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Using material from fact A and elsewhere Essay?The cultural deprivation theory get bys that many working relegate and contraband youngsterren do not acquire the basic values, attitudes and skills needed for educational success through primary culture in the family. Many cultural deprivation theorists claim that working- affiliate families inadequately socialise their squirtren and therefore their children be culturally disadvantaged. There argon three main aspects to cultural deprivation, one of them being intellect development.This refers to the childs development of persuasion and reasoning skills allowing them to solve problems and use ideas and concepts. Cultural deprivation theorists would make do that many working phase homes lack the resources, such as books and educational toys, needed to stimulate a childs intellectual development that would alter them to betterment more than quickly once the child has started schooling as they already have a prior kno wledge and understanding. J. W.B Douglas (1964) says that working severalise parents are little likely to support their childrens intellectual development through reading with them or other educational activities in the home after he conducted a study that prove working menage pupils to score lower on tests of ability than middle class pupils. Basil Bernstein and Douglas Young came to a similar conclusion and suggested that middle class mothers are more likely to choose toys that encourage the thinking and reasoning skills thatd prepare their children for school.However, sociologists such as Bernstein and Young have not considered the fact that working class mothers may not have such choice in toys and books thatd be educationally beneficial for their children due to their financial state which would suggest that it is material deprivation that is more important here. Secondly, Carl Bereiter and Siegfried Engelmann (1966) highlighted the greatness of language for educational ac hievement claiming that the language utilize in lower class homes is deficient.Basil Bernstein also identified differences between the language influencing achievement used by working class and middle class families. He distinguishes between two types of wrangle code restricted code used by the working class and the elaborated code typically used by the middle class. He argues that the differences in speech code give middle class children an advantage at school because this is the type of language used and encouraged by the education system through teaching, textbooks and exams. However, this theory is rejected by sociologists such as Barry Troyna and Jenny Williams(1986) who say that the problem is not the language used by the children but the schools attitude towards it. Similarly, Nell Keddie (1973) describes cultural deprivation as a myth and sees it as a victim-blaming explanation, she argues that a child cannot be deprived of their own culture they are culturally different not culturally deprived and they fail due to dismissal from an education system dominated by middle class values. The triplet aspect to cultural deprivation is the argument that the parents attitudes and values are a key factor bear on education achievement.Leon Feinstein (1998) found that working class parents lack of interest was the main reason for education underachievement and was more important than material or internal factors. He suggests that middle class children are more triple-crown due to their parents providing them with the necessary motivation, discipline and support. Likewise, J. W. B Douglas study The Home and the School said that working class failure is due to a lack of parental interest and stimulation in the home.He found that working class parents visited the school less often and were less likely to discuss their childrens progress with teachers resulting in their childrens decreased levels of achievement motivation. Although this view has been critiqued by Tessa Blackstone and Jo Mortimore (1994) who say the parents visit school less often and attend fewer parents evenings is due to longer or irregular work hours or are put off by the schools middle class atmosphere not because of a lack of interest in their childs educational progress.Some sociologists argue that parental disinterest in their childrens education reflects the subcultural values of the working class they say that large groups of the working class have different goals, beliefs and values from the rest of society and this is the reason for their childrens educational failure. Barry Sugarman (1970) says that working class subculture has four key features that act as a barrier to educational achievement Fatalism, Collectivism, Immediate gratification and Present-time gratification.Working class children internalise these beliefs and values of their subculture through the socialisation process and this results in their underachievement. Sugarman suggests these values in habit due to working-class jobs being less secure and have no career structure to enable individuals to advance. Many sociologists disagree with the view that cultural deprivation is the main reason for education underachievement.Peter Mortimore and Geoff Whitty (1997) argue that material deprivation has a much greater effect on achievement than internal factors unless although it is clear that material factors play a part in educational achievement, due to the success of many children from poor families we can see that material deprivation is only part of the explanation. The cultural, religious or governmental values of the family are a strong part of sustaining a childs motivation heedless of the childs social class similarly internal factors such as the quality of the school allow children from poorer backgrounds to gain educational success.