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Using material from item A and elsewhere, assess the extent to which material deprivation is the most important home factor affecting social class differences in educational achievement.

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Introduction

´╗┐Ieuan Murrant Using material from item A and elsewhere, assess the extent to which material deprivation is the most important home factor affecting social class differences in educational achievement. Pupils in education from a working class background (a pupil whose background includes a far more manual job) have a tendency to underachieve in education compared to pupils in education from a middle class background (one from a non-manual background). Hence tend to gain lower GCSE results and don?t go on to further and higher education for example statistics show . Factors outside the school such as material deprivation and cultural deprivation as well as linguistic depravation can all affect achievement, and are all linked in with social class. The first reason for why working class students tend to underachieve in education is because of material depravation. Material depravation is a lack of the physical properties that would give a child an extra boost during there education, for example not being able to afford stationary, or revision material which a middle class students parents could afford, due to poverty. ...read more.

Middle

Cultural deprivation is a theory that claims some young people fail in education due to their ?culture? (or way of life), for instance if the family places in a high value on the placement of education then it is more likely that their children will achieve higher in education than that of one who?s family feels that education is a waste of time. For example parents reading to their children at night or trying to teach their children numbers and letters when they are young, and displaying children?s work at home would all be considered a factor of cultural deprivation. This caused working class pupils to underachieve compared to middle class pupils because if parents do not display their Childs work around the home or take them to interesting educational places such as museums they may not be able to see the importance of education and so are more than likely not to for fill their potential. The impact this can have leads to capable and intelligent children failing due to their unwilling ness to succeed, and go on to further and higher education, due to the fact that many working class children can believe that there is less opportunity for personal advancement as a result of being culturally deprived. ...read more.

Conclusion

who use this code far more commonly than the elaborated code, due to the fact they have little practice using the elaborated code, which is far more accepted in society, especially when in an interview for a job, or even in the context of school, were many exams require structured responses that they are unable to give. Basil Bernstein is a British sociologist who believes that linguistic deprivation is the most substantial explanation as to why working class children don?t do as well as middle class children in education. He argues that working class children are limited to the restricted code, this could be because of the lack of experiences they have had. This often doesn?t lead to much discussion or linguistic development, meaning relationships and family hierarchy very ambiguous. These reasons all explain why working class pupils tend to underachieve in education compared to middle class pupils. All of the reasons are likely to have impacted on working class underachievement, showing that although material factors play a large part in causing working class underachievement, other factors from the home such as cultural deprivation and linguistic deprivation are also partly responsible. ...read more.

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