According to the myth of cultural deprivation, working class children are described as...

• A. Culturally different from middle-class children.
• B. Having no cultural differences with middle-class children.
• C. Unable to participate in school culture.
• D. The primary reason for school success.

Answer: (A)

This item centers on how the myth of cultural deprivation discusses class and culture in education. It argues that working-class students are not simply lacking in ability, but come from a culture that is different from the middle-class culture that schools often reflect. Because schools typically value middle-class norms, language, and routines, the experiences of working-class students can be understood as a cultural difference rather than an outright deficiency. Framing it as a difference helps explain why these students might be stereotyped or misjudged, without implying they are incapable of participation.

So the statement that working-class children are culturally different from middle-class children best captures this idea. The other options contradict the emphasis on difference or imply an absolute incapacity or an equality that the myth specifically challenges.