Cultural Deprivation and Academic Achievement

Chopra, Sukhendra Lal

doi:10.1080/00220671.1969.10883893

Cited by 4 publications

(1 citation statement)

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“…The reference model here is the African American subproletariat in the U.S. and two theoretical frameworks which were developed to explain their school underachievement. The first one is the Theory of Cultural Deprivation (Bernstein 1961;Taba 1964;Hunt 1966;Chopra 1969). According to it, most Roma families have severe cultural deficits that limit their capacity to support their children's school careers: illiteracy and functional illiteracy, insufficient language proficiency (although Spanish Gitano have lost the original Romani language, they speak a sort of substandard Spanish and they are completely disadvantaged in those regions where a second regional language is taught at school) and insufficient command on the varied array of skills required of them by the education system (knowledge of the bureaucratic organization and rules of the school system itself, social and cultural skills to interact with the rest of the school community, pedagogical resources, etc.).…”

Section: A Review Of Quantitative Studies On Roma Education In Spainmentioning

confidence: 99%

Roma Population in the Spanish Education System: Identifying Explanatory Frameworks and Research Gaps

Rosa

García-Andreu

2021

Social and Economic Vulnerability of Roma People

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This chapter makes a literature review based on the Grant and Booth qualitative systematic methodology of the studies about the educational situation of the Roma in Spain, with an wider, extended scope that allows to compare the findings with those conducted on other countries’ Roma populations. Studies on the Roma educational situation in Spain are hindered by the lack of official, periodical statistics, having to rely on sample-based surveys and ethnographic studies. In spite of the inaccuracy of the studies all of them show, as a general picture, a staggering educational gap between the Roma and the rest of society which is common to all Western countries. Most of the studies on Roma education have concentrated in this negative aspect. Numerous theoretical frameworks have been developed to explain this staggering education gap. All them acknowledge the phenomenon as a multidimensional one but for heuristic purposes they can be ordered along an endogenous/exogenous factors continuum depending on how much they stress the weight of factors stemming from characteristics of the Roma ethnic group itself or, on the contrary, of the majority non-Roma society. The literature review has also identified an emergent critical current that sees this studies focused on educational underachievement as a sharing a common essentialist bias that helps to reinforce the stigmatization of Roma and have turned to focus, instead, on the study of academic success among the Roma. Although this emerging field is very promising, our review has identify several significant research gaps in this regard: a lack of longitudinal studies, a lack of studies on the Roma upper and middle classes and a lack of studies on Roma students in post-compulsory education, particularly the university level. This article encourages researchers to fill this gaps with the conviction that the knowledge obtained can help combat the negative stereotypes and the self-fulfilling prophecy effect that approaches focused on Roma underachievement may have.

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Section: A Review Of Quantitative Studies On Roma Education In Spainmentioning

confidence: 99%