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

Outline some of the ways in which material deprivation may affect educational achievement

Extracts from this document...


Outline some of the ways in which material deprivation may affect educational achievement. Material deprivation is known as poverty. It is a lack of basic necessities such as adequate diet, housing, clothing or the money to buy these things. In education, material deprivation theory explains working class under achievement as the result of the lack of such resources. Unlike cultural deprivation theorists, who blame educational failure on the inadequacy of working class subculture, many other sociologists see material deprivation as the main cause of under achievement. Poverty is closely linked to educational under-achievement for example * In 2006 only 33% of children receiving free school meals gained five or more GCSE's at A*-C, as against 61% of pupils not receiving free school meals. * According to Jan Flaherty (2004), money problems in the family were a significant factor in younger children's non-attendance at school. * Exclusion and truancy are more likely for children from poorer families, children excluded from school are unlikely to return to mainstream education, while a third of all persistent truants leave school with no qualifications. ...read more.


Cold or damp housing can also cause ill health. Especially respiratory illnesses. Families in temporary accommodation suffer more psychological distress, infections and accidents. Such health problems lead to absences from school. The second reason is diet and health. Marilyn Howard 2001 notes that young people from poorer homes have lower intakes of energy, vitamins and minerals. Poor nutrition affects health for example by weakening the immune system and lowering children's energy levels. This may result in more absences from school due to illnesses and difficulties concerting in class. Children from poorer homes are also more likely to have emotional or behavioural problems. According to Richard Wilkinson 1996, among ten year olds, the lower the social class the higher the rate of hyperactivity, anxiety and conduct disorders, all of which are likely to have a negative effect on the child's education. The third and last reason in which material deprivation may affect educational achievement is financial support and the costs of education. ...read more.


These financial restrictions help to explain why many working class pupils leave school at 16 and why relatively few go on to university. There is evidence that fear of debt deters poor students from applying. Students from poorer families starting university can expect to leave with substantial debts as a result of the introduction of fees for higher education. Dropout rates are also higher for universities with a large proportion of poor students for example 13% Sunderland, a large working class intake but only 1.4% at oxford, where over four students out of 10 students come from private schools. The national audit office found that working class students spent twice as much time in paid work to reduce debts as middle class students. In conclusion we can see clearly that material deprivation have a big affect on educational achievement. This is showing in the many reasons such as housing, diet and health and financial support and the costs of education. It is also clear in the statistics that I have discovered. ?? ?? ?? ?? Kirsty Downey 13D ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Sociology 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 GCSE Sociology essays

  1. Discuss the relationship between social class and educational achievement.

    In 1998, eighty per cent of those from professional backgrounds entered higher education at eighteen, compared to just fourteen per cent of those from the unskilled backgrounds. Hence, those from the higher class had five times the chance of those from the lower class of going onto a degree-level course.

  2. would like to investigate it the achievement of middle class students obtaining their GCSE ...

    When parents set high standards, children work harder and their school achievement is higher (Natriello and McDill, 1986). High school dropouts report their mothers have lower expectations for them (Ekstorm et al, 1986). Furthermore, high school dropouts are likely to have a family history of dropping out (Mahan and Johnson, 1983), suggesting again the influence of family norms or expectations.

  1. research into educational achievement, class and parental involvement

    They much preferred to see the head teacher as appose to seeing the class teachers about their children's work. They were also more likely to want their children to stay at school beyond the minimum leaving age and to encourage them to do so.

  2. Ocean Ridge Golf and Country Club - target marketing

    Rather than having just the hob-knob set of Philippine business, hopefully in the long run this mix of social classes will hopefully widen the horizons of each of the members. The third demographic of married preferably but not limited to "with children" was included because this status demographic actually forces people to plan time for rest and recreation.

  1. Investigation of the Difference in Educational Achievement between Males and Females.

    This includes things such as "who shouts out more" or "who answers more questions." The class I will observe is a year nine, information technology class. I believe this is an effective type of observation and my findings will be accurate.

  2. In what way and why are the educational

    However, such attainment is determined by a variety of factors, many of which are, in themselves, inextricably linked with social exclusion. A number of macro-level factors can be identified as strongly influencing what both schools and pupils can achieve in the domains of formal qualifications and generic skills.

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