The view that working class children cultural deprivation is the reason of their underachievement can be very rightly true. Cultural deprivation is the lack of certain rules of behavior in social situations, values, belief that something is a worthwhile, attitude and skills these are all of what society calls “normal”. Working class children are less likely to succeed in life because they are less likely to be found in nursery schools, less likely to go to university and more likely to be poor readers when they start school, more likely to be in lower sets and streams in secondary school, more likely to leave school early, more likely to underachieve at GCSEs and a level, more likely to be excluded and suspended. This is because the middle-class culture children are suitably prepared for school, but ...view middle of the document...
That means working class children do less well in education. Some people then make a causative link between the two ideas and come up with the idea that working class children do less well because their culture is somehow inferior. It points out that the working class does less well and then moves on to blame the victims for their own failure. Often, also, teachers, in contrast to middle class children who have been some how brain washed with the view that education is worthwhile, view children backgrounds as inferior. Douglas (1964) focuses on the key role of parental aspirations, claiming that working class parents are less interested in formal education of their children, and hence in their success. Douglas found put that working class parents placed less value on education, were less ambitious for their children, gave them less encouragement and took less interest in their education, as a result their children had lower levels of achievement motivation.
Cultural deprivation theorists argue that lack of parental interest in their children’s educational reflects the subcultural values of the working class. Cultural deprivation theorists say large sections of the working class have different goals, beliefs, attitudes and values from the rest of society and why their children fail at school. Hyman (1967) argues that the values and beliefs of lower-class subculture are ‘self-imposed barrier’ to educational and career success. The lower class believe that they have less opportunity for individual advancement and place little value on achieving high status jobs, so they see no point in education, they are less willing to make the sacrifices involved in staying on at school and leave early to take manual work.
Cultural deprivation theorists argue that parents pass on the values of their class to their class to their children through primary socialization. Middle-class values equip children for