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External factors and ethnicity, Cultural Deprivation- theory sees the…
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Cultural Deprivation- theory sees the underachievement of some ethnic as a result of inadequate socialisation in the home.The explanation has three main aspects which are Intellectual /linguistic skills, Attitudes/ values. As well as Family structure and parental support
Intellectual and linguistic skills- Cultural deprivation theorists see the lack of Intellectual and linguistic skills as a major cause of underachievement. Arguing that many children from low-income black families lack intellectual stimulation and enriching experiences. This leaves them being poorly equipped for school due to not developing reasoning and problem-solving skills.
Sewell: fathers, gangs and culture - the problem is a lack of fatherly nurturing or 'tough love', this results in black boys finding it hard to overcome the emotional and behavioural difficulties of adolescence. Means they are subject to powerful anti-educational peer group pressure. Most of the successful black boys Sewell interviewed felt the greatest barrier to success was pressure from other boys
Family structure and parental support - Cultural deprivation theorists argue this failure to socialise children adequately is the result of a dysfunctional family structure. Daniel Moynihan - he sees cultural deprivation as a cycle where inadequately socialised children from unstable families go on to fail at school and become inadequate parents themselves. The New Right put forward similar explanations. E.g. Charles Murray(1984) - argues a lone parenthood and a lack of positive male tole models lead to the underachievement of some minorities. A 2021, report showed that 85% of parents want to play an active role in their child's education.
Bereiter and Engelmann - consider the language spoken by low-income black American families as inadequate for educational success. They see it as ungrammatical,disjointed and incapable of expressing abstract ideas.
There have been concerns that Children who do not speak english at home may be held back educationally. Not a major factor though as 2010 study showed pupils with english as first language were only 3.2 points ahead.
Gilborn and Mirza- note that Indian pupils do very well despite often not having english as their home language
Attitudes and Values- Cultural deprivation theorists see lack of motivation as a major cause of failure of many black children. Most children are socialised into the mainstream culture which instils ambition competitiveness and willigness for long term goals By contrast some black children are socialised into a subculture that instils a fatalistic 'live for today' attitude that does not value education and leaves them unequipped for success
Criticisms of cultural deprivation theory -
Geoffrey Driver (1977)- criticises cultural deprivation theorists for ignoring the positive effects of ethnicity on achievement.
Errol Lawerence - challenges the view that black pupils fail because their culture is weak and they lack self-esteem. He argues its not because of this its because of racism
Keddie - sees it as victim blaming explanation, the ethnic minority children are culturally different not deprived. They underachieve because schools are ethnocentric.
These critics oppose compensatory education and have come up with two alternatives:
multicultural education - policy that recognises and values minority cultures and includes them in the curriculum
anti -racist education - policy that challenges the predujice and discrimination that exists in schools and wider society
Asian families- Whilst many black families typically have absent fathers, Swell believes that Indian and Chinese families benefit from supportive families with strong work ethics placing a high value on education. lupton 2004- argues that adult authority within Asian families is similar to the model that operates within schools. Finding that respectful behaviour towards adults was expected from children. Pupils from the chinese ethnic group had the highest Attainment 8 score out of all ethnic groups at GCSE.
White working- class families- White w/c pupils often underachieve and have lower aspirations.a survey of 1600 pupils by McCulloch 2014- Found that ethnic minority pupils are more likely to aspire to go to university than white british pupils. The low level of aspiration and achievement may be due to the lack of parental support. Lupton's study of four maily w/c schools found that teachers reported poorer levels of behaviour and discipline in white w/c boys, blaming their parents support and negative attitude tha parents had towards education. Evans 2006- Argues that street culture in w/c areas can be brutal and so young people have to adapt and learn to intimmidate others typically through violence. Only around 1/3 of white w/c boys pas their maths and English gcse's. White w/c boys are 40% less likely to go into higher education than disadvataged black boys.
There are several reasons why some ethnic minorities may be at a greater risk of material deprivation and unemployment:
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Cultural factors such as purdah in some muslim households, preventing women working outside the home
Lack of language skills and foreign qualifications not being recognised by UK employers. This could affect refugees
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Such inequalities are reflected in the proportion of children from different ethnic groups who are eligible for free school meals. Material deprivation explanation argues that such class differences explain why Pakistani pupils tend to do worse than Indian and white pupils. pakistani students 2.8 times as likely to live in low income households in 2018.
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In addition, ethnic minority workers are more likely to be engaged in shift work, and Bangladeshi and Pakistani women are more likely to be low-paid homeworking
Ethnic minorities are more likely to face these problems, for example according to Guy Palmer: Almost half of all ethnic minority children live in low income households Ethnic minorities are twice as likely to be unemployed. Their households are three times more likely to be homeless