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Unlock This CourseCultural deprivation theory suggests that some children underachieve in education because they lack certain cultural resources needed to succeed in the mainstream education system. This theory focuses on how family background and home environment can affect a student's ability to perform well at school.
Key Definitions:
Cultural deprivation theory suggests that working-class and some minority ethnic families may provide their children with less of the cultural resources, experiences and attitudes that schools value. This can create a mismatch between home and school cultures, making it harder for these children to succeed academically.
Pierre Bourdieu developed the concept of cultural capital. Basil Bernstein studied language codes. Douglas studied home circumstances. These sociologists helped explain how cultural factors can create educational inequalities between different social groups.
Basil Bernstein identified two types of language codes that children learn through socialisation:
Features: Simple grammar, limited vocabulary, short sentences and reliance on non-verbal cues.
Used by: Working-class families for everyday communication.
Educational impact: Can limit a child's ability to express complex ideas and understand academic language.
Features: Complex grammar, wide vocabulary, detailed explanations and less reliance on shared understanding.
Used by: Middle-class families and in educational settings.
Educational impact: Gives children an advantage as it matches the language used in schools and exams.
Schools use and reward the elaborated code in teaching and assessments. Children who only use the restricted code may struggle to understand lessons and express themselves in the way teachers expect.
Cultural deprivation theory suggests that working-class families may socialise their children with attitudes and values that don't support educational achievement:
Seeking rewards now rather than working for future benefits. This contrasts with the deferred gratification needed for educational success.
The belief that life is determined by fate rather than personal effort. This may reduce motivation to work hard at school.
Focus on the present rather than planning for the future, which can affect educational aspirations and career planning.
In contrast, middle-class families are more likely to encourage values like deferred gratification, self-discipline and future planning that align with school expectations.
Cultural deprivation theory highlights differences in how parents from different social backgrounds support their children's education:
J.W.B. Douglas conducted a major study in the 1960s following 5,000 British children born in 1946. He found that working-class children were less likely to pass the 11+ exam even when they had the same measured ability as middle-class children.
Key findings:
Douglas concluded that these cultural factors, rather than just economic disadvantages, contributed significantly to educational inequality.
Pierre Bourdieu developed the concept of cultural capital to explain educational inequalities. He argued that middle-class families possess cultural capital that gives their children advantages in education.
Knowledge, skills and attitudes gained through socialisation. For example, speaking and behaving in ways valued by schools.
Cultural goods like books, computers and artworks that support learning and demonstrate cultural knowledge.
Formal qualifications and credentials that provide recognised status and open doors to opportunities.
Schools tend to reward students who possess middle-class cultural capital. Children from families with more cultural capital find it easier to understand what teachers expect and how to succeed in assessments.
While cultural deprivation theory helps explain some educational inequalities, it has been criticised for several reasons:
Critics argue that cultural deprivation theory blames working-class families for their children's underachievement rather than examining problems within the education system itself. It suggests working-class culture is somehow 'deficient' rather than just different.
The theory can overlook material factors like poverty, poor housing and lack of resources that affect educational outcomes. It may also ignore discrimination and institutional barriers within schools.
Alternative explanations for educational inequality include:
In the UK, eligibility for free school meals (FSM) is often used as an indicator of socioeconomic disadvantage. Government statistics consistently show a significant attainment gap between FSM and non-FSM students:
This example shows how both cultural and material factors interact to affect educational outcomes.
Various educational policies have attempted to address cultural deprivation:
Programmes like Sure Start and Head Start aim to provide early years support to disadvantaged families, helping children develop language skills and school readiness before they start formal education.
Additional funding given to schools based on the number of disadvantaged pupils they teach. Schools can use this to provide extra support, resources and opportunities for these students.
Effective strategies schools use include:
However, critics argue that truly addressing educational inequality requires wider social change to tackle poverty and structural inequalities, not just educational interventions.