External Factors for Working Class Underachievement

Cultual Deprivation
1. Language
  1. Hubbs-Tait ( 2002)
    1. Challenging children's understanding: "What do you think?" improves cognitive development
      1. Leon Feinstein (2008)
        Middle Class parents most likely to talk to their child like this.
        Working class, or less educated parents use more descriptive language. "What animal is that?"
  2. Language used by lower classes is efficient, it uses gestures, single words and 'disjointed' phrases
    1. Children are unable to perform abstract thinking and struggle in school.
  3. Basil Bernstein (1975): Speech Codes
    1. Restricted Speech Code: Used by working class families It is limited in vocabulary and grammar. The communication could also involve gestures and requires a context and shared experience to be understood.
    2. Elaborated Speech Codes: Used by the middle class. It has an extensive vocabulary and is grammatically complete. It allows for the expression of abstract ideas and does not require a context to be understood.
    3. The elaborated speech code is used in schools and textbooks and seen as the "right" way to speak. This gives middle class children an advantage over those from a working class background.
    4. Middle class children feel 'at home' in school, whereas working class children feel excluded.
    5. Critics call Bernstein a cultural deprivation theorist. Bernstein rejects this and say working class pupils fail because schools fail to teach elaborated code.
2. Parent's Education
  1. Douglas (1964)
    1. Working class families place less value on education. They would visit schools less and are less likely to discuss their child's progress. The children therefore have lower levels of motivation to succeed.
  2. Middle class parents have knowledge of the education system that aids them in socialising their children.
    1. Educated parents use dicipline and expectation to enhance active learning. Less educated parents are harsher or inconsistent which leads to the child having poor motivation and communication skills.
    2. Educated parents can develop better relationships with teachers, and can use their higher income to provide educational toys and better nutrition.
  3. Feinstein suggests that parental education may affect achieve on its own, explaining how some working class pupils do better or middle class pupils doing badly.
3. Working class subculture
  1. Barry Sugarman (1970)
    1. Fatalism, Collectivism, Immediate gratification and Present-time orientation.
    2. Working class pupils are socialised to expect insecure jobs with little or no opportunity to progress up the career.
4. Compensatory Education
  1. Provision of extra resources to intervene in early socialisation.
    1. Educational Priority Areas, Educational Action Zones and Sure Start.
Material Deprivation
1. Housing
  1. Crowded rooms prevent studying, disturbed sleep, lack of space
  2. Damp and cold housing leads to illnesses and therefore absences.
2. Diet and Health
  1. Poor nutrition weakens immune system, leading to more illness and absence.
  2. children from poorer homes can develop emotional and/or behavioural problems.
  3. Children from poorer households are more likely to engage in fighting.
3. Financial Support
  1. Cost of resources places burden of poorer families (Emily Tanner, 2003)
    1. Children in poverty take on jobs, this impacts on school work
    2. Education Maintenance Allowance previously offered support.
  2. Fear of Debt
    1. Working Class five times less likely to apply to Uni.
    2. Working class moe likely to live at home to avoid travel costs and more likely to drop out.
Cultural Capital
1. The knowledge, values, tastes and abilities of middle class people.
2. Middle-class children are more likely to have intellectual interests. Giving them an advantage in school
  1. Education system is not neutral but favours middle class culture
3. Economic capital can be converted to educational and cultural capital by purchasing private education or houses near good schools.
4. When cultural capital is equal, class is most likely to determine success. (Alice Sullivan, 2001)

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External Factors for Working Class Underachievement

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