material deprivation

• cultural deprivation theorists will suggest that working-class culture is deficit and that students from working-class backgrounds lack the cultural knowledge and skills to succeed in education.

  However this is seen as victim-blaming approach and a sign of cultural elitism.
• It makes the assumption that the culture of the middle and upper classes has more value than that of the working class. This can be seen throughout education-particularly in the curriculum.
• Examples of how middle class culture is dominant in the education system:

  • appearance: uniform regulations based upon smart appearance.
  • literature: canonical literature studied- e.g. Shakespeare, Dickins.
  • History: history of kings and queens, of government and elite people in society.
  • Music: focused on classical instruments- piano, violin etc.
• Examples of how middle class culture dominant is the education system:

  • language: formal language used in textbooks, exam papers and by teachers.
  • clubs and societies: based upon middle-class pastimes.
  • customs: 'sir' and 'miss'. standing up when teachers enter room.
• Hyman 1967 and Sugarman 1970:

  middle-class attitudes:

  • optimism
  • deferred gratification
  • future orientation
  • individualism
• Hyman 1967 and Sugarman 1970:

  working-class attitudes:

  • fatalism
  • immediate gratification
  • present-time orientation
  • collectivism
• Cultural deprivation: Sugarman

  • cultural attitudes of the working class account for their lack of education success.
  • the working class has a preference for immediate gratification. (to enjoy things right away).
  • therefore working class pupils are more likely to leave school as soon as possible to get a job for money as soon as possible.
• Criticisms of Sugarman:

  • he was writing at a time when it was more common for working class children to bring home money for disadvantaged households.
  • high unemployment makes it pointless to leave school as soon as possible.
• Differences in parental interest: Douglas

  • class cultural differences in the degree of interests of the parents in their children's education accounted for the lack of success.
  • working class parents were less likely to attend school functions, such as parents evenings and open-day's.