Education Flashcards
(159 cards)
1
Q
What are the functions of education ?
A
Creating social solidarity
Teaching specialist skills
2
Q
how is culture transited in schools ? how does school prepare us for the wider society ?
A
Transit societies culture via teaching history and transmit shared norms and values
School = society in miniature. Prepares us for life in wider society.
School teach skills and transmit knowledge needed for the work place
3
Q
What impact does this have on society and the individual ?
A
Teaches norms and values
Makes society more integrated
Specialist skills allow you to get a job
4
Q
what did durkheim say education promotes ?
A
Education promotes social solidarity - shared norms and values
The whole is more important than the individual
History teaches us shared norms and values and interests
Usa founding fathers , pledge of allegiance. Uk : WW2
School is a mini society where children learn how to become members of society and fit in
5
Q
What does school do ?
A
Rules , hierarchy , exam assemblies etc all help
School rules + punishment reflect crime and justice
Family has different rules + procedures + cannot provide this
6
Q
What does education specialise in and skills needed for jobs ?
A
School are therefore vital in supporting the smooth running of society
Keywords: value consensus, specialised labour, mini society, history, homogeneous, whole more important than individual
7
Q
What does a person say about the functions of education ?
A
Sees school as the focal socialising agency in modern society
Acts as a bridge between the family and wider society
8
Q
How are they performed by the education system?
A
Child is judged by particular standards
School and wider society judge us all e.g school sit the same exam to see if we passed or failed
A person status is achieved not ascribed
Meritocracy - everyone is equal and equal opportunity
9
Q
Summary of parson
A
School is a bridge between the daily and wider society
Move from particularistic standards of the family to universalistic values of society
I.e in the family you are special to your parents and you are treated as an individual
In society you’re judged against standards because people don’t know you e.g exams , interviews and cvs
Education is a meritocracy - a system based on intelligence , ability and effort
Meritocracy is the fundamental principle of a capitalist society of our lives
School also teaches the value of society competition , challenge , drive , hardwork
School ask miss to complete with her pp
10
Q
What did David and moore say about education ?
A
School sift and sort grade pupils according to their ability
The most talented get high qualifications which lead to important jobs
Important jobs get high rewards
Least able hardworking get the low status and lower paid jobs
However all jobs are vital they all support a smooth running society
11
Q
What is the evaluation of the functionalist view of education?
A
Old boy network - m/c have links and are more likely to get into better education than from lower class
Class inequality
Ethnic inequality
Outdated world has changed , workforce has changed there’s been a decline in primary industrialisation
Durkeim assumes the values transmitted in schools are those of society as a whole rather than those of powerful groups.
Marxism values are transmitted in school
Parson fails to look at diversity of values in society
Is competition a healthy thing ?
Who wins and who loses ?
Education does not make the most of human capital because its not truly meritocratic
Many qs the idea of education being a meritocracy as meritocracy could be a myth
David + moore are wrong. Social class prevents the education system sitting and grading according to ability i.e m/c do better at school than those from w/c
Marxism and the role of education
Education doesn’t make the most of human capital because its not truly meritocratic
12
Q
What does louis althusser 1197 say ?
A
Marxixts see the capitalist ruling class maintain their dominant position .
The state consists of 2 elements or apparatuses both keep the bourgeoisie in power.
The repressive state apparatuses RSA maintain the rule of bourgeois by force or threat.
Use force to repress the w/c
Ideological state apparatuses ISA maintain the rule of the bourgeoisie by controlling people’s idea
Education reproduces class inequality by transmitting from generation to generation
Schools replaced church as the main agent of ideological control (indoctrination)
Secularisation
Prepares us for our role in the workplace
Some of us train as workers , other train as managers
School is an agent of exploitation and oppression
13
Q
What did bowles and gittens say ?
A
Correspondence theory close parallel between school and work capitalist society
School and workplace are both hierarchy
Head teachers and bosses are ar the top while student and workers are at the bottom
School mirrors the work place
14
Q
what is the hidden curriculam ?
A
refers to the unwritten rules, values and normative patterns of behaviour which students are expected to conform to and learn while in school ?
15
Q
what is some example of things taught through hidden curriculam ?
A
- repsecting authority
-respect for other pupils opinion
-punctuality
-aspiring to achieve - having a worl ethic
16
Q
what are some conflicts and consensus views of the hidden curriculam ?
A
functionalist - would see these norms and values as a way of society to function properly abd fir the individual to function in that society
conflict theories such as marxism and feminism would see this teaching norms and values as teahcing peop;e to accept the principile of capatalism or patriachy
17
Q
what is the marxist perspective of the hidden curriculam ?
A
the idea of the hidden curriculam was a key idea within the marxist perspective of education
bowles and gintins - mention in their correspondance principle when they argued that the norms taught through it got children ready for the future exploitation at work
accpeting teachers= accepting managers and boss
the learning of values was part of ideological control
18
Q
what is the feminist view of education ?
A
argue that hc is a major source of gender socialisation within schools
in schools there are books with modern fam and r taught how male are dominant within the fam
subjects are aimed at certain genders eg food tec
19
Q
how relevant is hc today ?
A
most of the concept of hc is that all these behaviours are formally encoded in school rules - so not really hidden
20
Q
what does paul wittis study ?
A
hpw wc get wc jobs
counter anti school subculture
rejection of school prepares the lad sfor rejection in their low status jobs
dealing with boredome and authority = same as work froce
differs to biwles and g as they are making a conscious decision to mess arounf not subserviant to schools
evaluate with bowlsgitt
21
Q
what does bourdie say about cultural capital and cultural reproduction ?
A
cc - knowledge , values and language- having the right culute to suceed
adv - through socialisation mc children have better ability to grasp abstract ideas - more intellectual - gives of adv to mc
mc kids have an adv cuase they have been socialised into the dominant culture
mc parents have the knowledge of how to play the systems in their favour
reproduction takes place via the socialisation of the young thereofr ethe mc kids grow up to have mc jobs - who have more kids who grow up to be mc - reproduction
22
Q
what does md mean and what writer talks about it ?
what did marchin and tanner say ?
A
md -n nit have access to resoruces
marchin 2003 - students from lic fam are put off education due to the expense and tuition fees
tanner 2003 - cost of items such as transport uniforms book equipmetn etc places a heavy burden on the poor , poor students may have to buy second hand stuff and cheaper - unfashionable equipment - bullying and stigmatised
23
Q
what does cd mean and what did douglas and ridge say ?what
A
cd - not having the right cultural values
douglas parental interest
mc parents gave greater attention to childrens education thann wc
mc p expected more from their children and gave more rewards’
ridge - children in poverty take on jobs such as babysitting , cleaning this has a neg impact on their school work
24
Q
what does linguestic d mean and what did bernstein say ?
A
ld - not having the right speech
bernstein - mc and wc have different way of speaking
wc have a restricted code - mc have elabaorated code
bernstein belived that mc kids could use both codes switching when the needs arose
this put wc at disadv at school where formal elaborated code was common
25
what did blackstone and moretimore say ?
wc parents do care as much as mc
wc p feel less confident about dealing with schools but wc do not know ther system as well as mc p
26
what do func say about education ?
the role of edu is purpose is to prepare pupils for the workf to be skilled and productive workers also to promote value concensus and create social solidarity
like edu
27
what do marx say about education ?
marx sees the role of edu to maintain the capitalist system and promote rc ideology to create passive and obediant workers
dont like it
28
what are the key themes of nr of role of education ?
- state cannot meet the needs of pupils and parents education should be marketised
- one size fits all approach is not working
- parents and pupils need more choice
- voucher system
- believe edu should socialsie into shared values such as competition and insists a sense of national identity
29
what do chubb and moree say ?
chubb and moe 1990 - argue that american state education has failed
disadv groups - lc e and reli minorities have been badly served by state educ - no equal oppresion
state edu is inefficient - fails to produce pupils with the skills needed by the economy
priv school - higheer quality because they pay , they do better at meeting needs of economy because parents pay
30
what are the similarities and diff with func and marx to nr and what do nr argue and what is their solution ?
diff with the func is that the nr dont believe that the current educt
system is achieving
agree with func - education is a meritocracy and should prepare ppl for the wf
marx - recognise inequality for lic students in state education
nr argue schools that get poor results are not answerable to their consumer this means lower standards of achievements a less qualified wf and a less prosperous economy
nr solution - to this problem is the marketisation of education creating an education markert
believe competition between schools will empower the consumrs
31
what are the evaluation of nr ?
gewiritz and ball argue that competition between school benefits the mc they use their cultural and economic capital to gain access to desirbale schools
critics argue that the real causeof low edu standards is not not state control but social inequality and inadequate funding of state schools
marx argue that edu does not impose a national culture but imposes the culture of a dominant minority rc
turns a blind eye for those in need
32
what does marketisation mean ?
the policy of introducing market forces of supply and demand into a real run by the state act as business
where schools were encouraged to compete against each other and act more like private businesses rather than institutions under the control of local government.
e.g school should compete with each other to attract customer to drive up standards
33
what are the key themes of pm ?
- move from the modern era late 18th century - mid 20th century to the post modern era 1960
- developments in tech and science theres risk more diversity in a global society
pm argue that the period we are living in is diff from other times in history - edu needs to adapt to the enormous changes that are taking place within societies on a global level
decline in meta narrative - no longer a beleif in hte big absolute truths e.g reli and science no longer have all the answers
- loss of teacher authortiy - how can they claim to be experts
post fordism - changing productions manufacturing techniques no more jobs for life - national one size fits all curriculam no longer sufficient need to be better prepared for a rapidly changing workforce
rapid technologies and social change increaed diversity in society more risk and uncertainty , surveilance society-
increased testing of students
34
what are the 4 changes that pm have said that taken place ?
move to post fordism - no longer jobs for life methods of production and consumptionpatterns are rapidly changing
this means that the future wf must be trained in school to be multi skilled ppl should expect to change jobs throughout their lives
usher and thompson - no longer exist , need to be multiskilled ,manufacturing in declines school no longer mirrors the workplace
2. societies become more fragmented and diverse , more multi cultural and more secular and diverse e.g gaay and lpf - fd
this means - having a national curriculam is not suitable as a result cultural society - educarion is vital to foster a sense of togetherness - impose a new curricualm whcih meets the needs of all groups
3. a collapse of the economy hebdidge there is no one true knowledge any theory is meta narrative - teachers ? have lsot authority and cant ake grnad kniwledge ckaimcurriculam one size fits all doesnt work
4. an increase in all types of surveillance pm argue todyas society we are continouosly ebing observed and monitoes which means more tests exams and assesments in education - data on pupils too much for pupils
35
what does moore and hicok say ?
the rpaid changes in society means is is impossible to provide a curriculam which meets the needs of everyone
36
what are the similarities and differences between func and marx to pm ?
marx claim that school mirrors the work place pm say it doesnt anymore - difference
one size fits all - curricualam is not suitable - nr
37
what does usher and thompsan say ?
school in a pm society can break free from the one size fits all and oppresive uniformity of edu system of the modern era
38
what are the evaluations of pm ?
pm exxagerate the extent of diversity- e,g the national curriculam is a one size fits all state controlled curriculam that gives little scope for expressing minority cultues
critical modernists argue that pm also ignore the continuing importance of inequality in education
pm have identified important trends towards diversity in both society and education
39
what does hc mean ?
hc things that are learnt informally in schools which often mirror the wf
- shcools have detentions and behavoir system to reward you
- schools grade pupils on their abiities
- schools dont let pupils have control over what subjects are taught
- shcools make boys and girls play different sports
- teahcers treat boys and girsl differently
- schools demand pupils to be punctual
40
what do feminist say about the role of education ? and what are the main themes ?
school and edu reproduces patriachy
connel - school reinforces hegomonic masculinity
haywood mac an ghall - schools reinforces gender identities tell boys off for being irls and ignore boys verbal mabusr of girls
41
what does heaton and lawson say ?
hc reproduces gender inquality and promotes gender stereotypes
books, students, teacher and patrichal curriculam , role models - patriachal curriculam ,
42
what did spender say ?
school patriachal and male dominant male ideas , male dominated
male ideas , male heads male management boys make 2x as many qs and demand
boys dominate classroom therefore women are invisible
teacher expectations are womens as housewife and man as breadwinner
43
what does stanworth say ?
teachers ofern give more encouragement for boys to go uni and not girls
students are pushed into certain subjects according to their gender
boys = science , maths , busines and it
girls = english ,arts social sciences
all teachers take more interest in biys acheivements
discrimination - girls artificially failed so boys can suceed
girls therefore have low paid jobs, low status jobs
44
gender and education attainment
what factors affect educational success?
internal - in school factors - school based factors
- teacher pupil interactions
- quality of teaching
- class room management
- labelling
school policies
- staffing
- exam and sets
external - out of school factors - home family changes in wider society
- home
- family
- changes in wider society
45
what does sue sharp and wilkinson genderquake say ?
ss - girls priorities have changed
- more assertive
- more ambitious
- more confident
wilkinson - gendedrquake women have had a siginificant shift in thier expectations thier focus has moved away from traditional roles and towards career etc
46
what are girls improvements and their internal school factors ?
pos role model in school - increase in the n0 of female teachers and headteachers
gcse and coursework
mitos and browne 1998 - girls are more succesful in course work as they are more conscientious and better organised
47
what are girls improvements and their external school factors ?
changes in the fam - more lpf means more female bw , more financial independant role models for girls
francis 2001- found girls have high career ambitiouns - very few saw thier future in traditional female jobs
suesharp - marriage and families are no longer priorities , girls are more likely to see their future as independent women with careers
48
why are boys not achieving as much internal factors ?
francis 2001- boys disciplined more harshly and fely pciked on by teachers who had low expectations on them
swan 1998 - differences in communications style boys dominate whole class discussions
girls take turn speaking - teahcers react more positively to them #
49
why are boys not achieving as much external factors ?
mitos and browne 1980s - since 1980 theres been a decline in heavy industries
heavy industries have outsourced this decline in traditional male employment has lead to an identity crisis for men
this demotivates boys at school as they think they have little opportunity to get a job
epstein - wc boys liekly to be harassed and labelled as siisies and subjected to homophopic comments if they appear to be swats
50
gender suject choice and identity
what is globalisation ?
decline of traditional male wc jobs ee.g manufacturing which now have been outsourced - boys demotivated crisis in masculintiy
51
what are the trends in subject choice ?
boys more liekly to choose practical and science based subjects , maths
girls - humanitariean and languages
voacational courses - reflects gender sivisions in the work place
52
what is gender subject choices ? what does kelly argue ?
kelly argues science is seen as a boys subject - science teahcers most likely to be male
- anne collely says - it is seen as a masculine subject as it involves working with machines
- dianna leonard 2006- comapred to mixed schools girls in girls school 2.4x likely to take physics , (or maths and science)
- while boys in boys school more likely to take english and language
53
what is gender role socialisation ?
norman - boys girls dressed differ given dif toys has envourage to do diff activities
bryne show that school has a role , teachers teachboys to be tough and not to be weak and girls to be quiet helpful , clean and tidy
el wood 1998- shows how these lead to different subject chocies
54
what is gender domain ?
their tasks and abilites
browne and ross- argue that children beleif about gd are shaped by the early experiences
e,g- fixing a car boy looking after a sick girl
murphy - boys and girls pay attention to different details even when teaching the same task - girls more focus on pplfeeling and boys is how things made
- girls choose humanities biys choose science
55
what is gender identity and peer pressure ?
subject chpice can be influenced by pp
paetcher 1998 - found that because pupil see sport as mainly within the male gender domain , girls who are sporty opt out
dewarl - found that girls who choose sports are called lesbian
in mixed schools theres something doing pysics that is off putting
in contrast an absence of pp in same sex school explain why girls choose traditional boys subject
56
what is gendered career options
reasons for differences in subject choices is the fact that employment is highly gendered
women job offer - housewife, cleaning , child care and nursing
if boys know a course is mainly female theyre less likely to choose it
57
gender education and identity
what school experience, reinforces steroetypical male identity and female identity
se - verbal abuse if b and g dont conform to gender norms
mi - homophobic verbal abuse parker - found that boys were labelled gay for simply being friendly
fi - connely - male name calling of girls they dress or behace a certian way
boys call girls slags
se- male peer groups
use verbal abuse to reinforce their defini of masculinty
epstein and willis show boys in asc often accuse boys who want to do well at school for being gay
mac an ghail - boys ass wc boys use abuse to reinforce masculinty id in the peer groups
58
what school experience, reinforces steroetypical male identity and female identity
se- teacher discipiline
mi -
hagwood and mac and ghall found that male teachers tolf boys off for behaving like girls. and teased them when they gained lower amrks than girls
askew and ross - show how male teachers behaviour can reinforce messages about gender
e.g male teachers often have a protective attitude towads female colleagues to resuce them by threatening pupil who are disbehaving
fi - teachers tend to ignore boys va of girls and blame girls for attracting it
59
what school experience, reinforces steroetypical male identity and female identity
se- male gaze
mi male pupils and teachers look girls as sexual objects
judgement about their appearnce
boys who dont participate labelled as gay
fi - girls are pressured to look or appear a certain way
se- policing identity- fi
wc girls gain symbolic capital from their female peers by performing hyper heterosexual feminine identity
change their appearance because theydont want to be risked being called a tramp
jessica - being popular is crucial to a girls identity
60
what school experience, reinforces steroetypical male identity and female identity
double standards - girls called slgs if they dont have a steady bf or if she speaks or dresses a certain way boys get to boast about their behaviour
61
what does becky francis the boffin say ?
research based on interviews with y8 - the age boys start to disengage with school
- those who continue and work hard face the problems of laddish behaviour which attracts more popularity and status
laddishness - opposing school practices and learning
label is more applied to boys if they are high achievers - the label may invovle homophobic verbal or physiscal bullying
- academic sucess is for many secondary school pupils , constructed as incompatibale with social popularity
62
what does archer say about hyper hetrosexual feminine identities ?
wc g spent considerable time,effort and money sonstructing glamourous and desirable hetrosexual identities
-bf having a bfbrought symbolic capital for these girls but also got in the way of school work and lowered grils aspirations
this included losing interest in going to uni , studying masculine subjectd such as science and gaining a professional career
- being loud , some wc girls adopted being loud fi that often lead them to be outspoken and assertive
63
what dilema are wc girls faced with ?
either gaining symbolic capital from their peers- hyper heterosexual fi or gainign educational capital
64
what is the wc habitus ?
way of seeing , thinking acting shared by members of a class
65
what is symbolic capital ?
stuas and recognition worth and value
66
what did archer say the ideal pupil is
from the school pov the ideal female pupil identity is a desexualised and mc student
67
education , sc and achievments
whats does reat say about class mothers and cultural capital ?
wc mothers works as hard as mc
it was the amount of cc available and mc mothers had the most
their effectiveness depends on the amount of cc at their disposal
- mc mom more qualifications - encouraged their kids to do well
- wc mthers felt like they lacked the knowledge and ability to help their children
mc - more material cap ,more cc
however if wc had more mc they would encourage their children its not about cc
68
what does bernstein say about speech patterns ?
resticted code- found in convo between family and friends
elaborated code - meanings are more explicit details and explanation
bernstein - mc children have been socialised into both and are fluent in each where as wc are restricted to restriced code
69
what does bourdieu say ?
cc- having the right culture to suceed - c that can be converted into material rewards such as hgih salries and high living standards
mc children have better access to books, comouter and educational toys from a young age visiting muesuems - wc in comparison are culturally deprived
70
what does douglas say ?
cd theory
mc parents = have higher parental interest in their education
supproted by bernstien - parental interest and support is the most important factor
however
- outdates
- blackstone mortimore - wc parents do care as much as mc
wc p feel less confident about dealing with schools but wc do not know ther system as well as mc p
71
what does sugarman say ?
differing values for the wc
- more liekly to be encouraged to study hard for longer in order to get the best jobs m- deffered gratification
wc howver may not value education as they want to leave school and go straight to work = immediate gratification
wc parents may not have a qualification - children dont have a role model not alot of help on hw
however cd behaviour may be due to the fact they are md so they need to have a job
72
what does sugarman say ?
differing values for the wc
- more liekly to be encouraged to study hard for longer in order to get the best jobs m- deffered gratification
wc howver may not value education as they want to leave school and go straight to work = immediate gratification
wc parents may not have a qualification - children dont have a role model not alot of help on hw
however cd behaviour may be due to the fact they are md so they need to have a job
73
what does bowe and giwertz say ?
cc gives mc oarents more adv thier contacts and knowledge mean they know the system'
can afford to move to areas where good shcools are or pay for travel
74
what are the evaluations of md ?
fsm
pupil premium
school provide resources ie computers and extra tution
bursary
75
what does the iq test do ?
iq test in favour of mc because of the lang used
bowles and gittens found no link between iq and educational and economic sucess - meritocarcy is a myth
76
what is an independent public and grammar school
is - fee paying schoo not run by the state
ps - old posh prestigous idependent school e.g eton and harrow - depends on thir pafrents pay
gs selectove schooll have to do a iq test liekly to benefit cc of mc
catchment area the area and population from whicha school chooses its pupils gs choose mc and uc pupil
77
social class and attainment - internal factors
what are the school factors ?
labelling
self fulfilling prophecy
setting and streaming
status and subcultues - ass
78
what does labelling mean ?
thinking of a person in a particular way which then determines how you behave towards htem - attaching a meaning or defin to them
79
what does self fulfilling prophecy mean ?
a reaction to labelling when a person acts in a way that other people expect to act
80
what is the halo effect ?
when pupils become more favourably stterotyped on the basis of earleir impressions by the teacher and are rewarded and favoured in future teachers - student encounter
81
what does beckeer say ?
beckers concept of ideal pupil is pupil work, cinduct and appearance were key factors taht influences a teacherrs judgement
mc were closest to ideal pupil and wc were further away because they were regarded as bady behaved
label mc pupils as idealpupil and prefer teaching themcompared to wc pupils mc pupil more liekly to be labelled bright and intelligent
labelling leads to self fulfilling rpophecy -what teachers believe pupils achieve
82
what does dunne and gazely say ?
argue that school persistently produce wc under achievement because of the labels and assumptions of teachers
teachers underestimated wc pupils potential
teachers normalised the underachievemnt of wc pupil and seemed uncorncerned about it
a major reason for this difference was the teachers belief in the role of pupils home background
83
what is self fulfilling prophecy ?
ass - groups who have rejected the mainstream values of education and have formed a counter culture
84
what is setting and streaming ?
a-c grades economy - a ssytem where shcools focus their time and effort and resources on those pupils they see as having the potential to get 5 cs grades gcsed and boost school position on the league table
bottom stream wont get the chance to do same exams as top stream
lacey - causes differentiation and polarisation - wc more liekly to be in bs
educational triage - pupils into 3 categories based on chances of success - 5 good gcses
1, walking wanded ignore
2, at deaths door ignore
3. chance of survival - save
85
what setting and streaming involve ?
setting involves seperating children into different ability groups ot vlasses valled streams
youdell and gilborn
setting and streaming relates to labelling as beckersays teachers dont usually see wc children as ideal pupils - lower expectations
ass- once theyre streamed its difficult to move up to a higher stream , children are more locked into their teachers low expectation of them
creates a self fulfilling prophecy in which the pupil live up to their teachers expectation
86
what study did gilborn and youdell do ?
2 london schools - shows hwo teachers use stereotypical notions of ability to stream pupil
teachers less likely to see wc pupils as having ability more likely to be placed in lower streams denies the opportunity of them getting good grades
87
what can labelling lead to ?
lead to the creation of subcultures
lacey - higher streams pupils develp pro school subculture and lower stream anti school sunculture as a way to gain statsus from their peer group
88
whar are 2 adv and disadv of streaming ?
adv -
- children judged by their performance like society therefore it is reflective of a meritocracy based on iq and effort
- competitive encouraging hard work
disadv
- demoralsiing for students of lower abilities
-stops some from achieving top grades
89
what are some evaluations of labelling theory
marx would say labelling theory ignores the real cause of inequality in educational achievements ehich are structusl factors i.e school is mc insituition
labelling thoery is too deterministic it assumes that everyone will internalise and accept their label - some reject their label
schoo;s are not neautal insituitions the attitudes of staff and school policy has the power to define and shape pupils learning and progress
i.e they have the power to label all pupils and wc are more liekly to be labelled negatively
90
what do school organisation do ?
michael putter - well organised with strong leaderhsip
- teachers were dedicated and well prepared
-strong emphasis on acadeic achievemnts
- praise and encouragement of students was emphasised rather than criticism and punishment
schools with best results had these things in common
91
pupil subculture
what did hargeaves say ?
boys in lower stremas were failjures - so they those pupil seek eachother and form a group with high status who flouted school rules , formed a subculutre that helped to gaurantee education is a failure
92
what does furlong1984 and woods 1979 say ?
f- pupils act different with different teachers
woods argues other responses are possible
ingrativation - teachers pet
ritualism - stayong out of trouble
retreatism -v day dremaing and messign about
rebeliion - rejection of every school standard
93
what does lower stream pupil do ?
join ass because school labels them as failures , subcuture is a way tp gain status from their peers
labelling students can oush them into ass ballwood
94
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95
what is bourdei concept of cc ? and what does habitus refer to ?
habitus refer to the dispositions or learned , taken for granted ways of thinking , being and acting that are shored by a particular social class ,its the position in the class structure
96
what is mc symbolic capital ?
schools have a ,c habitus ,pupils who have been socialised at home into mc tastes and preferences gain sc or status and recognition from the school and are deemed to have worth
97
what is wc symbolic violence ?
school de values the wc habitus so that wc pupils tastes e.g in clothing , appearance and accent are deemed to be tasteless and worthless
98
why is there a clash between wc and mc habitus and what is the nike identity ?
archer
nike identity has been adopted by wc style performance were heavily policed by peer groups and not conforming was social suicide
the right appearance earned symbolic capital and approval from peer groups
it led to conflict . reflecting the school mc habitus and teachers opposed street styles pupils who adopted street style risked being labelled as rebels
99
what does archeer argue ?
says schools mc habitus stigmatises wc identites mc see nike identity as tasteless
nike plays a role in wc rejection of higher education - undesirable would not suit their preferred habitus
ni - stutus is gained throguh brands education doesnt fit with this identity
100
what does ingram say ?
catholic boys - wc family life street culture and sportswear important part of habitus pressure to fit into habitus difficult for wc who got into the grammar school - dominated by mc habitus
conflict between habitus at home and at school
experience a pressure to fit in tension between the habitus of their wc neighborhood and mc school
101
how can habitus formed outside school confict with home ?
wc pupils habitus and identi formed outside of school may conflict with the schools mc habitus resulting in symbolic violence and pupils feeling that education is not for the likes of them
internal and external factor
102
name 4 out of school factors that influence educational attainment between social class
md cd cc parental interest location speech codes and parental education and educational experiences
103
how have ethnic group improved ?
- young people from em group are more liekly to continue into higher education than the white majority
- excluding chinese and indian students theyre less likely to attend prestigious uni
104
what does palmer say ?
almost half of em children live in a lic homes so are 2x as likely to be unemployed and 3x more likely to be homeless ,
many em live in economically deprived areas and have lack of langaunge skills to excel
cd/md
105
what does wood et al say ?
suggests white people are more likely to be employed than those of em
md
106
what does moynihan say ?
argues many black fam are lpf so lack male role model for achievements so underachieve - this is supported by murray
cd
107
what does the umbrella term mean ?
issues sociologists should consider when analysins statistical data is the umbrella term if the data is to broad and not many subculture and if the data is outdated
108
what are em statistic?
bp - 45 scored lower than the national avg
wp - 46% score dlower than the national avg
asian - 50.4 high attainment and induan 56.3
109
what do 46% of all students dont have?
46% of all students in england have ni bame teachers black carribean and mixed white/black carribean more liekly to be excluded
110
what are the internal factors of ethinicity, education school racism ?
- labelling and teacher racism -
- pupil identities
- class room interactions
111
what is insituitional racism ?
unintentional racosm , in built prejudice in the schoolong system
112
what is insituitional racism ?
unintentional racosm , in built prejudice in the schoolong system
113
what does fuller study of black girls ?
- they were high achievers in school but were in lower streams
- instead of accepting neg lbelling , the girls channeled their anger through their educational success
- did not seek the approval of teachers
- pupils may still suceed even when they refuse to ocnform - doesnt always lead to failure
- girls were able to reject their labell placed on them , no self fulfilling prophecy
114
what does mac an ghail say ?
blackánd afircan at a level
- students hwo believed teachers have gave them a neg label rejected it and didnt accept thier labe'
- girls that attended all grils school had a greater academic commitment
all students suffered some problems with racism but dealt with them in different ways
- most successful student were ones who were less hostile to the school
- adopted survival strategies- kept their heads down with difficult teachers and baded together to give mutual help
115
what are the 3 types of teachers ? mirza says ?
the colour blind - teachers who believe all pupil are equal but allow racism
liberal chaurists - teachers who belive blck pupil are culturally deprived and have low expectations on them
overt racism - teachers who belive blck pupil are inferior and discriminate them
therefore theyre more selectibve in who they talk to and restricts thier opportunities
116
what does sewell say ? variety of boys response ?
rebellion - ass ,laddish ,popular
conformists - keen to suceed accepted schools the goal and had friends from different ethnic group
retreatists - give up and opt out isolated from school
innovators -pro education but anti school value sucess dont need teachers approval
117
ethinicty internal factors
what does gilborn and youdell say ?
labelling and teacher racism
- teachers were quicker to discipiline black pupil than others for their same behaviour
- teachers misinterpreted their behaviour as challenging the authority
- pupils responded neg and felt teachers underestimated their ability
- not pupil fault rather the teachers stereotype- - neg steroetype , underestimates their ability so theyre put in lower stream
- a-c economy - teachers focus on those students who believe they are going to do well
only one in 5 sexcluded pupils achieve 5 gcses
118
what does wrights say ?
teachers assumed they know little english so they left them out and talk tothem in a childish lang
asian pupils victims of labelling
119
what did archer say about chinese pupil ?
chinese pupil were praised but believed neg by teachers - homogenous, passive , quiet and hardworking
120
what does archer 2008 say ?
teachers - defines em pupils identities as lacking the ideal pupil
the ideal pupil -,white mc madcunalised identity
the pathologised pi- an asian , a deserving poor feminine identity
the demonised identity - a black or white wc unintelligent , cd , hypersexualised identity
121
ethnicty and achievement external
what did madood say (lang differences ?
lang differences has been seen as a reason for differences in edu attainment
- high attainment of indian pupil inidcates that a 2nd lang is not a barrier to achievement
- bangladehsi appeear to be rapidly overcoming any lang barriers - lang differences for bangl is a temp not a disadv
122
what did archer say - parental values ?
- value placed on edu can affect the level of parental encouragement and pupil moti
- minority ethnic parents may place a higher value on edu , give their children greater encouragement and expect more from them than many white parents
123
what does sewell say ?
- low attainment of carribean african boys
- raised in lpf
-lacking male figure , role model, father figure
- draws them into gang
its not bb absense of fathers as role models but
- sewel sees the problem as a lack of fatherly nurturing
- results in bb finding it hard to overcome the emotional and bhevioural difficulties
the biggest barrier facing bb is actually black peer pressure
sew argues bb do worse than their asian pupils becuase of cultural diff in socialisation and attitudes to edcuation
124
what are some evaluations ?
gilborn argues that its not pp but insituitional racism within the edu system
sewell argues that some boys grow out of the gang culture so not long term impact
madood- lang is not a barrier to cinese and indian as theyre the most significant achiever
- archer - white parents lower interest from asian / blck parents
125
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126
history of education
what did butler educ act do in 1944
all pupils have equal chance
- based on meritocracy
= based on academic ability exam based entrance
- meritocracy- iq + effot = success
- triparte system
based on results placed in one of 3 schoo;s
- secondary modern
- technical
-grammar
127
what did the labour gov in 1964 do ?
decided that all authorities should have comprehensive schools ie all childwren should go to one comprehensive school aimed to make all schools equal
all schools meant to have similar facilities , funding and access
large schools whoch canot be select on grounds of ability
based on catchment area - where you live sole factor determinging your school
128
what are the pros of comprehensive schools ?
- 80% of all pupils attented com schools- therefore more leas , local aducation authorty agreed with the system
- more egalitarian
- mixed with students from different background
- mixed ability
social democratic ideals , no exams no selection
129
what are the cons of com schools ?
educational standards - the bright pupils would be held back by the weaker pupils - this ;owering standards of the high fliers
streaming and setting - many compre used this which inevitable means there will still be a class divude
many com shcool had tripartie ystem
com com school have excellent facilities and others are run down
catchment area - rich area mc - good school
poor area - wc bad school
130
what is the new vocationalism ?
the nr into vocational education in the 1980s - margaret thatcher
at the time they argued that britain needed a job related training in order to combat high levels of unemployment at that time
in order to prepare young people for a rnage of new jobs emerging with new tech and to make them more competitive in a globalsiing economy
131
what is the education reform act and what were its aims ?
national curriculam , leaguge table , local management of schools , ofsted ,
raise standards
- increase choice and competition
-marketisation
132
what is the national curriculam ?
- for all state schools in england , wales a national sytem of testing and assesment
- educ reform act - intro national currciuclam gov told teach what to teach
age 5-16 all pupils in state schools must study 3 core subjects - english maths and science
133
whats the league table and national tets ?
in 1992 all state second schools
- compulsary national test - sats were intoduced
- published annualy with league tables along with gcse
schools can now be compared directly in terms of data
pupil progress before was tracked by teacher assesment
134
what is the local management of schools ?
management responsibility budget has been taken away from lea and given to headtachers or schools
more flexiblity and responsibility on ht
freedom from states - nri
free market and consumer choice
135
what is the ofsted ?
office for standards in educations -1988
schools inspectos every 3-4 years
inspection rather than support
schools grade 1-4 outstanding to poor
schools given 4 go itno special measures
if not improved theyre closed
136
what are the pos of era ?
- raise standards for most groups of pupil
- improved quality of teaching
- national c - benefitted girls higher gcse grades than boys
137
what are the neg of era ?
class gap in attainment still exists
mc benefit more from marketisation and paretocracy
schools put morre emohasis on core subjects than creative ones
Lt doesnt show everything and social good just the best
selection by mortagage - houses in the catchment area of the best school and more expensive
people money = get into good schools
transport cost - mc parents abled to drop off kids - parents likely have 2 cars
ball : refer to mc parents skilled choosers - more comfor to be dealing with school and use social netwirk to talk to toher parents
ball refers to wc parents as disconfor achoosers - lacking cultured and social capital tend to send their child to local schools
138
what are the 6 features of era ?
nc
national tests
LT
local management
opting out - grant maintenance schols'
ofsted
139
what is parentocracy ?
rule by parent - parents are the consumers they have more choice over which school to send their child to parental choice affects the school budget
140
what is formula funding ?
funding to schools is based on the no of pupild enrolled in the school
141
what is cream skimming
good schools can be more selective choose their own own customers and recruit high achiecing mc pupil these pupil gain an adv
142
what is silt shifting
good schools can avoid taking less able pupils who are likely to get poor results and damage the school league table position
143
what are the aims of new labour ?
diversity and choice
equality of opportunity
competition raising standards
meeting the needs of industry and the economy
144
what are the policies that have reduced inequality ?
ema - paid students aged 16-19 who were from lic fam
145
what is ethnocentric curriculam
a curriculam based around white mc culture
white wc boys lower aspirations due to white wc culture and lack of parental suppport
lupton - neg attitude of white wc parents used by teachers tp explain bad behaviours of white wc boys
white street culutre - reject education
146
what is sure start ?
programmed mainly aimed at ore school children and their fam in disadv areas of england
early years are vital to a child future and ooks to omprove their health edu and jobs provides home visit and financial help for child care
new deal
147
what is the league table
parents look closely at the examination results when assesing and choosing schools
lt can be misleading
labour knew that and accpeted the new liberal / nr view that competiton will raise standards
accepted lt to be a means of parents assesing a school performance
eval
- despite alternatives lt parents tend to accpet the original measure exam reuslts , encourages schools and prioritse reuslts
148
what are the aims of coalition
excellence- raising standards
competiton - marketising
innovation - fidning new qays to do something better
149
what are the key policies since 2010
ema - replaced by a bursary scheme - money for college and sixthform for the most deprived students - labour
2010- coalition scrapped ema and replaced with a bursary
this means less money is igven tp fewer students , fewer students have access to financial help
180 mill bursary scheme for pooreest student a 380 mill cut - a discretionary fund
150
what is the university top up fee ?
another policy
they increase tuition fees
top up fees max 9000£
poorest students can get a grant mc student
may struggle as they have to pay full fees can get a loan to pay fees
labour intorduced tuitionfees wanted 1/2 of the population to get a degree
151
what is the impsct of this
higher uni fees link to sc and edu attainment
higher fees may determine those from less affluent backgrounds , the class divide will grow wider as schools are more marketised
evaluate
stats suggests this is not the case more wc pupils go to uni today compared to past
152
what is the impsct of this
higher uni fees link to sc and edu attainment
higher fees may determine those from less affluent backgrounds , the class divide will grow wider as schools are more marketised
evaluate
stats suggests this is not the case more wc pupils go to uni today compared to past
153
what is the pupil premium policy 2011
involved giving schools extra funding based onthe n0 of fsm pupils they took in - worth approx £600 per fsm pupil
evalu
not neccesarily spent on fsm pupils
154
what is the new types of schools academies and free shcool policy
set up by labour gov for failing school
now coalition gov not allowed good schools to become academies
most schools are now academies
they are state funded but also sponsered by sources suchas businesess
new coalition academies arejudged outstanding by ofsted
2010= 203 academies
2013=3304 aca in england 15x as many
now - 213 secondary to become aca or is an aca
growth of acadmies chains - around 2000 schools are now an aca chains with around 400 schoo leading these chains working with others to raise standards
155
what is the free schools?
a type of school a non profit state funded schoolfree to attend
free schools are not controlled by alocal authority but instead governed by a non profit charitable team ,,...
run by parents dont need to follow the nc have to teach eng and math and sci
dont need qualified teachers
between 2010-15 more than 400 free schools were approached for opening in eng by the coalition gov repersenting more than 230,000 school places acrosss the country
156
what is the free school eval ?
fs benefit chikdren from high income houdeholds do nothing for chikdren from lic hiuseholds , increase social inequlaity
shepered 2012 - fs schools take in less fsm pupil compared to other schools
there are a drain on other schools inthe local area- if parents withdra from other local schoool those schools will suffer reduced funding
fs school get set up in better area
157
what is the curriculam chanign polciy ?
english baccalaureate eb
briging back traditional subjects - 5 subject focus downgrading btecs and vocationalism
intro in 2010
recognises the sucesss of pupils who attain gcses as a grade a across a core of academic sucjects
it has been into because of concern that the n0 of pu[ils who recieve this broad edu in core academic subj is to small - michael gove
english bach - changing currciculam
158
what are eval of coalition policies ?
-- standards increased
- attainment gap between fsm and non fsm reduces
-all this by spending less
- fs reduce funding to toehr schools adv mc parents
- scrpaiing ema , lowered the stay for further edu
considerable reg inequ remain e.g north and south
159
what is the exams reforms ?
ending modular exams and moving to linear
all exams end of yr 11 and 13
ball - edu service industry - esi priv company investing in schools
