Mrs Turner (Sep - Now) Flashcards
Class Differences in Achievement (External Factors):
1) Some sociologists believe that working class underachievement is due to factors ___________ the school. Such factors include material ___________ (the inability to afford basic resources, such as adequate housing, food and heating) and _________ deprivation (deficiencies in home and family backgrounds, such as poor socialisation, lacking _____________ skills.
.
1) outside
2) deprivation
3) cultural
4) language
External Factors - Key Names:
1) _______________ talks about Speech Codes. He mentions differences in speech codes put working-class children at a disadvantage because the elaborated code is used by ____________, ____________ & _________. Early _______________ into the elaborated code means that middle-class pupils are already at an advantage.
2) DOUGLAS talks about Parental ________________ - Working-class parents place less value on _____________________; they are less ________________ for their childrens’ achievement and give them less encouragement to participate in educational ____________, such as homework. As a result of this, many working-class parents do not attend parents evening. This lack of involvement can potentially affect a child’s?
3) SUGARMANN did what?
3) What were these 4 barriers? ( F - PIC )
.
1) BERNSTEIN
1) teachers, textbooks and exams
1) socialisation
.
2)Involvement
2) education, ambitious, activities
2) motivation, performance, and educational attainment.
3) identifies 4 key acts that act as a barrier to educational achievement for working class pupils:
3) Fate, Present, Collectivism, and Immediate Gradification
External Factors - Material deprivation: 2 Factors
– First Factor
1) ______________.
– How does this affect achievement?:
2) ____________ means there is no room for educational activities, leading to _______________ doing homework and reading. It also means disturbed sleep from sharing bedrooms.
3) Families living in temporary _______________ may find themselves having to move frequently, leading to ____________ education
4) Overcrowded homes mean greater risk of accidents and a higher risk of becoming ___. This may lead to ____________ from school.
–Second Factor–
1) _____ and _________.
2) people from poorer homes have lower intakes of energy, ___________ and minerals.
3) Poor nutrition affects _________, for example, by weakening the child’s ____________ ___________- this may result in more absences from school.
4) Who said this?
.
1) Housing
.
.
2) Overcrowding, disturbance
.
3) accommodation, disturbed
.
4) ill, absence
.
.
1) Diet and Health
2) vitamins
3) health, immune system
4) Howard
External Factor - __________- Capital
1) Said by?
2) Middle-class children with cultural capital are better equipped to meet the demands on the school curriculum. Parents can convert the cultural capital into ____________ capital, for example, they can send their children to ___________ schools.
Cultural
1) BOURDIEU
.
2) economic, private
Internal Factors - Labelling
1) Who talked about this?
2) Teachers judge and label pupils according to how closely they fitt the “ ________ ________”
3) This would therefore dampen the motivation of students who did not suit the ideal pupil, due to how teachers gave them less ___________ and were __________ to help.
.
–Self Fulfilling Prophecy–
.
1) When students are given a positive label, they react to it by creating a positive self-concept, which means they are __________ to work hard and improve their grades. This also works in ___________, with negative labels leading to negative self-concepts and ________ motivation.
2) Rosenthal and ____________ studied this by informing teachers of students who scored highly on an IQ test and would be a quick learner. The catch was that these test results were _____. 47% of those who were identified to ‘ ______’ had made significant improvement due to how teachers paid more __________ to them by giving them more feedback.
.
–Streaming–
1) Gillborn and _________ found that teachers labelled working-class students as ____________, resulting in them being placed in __________ streams and sets.
1) Becker
2)ideal pupil
3) attention, unwilling
.
.
.
1) motivated, reverse, less
.
.
2) Jacobson, fake
smart
attentiom
.
.
.
.
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1) Youdell, unintelligent, lower
PUPIL SUBCULTURES AND IDENTITIES:
–Lacey found 2 ways in which pupil subcultures developed: ____________ and differentiation.
– Polarisation means?
– Differentiation means?
.
– Hargreaves found that boys in lower streams were triple failures: they failed their __+ exam; had been placed in lower _________; and then labelled as “worthless _____”
– their solution to this was to form a group which provided _______ to those who flouted the school rules and guaranteed their educational failure.
.
– Archer et al. found that working-class students avoid education because they feel it doesn’t fit their ____________ or seem ____________ for them.
– He also found that they wore ____ because it seemed for “_________” and “__________” people
1) polarisation
2) when pupils respond to streaming by either moving to a pro-school subculture or an anti-school subculture
3) those who are placed in higher streams gain a higher status
.
1) 11+
2) streams
3) louts
4) status
.
1) lifestyle
2) practical
3) nike
4) rich and cleverer
–Ethnic Differences–
–Trends in statistics have shown ________- pupils to achieve the best in education, whereas black ___________ and _________ Roma pupils have fallen behind.
–Some sociologists say that this is due to external factors…. while some others say it is due to internal factors.
.
– Labelling: Gillborn and ____________ found that teachers had __________ expectations of black pupils and expected more discipline problems and saw their behaviour as ____________. Black pupils were more likely than others to be __________ for the same behaviour as white pupils.
– Fuller found that high achieving black girls maintained a positive self-image by ___________ teachers’ stereotypes.
– Mirza found that black girls’ strategies for dealing with teacher racism still disadvantaged them. For instance, they would not ask for _____.
– Wright found that Asian primary school pupils were stereotyped and treated differently. Teachers used ____________ language because they assumed they would speak poor English
Chinese
Caribbean, Gypsy
.
.
.
.
1) Youdell, racialised
2) threatening
3) punished
4) rejecting
5) help
6) simple
External Factors - Gender Differences:
– Sharpe interviewed girls and found that their ambitions in the 1970s were to ________ and have children, and saw their future in terms of a domestic role. However, in the 1990s, the girls priorities had changed to __________ and wanting to be _______________.
– Internal Factors: Swann found that boys dominate class discussions, whereas girls are better at listening and cooperating. Teachers respond more positively to girls and give them more _____________.
– SELECTION AND LEAGUE TABLES: Girls are generally more successful than boys, so are more ________________ to schools.
.
1) marry
2) careers
3) independent
.
1) encouragement
2) attractive
Gender DIfferences - External:
1) Parents spend less time __________ to sons because it is seen as a ‘feminine’ activity.
2) Boys leisure interests do not encourage language and communication skills, whereas girls
‘ ___________ _________’ does.
3) “LADDISH SUBCULTURES” - There is peer-pressure on boys to demonstrate their masculinity by being ‘_____ - _________’ .
.
1) reading
2) bedroom culture
.
3) anti - school
Functionalism
DURKHEIM
Durkheim identifies two main functions of education: social __________ and specialist skills. The education system helps to create social solidarity by transmitting society’s culture from one generation to the _________. Schools also act as a ‘society in __________’ preparing us for life in ______ society.
PARSONS
Parsons argues that schools are ____________. This is the belief that all pupils have an equal chance to succeed through talent and abilities, no matter of class, gender, ethnicity etc.
Parsons also sees the school as an acting as a ________ between the family and wider society.
DAVIS AND MOORE
Davis and Moore believe schools perform the function of selecting and allocating pupils to their future work roles by assessing individuals aptitudes and abilities, schools help to match them to the job they are best suited to.
solidarity
next
miniature
wider
meritocratic
bridge
marxism
ALTHUSSER: The education system performs two functions for the ideological state _____________:
_____________ - the education system reproduces class inequality by failing each generation of working-class pupils
______________ - the education system tries to convince people that inequality is inevitable and failure is the fault of the individual, not the capitalist system
1) apparatus
2) Reproduction
3) Legitimation
the new right
The new right believe schools should be centred around competition and choice, this is mainly done through _______________.
marketisation
CHUBB AND MOE:
Challenges of State Education
- State education lacks responsiveness to individual student _______.
- Lack of parental/community _____________ on failing state schools.
- Private schools prioritize __________ due to accountability to paying consumers (parents).
1) needs
2) influence
3) quality
Education Policies (1/2)
- Tripartite System (1944)
- Comprehensive System (1965)
- Marketisation Policies
– Tripartite System: Introduced in 1944, categorized secondary schools into grammar and secondary modern based on the 11+ exam, impacting middle-class and working-class pupils differently.
– Comprehensive System: Implemented in 1965, removed the 11+ exam, creating a system where all pupils attended the same local comprehensive school.
- -Marketisation Policies: Included league tables, favoring schools with better results, and funding formulas that allocated resources based on pupil recruitment.
Education Policies (2/2)
- New Labour Policies (1997-2010)
- Conservative Policies Post 2010
- New Labour Policies: Aimed at reducing inequality through initiatives like Education Action Zones, Aim Higher programmes, Education Maintenance Allowance, and increased funding for state education (1997-2010).
- Conservative Policies: Embraced neo-liberal ideas by promoting academies, free schools, implementing spending cuts in education, and contemplating the return of grammar schools (post-2010).
