J.E; Halsey, A.H. and Martin, F.M. (1956) Social Class
and Educational Opportunity London: William Heinemann
Ltd. p.148; see also, Kellmer Pringle, M.L. (1971)
Deprivation and Education London: Longman in Association
with the National Bureau of Co-operation in Child Care
p.2; see also, Taylor, G. and Ayres, N. (1969) Born and
Bred Unequal London: Longman p.lll. See, Birley, D. and
Dufton, A. (1971) An Equal Chance: Equalities and
Inequalities of Educational Opportunity London:
Routledge & Kegan Paul (p.6). Birley, D. and Dufton, A.
argue that
... it is not enough to equate under-privilege with lack
of money . .. it seems clear that inadequate parental
support . . . a very complex thing is nearer the heart of
the matter than poverty, (p.6)
See also, Cohen, E. (1970) 'Parental factors in
Educational Mobility', IN: M. Craft, (ed.) Family, Class
and Education U.K.: Longman (p.223) Cohen, E. describes
independent types of parental motivation. Fathers
emphasised the desirability of certain jobs requiring a
college education and mothers desired the college degree
as a key to middle class status for children, (p.223);
see also, Widlake, P. (1986) Reducing Educational
Disadvantage Milton Keynes: Open University Press.
Widlake, P. argues that the performance of children in
areas of
... language development, can be considerably improved
through parental involvement, (p.72)
See also, Jencks, C. et.al., (1972) Inequality: A
Reassessment of the Effect of Family and Schooling in
America London: Alien Lane; see also, Ferdman, B.M.
'Literacy and Cultural Identity', HARVARD EDUCATIONAL
REVIEW Vol.60 no.2 May pp.181-204 and p.183.
Parental involvement has been the subject of many studies
and the conclusion of the evidence indicates a
correlation between home-background variables and the
children's level of academic achievement.
The attitudes, values and lifestyles of the Anglo-Indians
causes them to perform relatively poorly in the
Anglo-Indian schools. Home background is vital to a
child's language development. See, The Bullock Report
(1975) A Language for Life HMSO. The Anglo-Indian school
accommodates the mainstream society, and the
disadvantaged Anglo-Indian child suffers real
difficulties, because the minority group is seen as a
low-prestige group, with little social power. See also,
Rosen, B.C. (1959) 'Race, Ethnicity, and Achievement
Syndrome', AMERICAN SOCIOLOGICAL REVIEW Vol. 24 pp.47-60
p.57; see also, Whiteman, M; Brown, B.R. and Deutsch, M.
(1967) 'Some effects of social class and race on
children's language and intellectual abilities', IN:
461