Class difference in educationExternal Factors

By the end of this lesson you will be able toDefine cultural deprivation

State the three main aspects of cultural deprivation theory

Explain the difference in intellectual development of working class and middle class children

Describe Bernstein’s theory of language codes

Primary socialization gives us the skills and attitudes we need to be successful in education.

Many working class families fail to provide their children with the skills to be successful.

They grow up “Culturally Deprived”

Cultural Deprivation

Three main aspects of cultural deprivation theory.

1. Intellectual Development

2. Language

3. Attitude and Values

Cultural Deprivation

Development of thinking and reasoning skills- problem solving conceptual thinking

Working class homes may not have the same resources as middle class homes

BooksBaby EinsteinToys Playgroups, singing groups, tumble tots

Intellectual Development

J.W.B Douglas (1964)Working class children scored lower on tests of ability.Working class homes less likely to read with their children.

Bernstein and Young (1967) Ways mother’s choose toys has impact Middle class mothers more likely to choose toys that encourage

thinking and reasoning.

Intellectual Development

Basil Bernstein identified differences between working class and middle class language. These influence achievement

Language

Working Class Middle class

Restricted Code Elaborated code

Limited vocabularyUse of short, grammatically simple sentencesSpeech is predictableMay only involve a single wordMay only involve a gestureNon-analyticContext bound

Restricted Code

Wider vocabularyLonger, more complex sentencesCommunicates abstract conceptsContext-freeSpells out meaning explicitly

Elaborated Code

BernsteinBernstein's research argued that working-class students had access to their restricted code(s) - but middle-class students had access to both restricted and elaborated codes

How does restricted code disadvantage working class children in schools?

Because schools and colleges are:

Are concerned with the introduction of new knowledge which goes beyond existing shared meanings

Take elaborated code as the ‘correct way’ of communicating

Pupils need to use elaborated code. The bottom line is that if you can't handle elaborated code, you are not going to succeed in the educational system.

Problems with Bernstein’s Research

The social conditions which working class and middle class children live in today are not the same as in the 60s– working class communities not so separate

The term ‘restricted’ implies deficiency from working class language

Bernstein did not question the implication that children are expected to use elaborated code as a convention of the education system – is this actually true?

Problems with Bernstein’s Research

Some of Bernstein’s research used limited data on topics more accessible to middle class speakers like capital punishment. Later researchers found that working class speakers did use elaborated code in different contexts.

Bernstein carried out research in artificial situations – university departments.

By the end of this lesson you will be able toDefine cultural deprivation

State the three main aspects of cultural deprivation theory

Explain the difference in intellectual development of working class and middle class children

Describe Bernstein’s theory of language codes

What is meant by ‘cultural deprivation’? (2 marks)

Outline some of the ways in which cultural deprivation may lead to educational under-achievement for working-class pupils. (12 marks)

 

Exam practice

Item 1B According to some sociologists, many working-class children are disadvantaged by their early experiences.

Studies of pre-school socialisation show important differences between social classes that contribute to differences in educational achievement. Some working-class parents have lower expectations of their children, place less emphasis on constant improvement and do not reward success systematically. Working-class homes, with fewer books and educational toys, may provide a less stimulating learning environment. Similarly, some working-class children are not taught to use the elaborated speech code used both by middle-class families and by the school. The government considers these factors so important that it has sought to intervene. For example, Sure Start involves over 500 local programmes in deprived areas, working with disadvantaged families to promote young children’s intellectual, linguistic and social development so that they are in a position to do well when they start school.

 

(f) Using material from Item 1B and elsewhere, assess the view that working-class under-achievement in education is the result of home circumstances and family background.

(20 marks) 

Exam Practice