External Factors: Cultural Speech codes: Bernstein (1975) Use of income: Bernstein and Young Compensatory education: (Sure Start)
Restricted Code – typically used by the w/c short and (1967) Aim to tackle cultural deprivation by providing extra resources to
Factors: grammatically simple sentences. m/c mothers are more likely to buy educational communities and schools in deprived areas. Sure Start, is an
>>By the Age of 3 Children from Elaborate Code – typically used by the m/c, wider vocabulary example of this, a plan introduced by New Labour to tackle poverty
books/toys, thus encouraging reasoning skills
disadvantaged backgrounds are already and more grammatically complex sentences, speech and social exclusion – via creating centres providing ‘higher’
and helping stimulate intellectual development.
one year behind those from more communicating abstract ideas. Bernstein argues the EC is quality learning environments to help w/c parents support their
They argued that toys and books bought buy the
privileged homes, with the gap widening predominantly used academically, pitting w/c children at a children to intervene early and break the cycle of disadvantage.
parents link to and influence the child’s
with age (Centre for longitudinal studies distinct disadvantage academically as they are not socialised A03: Early Intervention is argued to be intrusive, monitoring the
intellectual development, therefore the income
2007) into these elaborate speech codes and are not ‘fluent’ – poor more so than the rich.
and education of parents is argued to be a key
>>Private schools educate only 7% of unable to seamlessly incorporate into the academic cycle – By recognising the existence of cultural deprivation, those whom
factor in determining the child’s educational
Britain’s children yet they account for thereby Bernstein argues that w/c children fail not only criticise the cultural deprivation theory would also criticise this
development. i.e. it is estimated that wages are
nearly half of the students entering elite because they are culturally deprived, but because they have Does little to provide a solution to the inequality in wider societies
on average £10,000 higher for those who have
universities (i.e. Oxbridge). not been socialised into EC and are not taught it by the and is only a minor redistribution of resources to small areas.
acquired a degree.
schools.
Language: Hubbs-Tait (2002) Parental education: Feinstein (2008) Working class subcultures Hyman (1967)
Found that parents who use language that He argues that educated parents are more Argues that values held by the working-class are self-imposed barriers to academic and career success. Working class
challenges and evaluates the child’s aware for what is needed to assist their subculture reinforced poor academic results because the lower classes believed they had less chance of getting higher
understanding and abilities (i.e. open questions child’s educational progress and are thus status jobs and thus placed less impetus on education.
such as ‘what do you think’ enhances cognitive more likely to take an active involvement in Working class subcultures: Sugarman (1970)
performance and stimulus intellectual growth. education and help assist the child’s Fatalism – nothing can be done to changed their ‘ascribed’ status’ – belief is reinforced through their parents and friends
Language: Bereiter and Engelmann (1966) interaction with school. An example of this is within w/c society who did not do well in education and thus did not attend university.
Claim that language used in lower class homes is the parent’s likelihood to encourage more Collectivism – Valuing being part of a group more than individual success, thereby wary of success as they may be labelled
deficient, and that they communicate by gestures academic A-Levels and GCSE choices. negatively for being high achieving and did not want to undergo a ‘loss of identity’, thus perhaps valuing more vocational jobs
and disjointed phrases (i.e. ‘Oi’ in place of ‘How He argued that the more educated parents and schooling paths to remain part of the collective.
are you’) consequently, these children are not (typically m/c) supported achievement by Immediate Gratification – Seeking pleasure in the current, rather than making sacrifices (i.e. university) to achieve in the
socialised in a manner capable of abstract thinking encouraging active learning and academic future, they are argued to see school as unpaid with no instant benefits and perhaps disillusioned of the benefits provided by
and unable to use language to compare, explain, skills, in contrast less educated parents university – hence placing value upon paid not educational work.
enquire or describe, affecting their ability to provided inconsistent discipline, encouraged Present-Time Orientation – Seeing the present, more important than the future – therefore not creating long-term goals or
progress through the education system dependence – alongside less interaction and plans, instead seeking work for an expendable income from a younger age leading to vast disillusionment with academic
lesser motivation towards the children. success – m/c, possess future time orientation (i.e. investing).
External Housing: Halsey (1980) Catchment Areas Diet and Health:
Suggested that opportunities in education were broadly Low-income families within education will have Lower Intakes: Howard (2001)
Factors: divided amongst class lines, as the working class less choice of schools – and as schools vary in Children from poorer homes have lower intakes of energy, vitamins and minerals, therefore a weakened immune
Material predominantly attended secondary moderns, whilst the
middle class attended grammar schools – and this was
quality, those with superior league table results
tend to be increasingly popular amongst parents,
system due to diet – this may lead to more illnesses and therefore more absences, with w/c students attending
school less frequently and therefore having a lowered educational achievement.
Factors because the w/c children failed the 11+ primarily due to the usually leading to rise in house prices – perhaps Emotional/Behavioural Problems Wilkinson (2000)
inferior household conditions and less academic support meaning poorer (w/c) families are unable to Found that children from poorer homes are more likely to face emotional or behavioural problems, they have higher
Housing: Poor Housing Leading to Disease afford. rates of hyperactivity, anxiety and conduct disorders, high sugar and fat foods are argued to lead to these
>>On January 2017, Sociologists have found that poor housing increases the i.e. £204,000 average house price in Penistone outcomes.
13.6% of pupils likelihood of illness, creating higher absence rates for w/c where in the local school, 56% achieved grade 5 A03: However this is beginning to be overcome and combatted, with schools increasingly banning foods such as
were eligible for children. This is amplified by the increased inability (lack of or higher in English and Maths GCSE chocolates and energy drinks and Jamie Oliver’s campaign for healthier school meals
FSM resources) to quickly solve these issues. An example of Whereas in Wombwell, the house price is ‘Externalising Behaviours’: Blanden and Machin (2007)
>>Only 53.5% of illness with increased likelihood of occurring is asthma/heart £131,000, with the Local school, Netherwood Argued that children from low-income families are more likely to engage in ‘externalising’ behaviours such as
disease which can be caused by damp/mould. achieving just half, 28% of students achieving fighting and temper tantrums. Linked to foods consumed more frequently by the w/c, that contained higher amounts
GCSE pupils eligible grade 5 or higher in English and Maths GCSE. of sugar, which can cause ‘crashes’ and the children to feel ‘lethargic’, this is likely to disrupt learning and lead to
Extended periods of school can lead to insufficient
for FSM achieve education and leading these pupils to achieve worse grades Hence Showing the Correlation between GCSE poorer educational achievement
their expected levels than their counterparts in adequate housing. Performance and house-prices within catchment A03: Schools are beginning to combat the prevalence of ‘externalising behaviours’, by ensuring school meals and
of progress (target areas. lunchboxes are equipped healthier, often checking what a child is eating.
grades).
Income: Jesson and Gray (1991) Cost of education: Tanner (2003): Fear of Debt: Callender and Jackson Cultural Capital: Bourdieu (1984)
Correlation between FSM and low GCSE grades, low income or Cost of items such as uniform, books, calculators place (2005) Bourdieu sees the knowledge, attitudes, values, abilities
unemployment means that educational resources are not a heavy burden of poor families – meaning the poorer of the m/c as Cultural capital, as, like wealth, it gives an
Found that w/c students are more debt averse –
advantage to those who possess it. He argues that
available for children (i.e. books/computers) and children without children may have to use ‘hand-me downs’ and cheaper, seeing debt negatively and to be avoided – which
through their socialisation, m/c children acquire the ability
sufficient learning resources may find it hard to develop a deeper more unfashionable equipment, this may result in amplified their negative view of university and its
costs. They discovered the more debt averse to grasp and analyse abstract ideas – leading to an
understanding, perhaps ‘capping’ their academic level and bullying, alienation and stigmatisation within schools increased chance of developing intellectual interests and
(predominantly w/c) students were over five times
making it harder to correctly complete homework tasks. This poverty, may act as a barrier towards access as less likely to apply to university. an understanding of the educational system.
A03: However schools are beginning to combat this through higher-education and also achievement, as to afford Furthermore, those that would apply often would He argued that the education system was not neutral, but
providing FSM children in the 2020/21 lockdown with learning education w/c (low-income) families may need their not move vastly away from their houses and preferred and transmits the dominant m/c culture – and
materials, such as laptops and the introduction of breakfast clubs children to take on jobs such as baby sitting, cleaning – thus devaluing the w/c culture as inferior and ‘rough’,
parents – leaving less opportunity to access more
leading a lack of cultural capital within school for the w/c
and bursaries – gradually overcoming issues of deprivation. which can lead to a negative effect on schoolwork and elite universities – thus further reducing the w/c
children argued to lead to exam failure and that w/c
Furthermore, PP or FSM children are expected to be given extra thus educational achievement can be decreased. access to higher-class and status degrees.
children ‘get the message’ that education is not meant for
support by their teachers (who are told of these students prior). them and respond by truanting, or just not trying.
