Material and cultural deprivation and cultural capital

Overview

Recall questions on material deprivation and Callender and Jackson on debt aversion, cultural deprivation theory, Bernstein's restricted and elaborated codes, Douglas and Sugarman, Keddie's critique, Bourdieu's cultural capital, habitus and symbolic violence, and the outside-school factors used to explain ethnic differences in achievement.

What you need to know

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Questions from this subtopic

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1. 1

   Define material deprivation and give three ways it can depress attainment.

   Model answer

   Material deprivation is a lack of the money and physical resources needed for full participation; it can mean overcrowded housing with nowhere to study, poorer diet and health leading to lost attendance, and an inability to afford trips, equipment, uniform or a computer.

2. 2

   How can the cost of staying in education itself shape decisions, according to Callender and Jackson?

   Model answer

   They found working-class students were far more debt-averse than middle-class students and were more likely to see university as a risk rather than an investment, so cost deterred them from applying even when they were qualified.

3. 3

   What is cultural deprivation theory?

   Model answer

   It argues that some working-class children arrive at school without the language, values and skills the system assumes, because their primary socialisation has not equipped them for it.

4. 4

   Explain Bernstein's distinction between the restricted and elaborated speech codes.

   Model answer

   The restricted code is context-bound, uses shorter constructions and assumes shared understanding, while the elaborated code is explicit, context-free and spells meaning out; Bernstein argued schools teach and examine in the elaborated code, which advantages pupils already fluent in it.

5. 5

   What values did Douglas and Sugarman identify as holding some working-class pupils back?

   Model answer

   Douglas pointed to lower levels of parental interest and encouragement, while Sugarman pointed to fatalism, collectivism, present-time orientation and immediate rather than deferred gratification.

6. 6

   How do Keddie and others attack cultural deprivation theory?

   Model answer

   Keddie called it a myth that blames the victim, arguing working-class culture is different rather than deficient and that the real fault lies with a school system that recognises only middle-class culture; critics also note parents may miss school evenings because of shift work, not indifference.

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