needed by the education system.

Cultural Capital refers to the idea used by Marxists to help explain cultural influences on education success. According to ‘Bourdieu’, he say’s that middle class and working class are different or have different ‘Habitus. Middle class pupils enter school with a habitus, or a set of beliefs or ideas, which fit the culture of the school. This helps them deal with the material they learn in school. Working class pupils are deprived of certain values and skills that are important for educational success, and these pupils suffer from a lack of ambition or drive to succeed.

Many sociology researchers see ‘Material deprivation’ as another cause of inequality in educational success between working and middle class pupils. Material factors such as poverty and low wages, diet, health and housing can all have a direct effect on how well individuals do at school.  This theory describes how the working class tend to leave school at 16. One reason for this is, the cost of staying in further education, and this denies working class pupils from gaining higher-level qualifications, and simply prevents working class pupils doing well.  ‘Sugarman’ say’s that, basically there is a link between working class and middle class people in society and both are shaped by the work they do. ‘Sugarman’ say’s that middle class pupils are in a better position financially and otherwise, to put off the rewards they seek in terms of careers, till a later date. Because of this they are more likely to stay on in further education and try harder to attain higher paid jobs in the future. This is known as ‘Deferred gratification’ On the other hand, working class pupils tend to seek their rewards immediately, so leave school at 16. This is known as ‘Instant gratification’. Generally the jobs or occupations of middle class people have a long-term reward structure, so that encourages a deferred gratification culture. In terms of working class people’s jobs, they have a short reward structure, and that encourages an instant gratification culture.

‘Douglas’ found in early research, that poor living conditions also affected educational attainment. Poor housing conditions such as over-crowding and insufficient space and quiet can make study at home difficult. Poor diet can lead to ill health. High levels of sickness in poorer homes may mean more absence from school and then falling behind with lessons and schoolwork. This in turn affects the pupil’s performance in education.

Although Factors and relationships within the family. And outside of the education system, offers an explanation for the differences in educational attainment between different social classes. Other factors within the education system or outside the family will also lead to differences between working and middle class educational attainments.