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Sociology > Education > Flashcards

Education Flashcards

1
Q

what is homogeneity

A

togetherness, sameness, similiarity
unity or agreement among people

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2
Q

what are the two main functions of education according to durkheim

A

special skills: school teaches individuals the skills necessary for the future occupations eg looking after your body through pe

social solidarity: belief that education is there to transmit society’s norms and values through teaching history, which provides a sense of heritage. also schools acting as a miniature society allows peoples to learn to cooperate and follow rules

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3
Q

what is meritocracy

A

idea that society is based upon how hard you work and everyone has an equal chance of doing well

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4
Q

describe parsons ‘bridging the gap’

A

education bridges the gap between family and wider society:
family- particularistic skills (your own) and ascribed status (given)
education- gradually intoduces people to a new way of living through new attitudes, expectations, etc
society- universalistic values (applies to everyone, equal) and achieved status (meritocratic, earnt)

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5
Q

what is davis and moores view on meritocracy

A

they believe that education legitimises inequality through ‘sifting and sorting’ people into positions in society (allocated roles based on ability). meaning that some people make it to higher positions in society than others, some naturally ( eg surgeons) but education is still a barrier- meritocracy

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6
Q

what are the criticisms of davis and moore

A

marxists argue that meritocracy is a myth and that everyone has an equal chance of doing well, ethnic and gender differences, young people are still maturing and their chances should be based on actions took while developing

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7
Q

evaluate the functionalist view of education

A

-wolf reviewed that 1/3 of 16-19 year olds are on courses which dont lead to specific jobs
-marxists see the school as serving the ruling class and their ideology,
-official statistics show that some groups do less well eg working class boys

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8
Q

what is neoliberalism

A

economic ideology which argues that the state should not provide sevices such as education, health and welfare. schools should become more like businesses and compete for business to drive up standards

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9
Q

what do NR theorists see as the role of the state when it comes to education

A

to impose frameworks such as ofsted and to make sure the school transmits culture through the nation curriculum

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10
Q

evaluate the NR view on education

A

-competition benefits middle class through cultural and economic capital to access best schools
-some argue that the standards are low due to social inequality and lack of funding which has been cut

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11
Q

what is the marxist view on education

A

society and education is based off class and education reproduces and legitimises inequality for working class pupils, meaning they accept poorly paid jobs

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12
Q

what is repressive state apparatus

A

the states way of physically keeping control over citizens eg military or justice system

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13
Q

what is ideoloical state apparatus

A

states way on control through passing on ruling class ideology such as religion, the media and the family

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14
Q

what is the new right approach

A

political view which incorporates neoliberal economics; they believe that competition between schools will bring them greater choice, responsiveness and raise educational standards

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15
Q

what do Chubb and Moe say about about the state in terms of education

A

they believe that state education is unresponsive to the needs of pupils and have lower standards on average, whereas private education has to please their customers to survive and therefore tends to have higher standards

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16
Q

what do Bowles and Gintis say about the role of education

A

they argue that education reproduces an obedient workforce, they studied students and found that creative
students compared with ones with obedient behaviours had much lower grades. education encourages obedience and stance personal growth

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17
Q

what is the correspondence principle

A

idea that education is controlled by capitalists and serve their interests (close relationship with work)

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18
Q

what is the hidden curriculum

A

informal messages that come out of schooling e.g. conformist peoples are rewarded higher than nonconformist pupils

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19
Q

what is the myth of meritocracy

A

belief that success or failure is based on merit, whereas in reality the class background determines how they do in education

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20
Q

criticisms of bowles and gintis’ view of education

A

-cannot prove that the hidden curriculum actually exists
-not all students with in education obey e.g. Willis’ study on the lads
-ignore gender and ethnic factors

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21
Q

outline Willis‘ study on the lads

A

-studied 12 working class boys (the lads)
-he found that they tried to resist ruling class values by misbehaving but will eventually end up in low paid working-class jobs

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22
Q

what is fordism

A

an economic system which is based upon mass production on assembly lines; marxist view assumes that workers are being prepared for this system

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23
Q

what was the historical background of educational policy

A

-prior to the industrial revolution there were no state-run schools, education was only available to the wealthy who went to feepaying schools, while poor students went to schools run by churches or charities
-the industrial revolution increased the need of an educated workforce; in 1980 schooling was made compulsory from ages 5 to 13
-however this was not equal: working class studied maths and English as they only needed that for factory work however middle class had academic curriculum is preparing them for professional jobs

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24
Q

what year was the tripartite system introduced

A

1944

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25
Q

what were the aims and details of the tripartite system

A

-aim to have a better educated workforce and allowed all students to a free, state run education
-introduced a meritocratic system (education based on academic ability rather than money)
-introduced three types of schools; grammar (20%) modern (75%) and technical (5%).
-the secondary school you went to was decided by an exam that you took at 11 years of age

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26
Q

strengths of the tripartite system

A

-allowed resources to be better targeted
-exposure to cultural traditions
-less ability to feel inferior and less likely to be held back

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27
Q

limitations of the tripartite system

A

-80% of students felt like failures at age 11
-children start to develop after 11 so why are the futures determined at such a young age?
-exams favoured middle-class students (elaborated code, capital, etc)
-divided students from different backgrounds

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28
Q

when was the comprehensive system introduced

A

1965

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29
Q

what were the aims in details of the comprehensive system

A

-aims to ensure all students had an equal education, no matter their ability
-introduced by Labour government
-both sexes attended the same schools
-no entry examinations
-Schools served catchment areas

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30
Q

strengths of the comprehensive system

A

-what education for all; fairness
-brings together children from different classes and backgrounds
-no entrance examination
-larger schools; cheaper to run for state
-serves catchment areas

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31
Q

limitations of comprehensive system

A

-no choice of schools for parents
-students dumbed down by curriculum
-setting divide within classes
-some catchments on more middle class than others, note equality for working class

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32
Q

what is marketisation

A

process of introducing market forces such as customer choice and competition into education (adopted by neoliberalists and new right

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33
Q

what is parentocracy

A

system where parents have choice about what school their child attends, new right argue that it is key to drive up standards. schools must compete to be the best quality and to get enough applications and therefore funding

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34
Q

give examples of policies that support marketisation/parentocracy

A

-publication of league tables and ofsted reports (allow parents to choose between schools)
-formula funding= all schools receive the same amount of money for each pupil; more students means more funding
-specialist schools eg science, language schools which allow more choice
-increased and introduction of tuition fees to higher education

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35
Q

how do some policies lead to inequality within education?

A

-will bartlet: cream-skimming: schools selecting higher ability students who gain the best results and therefore cost les to teach
-silt-shifting: offloading students with learning difficulties who are expensive to teach and get poorer results

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36
Q

what is the myth of parentocracy

A

-some parents claim parentocracy is. myth and that state that some
parents have greater choice than others

37
Q

what is privatisation

A

the transfer of public assets such as schools to private companies (schools are still state run but private businesses have an increasing role in providing certain services)

38
Q

what are public-private partnerships (PPPs)

A

private companies which provide funds to build and run educational services (devices can last 25* years)

39
Q

what is cola-isation of schools

A

building brand loyalty through private companies using products and logos in school

40
Q

what is a converter academy

A

school started by local authority but then converted into a sponsored academy (run by a company/charity)

41
Q

what is the new labour paradox

A

labour government introducing EMA (education maintenance allowance) to encourage people from low income backgrounds to stay in education after 16, but then contradict their aims to improve education by introducing other policies; raising tuition fees

42
Q

what policies have been introduced since 2010

A

-more market/privatisation policies such as setting up free schools and academies, tripling tuition fees to £9,250, restructuring qualifications; GCSE 1-9 system and 2 year, linear A-Levels

43
Q

what are academies

A

2010 academies act:
independent, state-funded schools which receive their funding from central government rather than local authorities (LEA). they have more freedom over things such as the curriculum, length of days and terms, etc.

44
Q

what are free schools

A

schools set up by parents, teachers and charities but are funded by the central government

45
Q

evaluate academies

A

+can receive up to 10% more funding as they’re not held back by authority
+more freedom means more pay for better teachers
-changes will benefit the more privileged neighbourhoods

46
Q

evaluate free schools

A

+allows parents to set up schools if they aren’t happy with the one in the local area
-they benefit MC as parents gave more money and time to set them up however they want

47
Q

other policies which changed
education

A

-1992- ofsted created; allowed schools to generate an opinion and let parents chose, school became measured and rated
-EMA; payments used to encourage students from low-income backgrounds to stay in education after 16. funding was given to under-represented schools
-2011- pupil premium; schools given funding depending on number of free school meal children they had

48
Q

what is social class

A

concepts based off occupation:
wc- manual occupations eg cleaners,plumbers
mc- non-manual occupations eg doctors,teachers

49
Q

what are the 3 external factors of class difference in educational achievement

A

cultural deprivation,
material deprivation,
capital

50
Q

what are the internal factors of class difference in education achievement

A

labelling and self-fulfilling prophecy,
setting/streaming, pupil subcultures, pupils class identities

51
Q

explain language as an external factor in class difference in education

A

-language affects children’s cognitive and intellectual ability/development and their ability to benefit from the process of schooling.
-as a result working-class pupils do not necessarily develop advanced language skills and the ability to think of abstractly
-restricted/elaborated code

52
Q

explain parents education/styles/attitudes as an external factor to class difference in education

A

-mc parents emphasise consistent and fair discipline and have high expectations for the children. in contrast, working-class parents are marked as inconsistent which prevents a child from learning.
-mc parents are also more likely to get involved with schools and are aware how to help the child

53
Q

what is a working class subculture as an external factor to class differences in education

A

=group of people which values differ from those of mainstream cultures
•sugaman: proposed 4 subcultures which act as barriers
to educational success: fatalism, collectivism, immediate gratification, present time orientation.

54
Q

what is collectivism

A

groups which value the group itself rather than the individuals within it

55
Q

ao3 of cultural deprivation

A

the factors are overlooked the practical difficulties faced by WC. parents often work more hours and have less choice and shifts which suggests that not engaging in the child’s school is likely to be due to physically being unable rather than not caring

56
Q

what is material deprivation and it’s factors

A

-refers to poverty and lack of material necessities such as inadequate housing and income:
-substandard housing (problems like overcrowding) ,
-diet and health (lower intake of vitamins means more absences due to illness),
-cost of education (school items which may be a problem to afford by WC parents)
-fear of debt (debt averse students are 5 times less likely to apply to university)
-private education (inability to afford private schooling acts as a barrier)

57
Q

what are the factors of material deprivation

A

substandard housing, diet&health, cost education, fear of debt, private education

58
Q

what is labelling

A

attaching a meaning or definition to someone; can be positive or negative

59
Q

outline a study into labelling

A

researcher labelled a class either positively or negatively by splitting the class by blue or brown eye colour, and labelled each group positively or negatively in turns (eg moved one group to the front and other to the back). found that the students labelled positively that day, did better in their education

60
Q

what is the self-fulfilling prophecy

A

a prediction that becomes true simply because people believe it to be true

61
Q

what is the self-refuting prophecy

A

trying to prove their label wrong (to a teacher)

62
Q

what is streaming

A

separating children into different classes by ability (same stream for all subjects)

63
Q

what is setting

A

placing students into classes by ability where each group is taught separately (can have different set for each subjects)

64
Q

what is the A-to-C economy

A

how teachers use stereotypes to select streams for pupils

65
Q

what are pupil subcultures

A

group of students who share similar values and behavioural patterns (they’re a response to labelling and streaming)

66
Q

what are the two processes of how public subcultures develop

A

differentiation: process by which teachers categorise pupils according to how they perceive their ability, attitude and/or behaviour (eg streaming)
polarisation: process where students respond to steaming by moving towards one of two opposite extremes: pro/anti-school subcultures

67
Q

what are the two types of pupil subculture

A

pro-school and anti-school

68
Q

ao3 of pupil subcultures

A

+studies show that internal factors of schools contradict the idea that schools are meritocratic and fair

69
Q

what is habitus (bourdieu)

A

the predisposition and/or preferences of a particular social class (like culture)

70
Q

what is a nike identity

A

students which invest in styles (clothes and looks) due to being conscious that society looks down on them; this included brands such as nike. these styles contradict the school dress code and leads to labelling

71
Q

what is cultural capital

A

knowledge, values and abilities of MC which are favoured by the education system

72
Q

what is economic capital

A

having better financial assets

73
Q

what is educational capital

A

formal qualifications eg GCSEs, A-levels, knowledge and skills from degrees

74
Q

what is symbolic violence

A

WC tastes and lifestyles which are treated as inferior

75
Q

what is symbolic capital

A

MC worth/value in schools

76
Q

what is cultural deprivation

A

external factors (to school) which affect education due to class and upbringing

77
Q

what is restricted code

A

bernstein; restricted code: typically used by WC, limited vocabulary, short, simple

78
Q

what is elaborated code

A

elaborated code: typically used by MC, why do vocabulary, more complex sentences

79
Q

what are the external factors for girls’ improvement in education

A

impact of feminism, changes in the family, changes in employment, changing ambitions

80
Q

how has feminism impacted girls’ improvement in education

A

the improved rights for women and raising expectations have improved womens status. eg sharpe found that girls’ priorities from 1976 to 1994 changed from love,marriage,then career to career first, then independence and then possible relationships

81
Q

how have changes in the family improved girls’ education

A

primary socialisation is now more suited towards education and women are pushed to pursuit their ambitions. increase in divorce rate and decline in marriage rate have helped this

82
Q

how have changed in employment for girls improved their education

A

-employment for women has raised from 47% in 1959 to 70% in 2007 (webb)
-pay gap has also fallen by 13%
-policies like equal pay act& sex discrimination act have allowed women to want to pursuit jobs and their ambitions

83
Q

what are the internal factors to improved girls’ educational achievement

A

-equal opportunity policies (eg GISE & WISE)
-positive role models in schools (increase in female head/teachers which help girls undertake successful education themselves 38%)
-selection and league tables( marketisation of schools means schools are more likely to recruit girls as they’re higher achieving them boys)
-GCSEs and coursework
-teacher attention (fairly equal amount of attention but boys are disciplined more harshly French&French)
-challenging stereotypes

84
Q

what are the external factors affecting for boys’ achievement

A

-boys and literacy: parents tend to spend more time reading with girls than boys; feminising reading. stereotypical boys hobbies also effect their development and communication skills
-decline in traditional mens jobs: leads to identity crisis in men and therefore lack motivation

85
Q

what are internal factors affecting boys educational achievement

A

-‘laddish subcultures’: masculinity is equated with being tough and doing manual work and therefore WC boys are concerned about being labelled “sissies” if they do well in school
-shortage of male PS teachers: means no positive male role models (only 16% male) and increase in lone-parent families means boys don’t have the correct primary socialisation
-feminism of education: treats such as leadership don’t get praised but attentiveness does; feminising education

86
Q

what are the factors affecting gender differences in subject choice

A

-national curriculum options; little choice but sexes still chose differently
-AS&A-levels; more choice but boys still take more physics and computer subjects but girls take more english and sociology subjects
-vocational courses; gender segregation in training eg engineering 97% males

87
Q

reasons for gender differences in school

A

-gender roles/domains (teachers encourage boys to be tough but girls are expected to be quite and tidy)
-single sex schooling (pupils who attend single sex schools tend to hold less stereotyped subjects)
-gender identity and peer pressure (research found that girls who are sporty have to deal with an imagine who contradicts the stereotype)
-gender career opportunities(young kids socialised into sexes so subject choice will be reflected, half of womens employments is also into personal services clerical jobs)

88
Q

what is institutional racism

A

discrimination built into institutions such as schools

Sociology (6 decks)

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