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Cultural Deprivation - Coggle Diagram
Cultural Deprivation
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Language
Hubbs-Tait et al (2002) found that where parents used language that challenges their children to evaluate their own understanding ('what do you think?') cognitive performance improved
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less educated parents tend to use language in ways that only requires simple descriptive statements ('what is this animal called?') and this results in lower performance
Bereiter and Engelmann (1966) claim that the language used in lower class homes is deficient as they communicate using gestures, single words or disjointed phrases
As a result, children fail to develop the necessary language skills
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Use of income
better educated parents not only tend to have higher incomes and also spend their income in ways that promote their children's educational success
Bernstein and Young) (1967) - found middle-class mothers are more likely to buy educational toys, books and activities
working-class homes are more likely to lack these resources and means children start school without the intellectual skills needed to progress
Parents' education
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Feinstein (2008) argues that parents' education is the most important factor affecting children's achievement as middle-class parents know how to socialize them
parenting style
educated parents' parenting style emphasizes consistent discipline and high expectations which supports achievement by encouraging active learning and exploration
less educated parents' parenting style is marked by harsh or inconsistent discipline. This prevents children from learning independence and self-control
Compensatory Education
Aim to tackle the problem of cultural deprivation by providing extra resources to schools and communities in deprived areas
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Working-class subculture
Sugarman (1970) - argues that working-class subculture has four key features that act as a barrier as educational achievement
Fatalism- a belief in fate. 'whatever will be, will be'
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Immediate gratification- seeking pleasure now rather than making sacrifices in order to get rewards in the future
Present-time orientation- seeing the present as more important than the future and so not having long-term goals
Sugarman argues that these values stem from the fact that middle-class jobs are secure which encourages ambition.
Working-class jobs are less secure and have no career structure through which individuals can advance and there are few promotions and earnings peak at an early age