External reasons for class underachievement
Cultural deprivation reasons
30 marker-
POINT: A potential reason for the underachievement of certain social groups lies within cultural capital.
The WC tend to be culturally deprived and this is reflected in their educational performance.
EXPLAIN: Cultural capital refers to the knowledge, attitudes, values, language, taste and abilities of the middle-class.
Language
P- one way is through the way parents communicate with their children which is essential part of cognitive development and it is
suggested by Hubbs-Tait that parents who challenge their children to evaluate their thinking are more likely to have higher
cognitive ability.
More likely to happen in families where the parents are educated and therefore MC.
EV- Bernstein identified that the WC and MC have different language codes, the WC use a restricted code which involves simple
grammar, limited vocab and gestures.
But MC use an elaborate code which involves complex grammar, fuller sentences and more abstract ideas.
EX- This puts MC students at an advantage at school as teachers, textbooks and the education system tend to use the elaborate
code.
WC children may struggle to understand lessons, express themselves effectively in assessments, and engage confidently in classroom
discussion—leading to educational underachievement.
EVAL- Troyna and Williams argue that the problem is not the child’s language but the school’s attitude towards it.
Teachers have a ‘speech hierarchy’: label MD speech highest, followed by WC speech and finally black speech.
Parents education
P- Douglas argues parental attitudes to education and own levels of education often have big impact on achievement.
EV- argues WC parents place less value on education so less likely to push their children academically and provide interest and visit
school less often.
result the children have lower levels of motivation and achievement.
Feinstein parents levels of education impact achievement as MC parents socialise their children differently- parenting style where MC
parents are more consistent in terms of discipline where WC discipline is harsh and inconsistent.
Bernstein and Young- MC mothers are more likely to buy educational toys, books and more. This encourages reasoning skills and
stimulates intellectual development. WC homes are more likely to lack these resources- so they start school with educational skills that
need progress
L- No positive role models encouraging them to succeed- leads to class underachievement- lack motivation.
EVAL-Blackstone and Mortimore reject the view that WC parents are not interested in their children’s education.
They say they attend fewer parents’ evenings because-
• they work longer hours or irregular hours,
• put off by a school’s MC atmosphere
Not because they aren’t interested.
They may actually want to help their child’s progress but they lack the knowledge and education to do so.
Working class subcultures
Influence of subcultures that hold values and attitudes different from the MC norms promoted by schools.
Sugarman identified key WC values that conflict with educational success.
fatalism (believing your status is fixed),
collectivism (valuing group identity over individual success),
immediate gratification (preferring short-term rewards),
present-time orientation (focusing on the present rather than future planning).
These values are shaped by the realities of WC jobs, which are often insecure and offer limited progression.
As a result, WC children who internalise these values through primary socialisation may struggle in a school system that rewards
ambition, individual achievement, long-term planning, and deferred gratification—all middle-class values. This cultural mismatch can
lead to disengagement and underachievement.
This explanation risks blaming the WC for their own underachievement by suggesting their culture is deficient.
It also overlooks structural inequalities such as material deprivation or school-based factors like teacher labelling, which may also
contribute significantly to underachievement.
Not all working-class families hold these values, and some working-class students do succeed, showing that values alone cannot fully
explain educational failure.
LINK
As a result, MC children are given an advantage at school, they are able to develop intellectual interests and an understanding of what is
needed for educational success.
Whereas, WC children lack cultural capital (leading to cultural deprivation) and this leads to exam failure because they don't have the
necessary language, discipline and reasoning skills, parental support.
Additionally, WC children feel that schools devalue their culture and see it as 'rough' and inferior.
EVALUATION
Nell Keddie describes CD as a ‘myth’ and sees it as a victim- blaming explanation.
She dismisses the idea that failure at school can be blamed on a culturally deprived home background.
She points out that a child cannot be deprived of its own culture.
Argues that WC children are simply culturally different, not culturally deprived.
, Material depraivation External reasons for class underachievement
POINT: A potential reason for the underachievement of certain social groups is material deprivation.
The WC tend to be materialy deprived and this is reflected in their educational performance.
EXPLAIN: refers to poverty and lack of material necessities which aid educational achievement.
Poverty and lack of material necessities is closely linked with social class as it is more likely that the WC are going to have a low
household income and inadequate housing which can lead to low educational achievement.
Housing
P- one material factor that leads to underachievement is inadequate housing
EV- Overcrowding is common, has direct effect by making it hard for the children to study at home e.g. no study space, disturbed
sleep from sharing beds/rooms.
Run a greater risk of suffering indirect effects such as increased chance of accidents due to overcrowding, cold or damp housing,
or psychological distress from moving around temporary accommodation on a regular basis.
L– all resulting in absence from school.
Diet and health
P- one material factor that leads to underachievement is poor diet and health
EV- Howard says young people from poorer homes have lower intakes of energy, vitamins-
EX-low energy levels can mean weakened immune systems- time off school + lack of concentration in class.
Wilkinson found among 10 year olds, the lower the social class, the higher the rate of hyperactivity, anxiety-negative impact on child’s
education.
L- this leads to absences and lack of concentration which leads to underachievement
Financial support and cost of education
P- one material factor that leads to underachievement is lack of financial support and the cost of education
EV- Bull- Children from poorer families having to do without equipment and miss out on trips that would enhance their educational
achievement.
Also may have to do with hand-me-downs and cheaper unfashionable equipment- result in isolation or bullying.
Smith and Noble- poverty acts as a barrier to learning in other ways-
• inability to afford private school or tuition, and poorer quality local schools.
• Lack of funds means children may have to work part-time- can have an effect on their education.
Fear of debt
P- one material factor that leads to underachievement is the fear of debt which leads to WC people turning away from higher
education
EV- Increases in tuition fees in 2012 mean that increased debt burden will deter even more WC students from applying to uni.
E.g. UCAS (2012) number of UK applicants fell by 8.6% in 2012.
WC students who do go to uni are less likely to get financial help from their families.
Reay found that WC students tend to choose a uni near home- save money by living at home and on travel costs.
More likely to get a job and help fund their studies, meaning they would be less likely to gain a higher level degree.
ANALYSIS
In 2006, only 33% of children receiving free school meals gained 5 or more A* - C GCSE’s, in comparison to 61% of pupils not
receiving free school meals.
Flaherty- found money problems in the family were a significant factor in younger children’s non attendance at school.
Exclusion and truancy are more likely for children from poorer families. A third of all persistent truants leave school with no
qualifications.
90% of failing schools are located in deprived areas.
EVALUATION
To say that poverty causes poor educational performance is too deterministic as some students from poor backgrounds do well.
But poverty does disadvantage WC students and makes it more difficult for them to succeed.
This may also only be part of the reasons they underachieve.
E.g. the cultural, religious or political values of the family may play a part in creating and sustaining the child’s motivation, even despite
poverty. Similarly, Feinstein shows that educated parents make a postitive contribution to a child’s achievement, regardless of their
income level.
Cultural deprivation reasons
30 marker-
POINT: A potential reason for the underachievement of certain social groups lies within cultural capital.
The WC tend to be culturally deprived and this is reflected in their educational performance.
EXPLAIN: Cultural capital refers to the knowledge, attitudes, values, language, taste and abilities of the middle-class.
Language
P- one way is through the way parents communicate with their children which is essential part of cognitive development and it is
suggested by Hubbs-Tait that parents who challenge their children to evaluate their thinking are more likely to have higher
cognitive ability.
More likely to happen in families where the parents are educated and therefore MC.
EV- Bernstein identified that the WC and MC have different language codes, the WC use a restricted code which involves simple
grammar, limited vocab and gestures.
But MC use an elaborate code which involves complex grammar, fuller sentences and more abstract ideas.
EX- This puts MC students at an advantage at school as teachers, textbooks and the education system tend to use the elaborate
code.
WC children may struggle to understand lessons, express themselves effectively in assessments, and engage confidently in classroom
discussion—leading to educational underachievement.
EVAL- Troyna and Williams argue that the problem is not the child’s language but the school’s attitude towards it.
Teachers have a ‘speech hierarchy’: label MD speech highest, followed by WC speech and finally black speech.
Parents education
P- Douglas argues parental attitudes to education and own levels of education often have big impact on achievement.
EV- argues WC parents place less value on education so less likely to push their children academically and provide interest and visit
school less often.
result the children have lower levels of motivation and achievement.
Feinstein parents levels of education impact achievement as MC parents socialise their children differently- parenting style where MC
parents are more consistent in terms of discipline where WC discipline is harsh and inconsistent.
Bernstein and Young- MC mothers are more likely to buy educational toys, books and more. This encourages reasoning skills and
stimulates intellectual development. WC homes are more likely to lack these resources- so they start school with educational skills that
need progress
L- No positive role models encouraging them to succeed- leads to class underachievement- lack motivation.
EVAL-Blackstone and Mortimore reject the view that WC parents are not interested in their children’s education.
They say they attend fewer parents’ evenings because-
• they work longer hours or irregular hours,
• put off by a school’s MC atmosphere
Not because they aren’t interested.
They may actually want to help their child’s progress but they lack the knowledge and education to do so.
Working class subcultures
Influence of subcultures that hold values and attitudes different from the MC norms promoted by schools.
Sugarman identified key WC values that conflict with educational success.
fatalism (believing your status is fixed),
collectivism (valuing group identity over individual success),
immediate gratification (preferring short-term rewards),
present-time orientation (focusing on the present rather than future planning).
These values are shaped by the realities of WC jobs, which are often insecure and offer limited progression.
As a result, WC children who internalise these values through primary socialisation may struggle in a school system that rewards
ambition, individual achievement, long-term planning, and deferred gratification—all middle-class values. This cultural mismatch can
lead to disengagement and underachievement.
This explanation risks blaming the WC for their own underachievement by suggesting their culture is deficient.
It also overlooks structural inequalities such as material deprivation or school-based factors like teacher labelling, which may also
contribute significantly to underachievement.
Not all working-class families hold these values, and some working-class students do succeed, showing that values alone cannot fully
explain educational failure.
LINK
As a result, MC children are given an advantage at school, they are able to develop intellectual interests and an understanding of what is
needed for educational success.
Whereas, WC children lack cultural capital (leading to cultural deprivation) and this leads to exam failure because they don't have the
necessary language, discipline and reasoning skills, parental support.
Additionally, WC children feel that schools devalue their culture and see it as 'rough' and inferior.
EVALUATION
Nell Keddie describes CD as a ‘myth’ and sees it as a victim- blaming explanation.
She dismisses the idea that failure at school can be blamed on a culturally deprived home background.
She points out that a child cannot be deprived of its own culture.
Argues that WC children are simply culturally different, not culturally deprived.
, Material depraivation External reasons for class underachievement
POINT: A potential reason for the underachievement of certain social groups is material deprivation.
The WC tend to be materialy deprived and this is reflected in their educational performance.
EXPLAIN: refers to poverty and lack of material necessities which aid educational achievement.
Poverty and lack of material necessities is closely linked with social class as it is more likely that the WC are going to have a low
household income and inadequate housing which can lead to low educational achievement.
Housing
P- one material factor that leads to underachievement is inadequate housing
EV- Overcrowding is common, has direct effect by making it hard for the children to study at home e.g. no study space, disturbed
sleep from sharing beds/rooms.
Run a greater risk of suffering indirect effects such as increased chance of accidents due to overcrowding, cold or damp housing,
or psychological distress from moving around temporary accommodation on a regular basis.
L– all resulting in absence from school.
Diet and health
P- one material factor that leads to underachievement is poor diet and health
EV- Howard says young people from poorer homes have lower intakes of energy, vitamins-
EX-low energy levels can mean weakened immune systems- time off school + lack of concentration in class.
Wilkinson found among 10 year olds, the lower the social class, the higher the rate of hyperactivity, anxiety-negative impact on child’s
education.
L- this leads to absences and lack of concentration which leads to underachievement
Financial support and cost of education
P- one material factor that leads to underachievement is lack of financial support and the cost of education
EV- Bull- Children from poorer families having to do without equipment and miss out on trips that would enhance their educational
achievement.
Also may have to do with hand-me-downs and cheaper unfashionable equipment- result in isolation or bullying.
Smith and Noble- poverty acts as a barrier to learning in other ways-
• inability to afford private school or tuition, and poorer quality local schools.
• Lack of funds means children may have to work part-time- can have an effect on their education.
Fear of debt
P- one material factor that leads to underachievement is the fear of debt which leads to WC people turning away from higher
education
EV- Increases in tuition fees in 2012 mean that increased debt burden will deter even more WC students from applying to uni.
E.g. UCAS (2012) number of UK applicants fell by 8.6% in 2012.
WC students who do go to uni are less likely to get financial help from their families.
Reay found that WC students tend to choose a uni near home- save money by living at home and on travel costs.
More likely to get a job and help fund their studies, meaning they would be less likely to gain a higher level degree.
ANALYSIS
In 2006, only 33% of children receiving free school meals gained 5 or more A* - C GCSE’s, in comparison to 61% of pupils not
receiving free school meals.
Flaherty- found money problems in the family were a significant factor in younger children’s non attendance at school.
Exclusion and truancy are more likely for children from poorer families. A third of all persistent truants leave school with no
qualifications.
90% of failing schools are located in deprived areas.
EVALUATION
To say that poverty causes poor educational performance is too deterministic as some students from poor backgrounds do well.
But poverty does disadvantage WC students and makes it more difficult for them to succeed.
This may also only be part of the reasons they underachieve.
E.g. the cultural, religious or political values of the family may play a part in creating and sustaining the child’s motivation, even despite
poverty. Similarly, Feinstein shows that educated parents make a postitive contribution to a child’s achievement, regardless of their
income level.
