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 it's totally reverse for working-class culture; it basically fails to prepare children adequately for educational success/achievement. Cultural deprivation has been identified as one reason why the working class children are generally achieving less than middle class pupils. It attributes the working class under-achievement to the fact that they have often been brought up with a negative attitude towards education.
The difference is working class people have a different culture from middle class people. 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