DEA: Class key concepts

Question 1

Ingratiation

Answer 1

inside: (woods) response of being the teacher’s pet, conformist and ideal pupil

Question 2

Ritualism

Answer 2

inside: (woods) response of going through the motions and staying out of trouble- seemingly ideal

Question 3

Retreatism

Answer 3

inside: (woods) response of daydreaming and mucking about- seemingly non-ideal

Question 4

Rebellion

Answer 4

inside: (woods) outright rejection of everything school stands for- non-conformist/ideal

Question 5

Culture of masculinity

Answer 5

inside: (willis) manual labour/physical work seen as more worthy than “pen-pushing” or academic work

Question 6

Anti-school subcultures

Answer 6

inside: often w/c students placed in low sets/streams respond to negative labelling by rejecting school values. seek alternative status through peers (willis)

Question 7

Pro-school subcultures

Answer 7

inside: often m/c students placed in high sets/streams tend to remain committed and accept the mainstream school values. gain status through hard work and academic success (fuller)

Question 8

Labelling

Answer 8

inside: teachers not viewing a pupil as an individual but according to stereotyped assumptions based on class, gender and ethnicity

Question 9

Educational triage

Answer 9

inside: (gilborn & youdell) the process of sorting pupils into the A-C economy. triage=sorting

Question 10

A-C economy

Answer 10

inside: system where schools ration their time, effort and resources on pupils they perceive as having the potential to get five grade C’s or above at GCSE, boosting league table position

Question 11

Setting & streaming

Answer 11

inside: teachers often differentiate between pupils on the basis of perceived ability, behaviour and class background (decision on exams, sets)

Question 12

Self-fulfilling prophecy

Answer 12

inside: looks at labelling effect on pupils’ progress, how predictions made of success/failure tend to come true because he prediction was made

Question 13

Non-ideal pupil

Answer 13

inside: w/c stereotypes to prejudge
- from manual background (w/c)
- scruffy appearance
- lack of motivation
- non-conformist & difficult to control

Question 14

Ideal pupil

Answer 14

inside: m/c stereotypes to prejudge
- from non-manual background (m/c)
- smart appearance
- highly motivated
- conformist behaviour

Question 15

Self-concept

Answer 15

inside: others being the most important source of influence over how we view ourselves and how we choose to act

Question 16

Deterministic

Answer 16

assumption that w/c culture is inevitably passed on

Question 17

Cultural capital

Answer 17

outside: cultural background of m/c and education- superior language, knowledge, tastes, lifestyle etc

Question 18

Symbolic capital

Answer 18

outside: status and recognition through resources available to the individual, honour and reputation

Question 19

Nike identity

Answer 19

outside: the way w/c pupils see alternative ways of self-worth/ status & value by constructing class identities themselves by investing heavily in ‘styles’ or brands e.g nike

Question 20

Restricted language code

Answer 20

outside: (bernstein) mainly w/c
- limited vocabulary
- context-bound speech (slang)
- grammatically simple
- short and descriptive sentences

Question 21

Elaborated language code

Answer 21

outside: (bernstein) mainly m/c
- extensive vocabulary
- grammatically complex
- provides better means of communicating abstract/scientific ideas
- explicitly verbalises so can be understood widely

Question 22

Compensatory education

Answer 22

outside: policies that attempt to tackle cultural dep and intervene in socialisation to compensate children for deprivation at home e.g truancy fines

Question 23

Present/future-time orientation

Answer 23

outside: (sugarman)
- PTO, viewing the present as more important than the future, no long-term future goals
- FTO, planning for future and long-term goals as more important

Question 24

Immediate/deferred gratification

Answer 24

outside: (sugarman)
-IG, seeking rewards and pleasure now and not being
prepared to sacrifice for future benefits
-DG, put off present pleasures for future rewards

Question 25

Collectivism/individualism

Answer 25

outside: (sugarman) - C, valuing being part of a group\> succeeding as an individual - I, individual should not be help back\> group loyalties

Question 26

Fatalism/self-determination

Answer 26

outside: (sugarman) - F, a belief in fate: you cannot change your destiny - SD, you can change your fate through your own efforts

Question 27

Cultural deprivation

Answer 27

outside: lower classes being deprived of the "right" values, attitudes or skills essentials for educational success e.g parents, immediate gratification

Question 28

Material deprivation

Answer 28

outside: refers to poverty & is a lack of money and the things money can buy e.g resources, poor housing, hidden costs

Question 29

Compensatory educational policy

Answer 29

attempts to intervene in the socialisation process (troubled families programme, surestart)

Question 30

inside: (woods) response of being the teacher's pet, conformist and ideal pupil

Answer 30

Ingratiation

Question 31

inside: (woods) response of going through the motions and staying out of trouble- seemingly ideal

Answer 31

Ritualism

Question 32

inside: (woods) response of daydreaming and mucking about- seemingly non-ideal

Answer 32

Retreatism

Question 33

inside: (woods) outright rejection of everything school stands for- non-conformist/ideal

Answer 33

Rebellion

Question 34

inside: (willis) manual labour/physical work seen as more worthy than "pen-pushing" or academic work

Answer 34

Culture of masculinity

Question 35

inside: often w/c students placed in low sets/streams respond to negative labelling by rejecting school values. seek alternative status through peers (willis)

Answer 35

Anti-school subcultures

Question 36

inside: often m/c students placed in high sets/streams tend to remain committed and accept the mainstream school values. gain status through hard work and academic success (fuller)

Answer 36

Pro-school subcultures

Question 37

inside: teachers not viewing a pupil as an individual but according to stereotyped assumptions based on class, gender and ethnicity

Answer 37

Labelling

Question 38

inside: (gilborn & youdell) the process of sorting pupils into the A-C economy. triage=sorting

Answer 38

Educational triage

Question 39

inside: system where schools ration their time, effort and resources on pupils they perceive as having the potential to get five grade C's or above at GCSE, boosting league table position

Answer 39

A-C economy

Question 40

inside: teachers often differentiate between pupils on the basis of perceived ability, behaviour and class background (decision on exams, sets)

Answer 40

Setting & streaming

Question 41

inside: looks at labelling effect on pupils' progress, how predictions made of success/failure tend to come true because he prediction was made

Answer 41

Self-fulfilling prophecy

Question 42

inside: w/c stereotypes to prejudge - from manual background (w/c) - scruffy appearance - lack of motivation - non-conformist & difficult to control

Answer 42

Non-ideal pupil

Question 43

inside: m/c stereotypes to prejudge - from non-manual background (m/c) - smart appearance - highly motivated - conformist behaviour

Answer 43

Ideal pupil

Question 44

inside: others being the most important source of influence over how we view ourselves and how we choose to act

Answer 44

Self-concept

Question 45

assumption that w/c culture is inevitably passed on

Answer 45

Deterministic

Question 46

outside: cultural background of m/c and education- superior language, knowledge, tastes, lifestyle etc

Answer 46

Cultural capital

Question 47

outside: status and recognition through resources available to the individual, honour and reputation

Answer 47

Symbolic capital

Question 48

outside: the way w/c pupils see alternative ways of self-worth/ status & value by constructing class identities themselves by investing heavily in 'styles' or brands e.g nike

Answer 48

Nike identity

Question 49

outside: (bernstein) mainly w/c - limited vocabulary - context-bound speech (slang) - grammatically simple - short and descriptive sentences

Answer 49

Restricted language code

Question 50

outside: (bernstein) mainly m/c - extensive vocabulary - grammatically complex - provides better means of communicating abstract/scientific ideas - explicitly verbalises so can be understood widely

Answer 50

Elaborated language code

Question 51

outside: policies that attempt to tackle cultural dep and intervene in socialisation to compensate children for deprivation at home e.g truancy fines

Answer 51

Compensatory education

Question 52

outside: (sugarman) - PTO, viewing the present as more important than the future, no long-term future goals - FTO, planning for future and long-term goals as more important

Answer 52

Present/future-time orientation

Question 53

outside: (sugarman) -IG, seeking rewards and pleasure now and not being prepared to sacrifice for future benefits -DG, put off present pleasures for future rewards

Answer 53

Immediate/deferred gratification

Question 54

outside: (sugarman) - C, valuing being part of a group\> succeeding as an individual - I, individual should not be help back\> group loyalties

Answer 54

Collectivism/individualism

Question 55

outside: (sugarman) - F, a belief in fate: you cannot change your destiny - SD, you can change your fate through your own efforts

Answer 55

Fatalism/self-determination

Question 56

outside: lower classes being deprived of the "right" values, attitudes or skills essentials for educational success e.g parents, immediate gratification

Answer 56

Cultural deprivation

Question 57

outside: refers to poverty & is a lack of money and the things money can buy e.g resources, poor housing, hidden costs

Answer 57

Material deprivation

Question 58

attempts to intervene in the socialisation process (troubled families programme, surestart)

Answer 58

Compensatory educational policy