Education Flashcards
(104 cards)
1
Q
four functions of education according to functionalists
A
- Meritocracy
- social solidarity
- teaching core values
- role allocation
2
Q
Evaluation of the functionalist perspective
A
- Hargreaves argues that education promotes competition and indivdualism not shared values and a sense of solidarity that Durkheim claims
- school is not meritocratic because schools discriminate against some group e.g. w/c and black pupils, don’t give them an equal opportunity to achieve
3
Q
Internal factors class
A
Factors within school such as
- interaction between pupils and teacher and inequalities between school
- labelling
- streaming & setting
4
Q
External factors
A
Factors outside the education system
Such as the influence of home and family background
-cultural dep
-cultural cap = Socio- linguists (language code)
-material dep
5
Q
what does functionalist say abt education
A
- Takes on a consensus view that society is harmonious
- It continues the job of the family. (secondary socialisation)
- Schools creating a ‘miniature society’ / soc8ety in a miniature - Schools foster belonging and identity
- Functionalists view society as an organism where everything has their role and function in the smooth working of the whole.
6
Q
Durkheim - teaching specialist skills
A
- We have a complex division of labour and each person has specific role to play.
- School prepares pupils for life in wider society = requires a level of role differentiation
- Education teaches individuals skills & knowledge to play part in the labour
7
Q
evaluation of durkheim special skills
A
- Postmodernists argue that contemporary society is more culturally diverse, with people of many faiths and beliefs
- Schools do not produce ashared set of norms and values for society, because this marginalises other cultures and beliefs
- therefore this theory is outdated. Durkheim also wrote that specialist skills were needed to sustain economic growth. Today’s society is a lot more advanced, and the economy needs workers with flexible skills. e.g. spanish speaking or multi-bilingual etc
8
Q
social solidarity
PARSON
A
A sense of belonging to wider society, by transmitting society’s shared norms + values.
Teaching subjects like History/English helps establish the historical links such as singing the national anthem, thus making them feel more connected.
School also acts as a ‘society miniature’ whereby students are prepared for later life.
It equips students with a set of skills which apply to everyone.
9
Q
Evaluation of social solidarity
A
- Not everyone feels apart of school. There are such a huge diversity of schools (faith schools, private, home education).
- ignores the dysfunction of education e.g. bullying & failure.
10
Q
Meritocracy (functionalism)
A
- The idea that we all have equal opportunities to succeed and that success is then rewarded on ability and effort. [individuals achievement:]
- the education system judges children by universalistic standards = they judge and hold all pupils to the same standards.e.g. We all sit the same
- school is a miniature version of wider society-which prepares them for life in modern society/it’s economy
11
Q
Role allocation (functionalism)
Davis & Moore
A
- The idea that schools prepare us for our future position within the workforce by selecting and organising pupils, based on their abilities.
- Some people are more talented than others = which reflects that some roles are more complex than others and require greater skills.
- **Higher rewards are offered for these jobs to motivate everyone to strive for them **
- This is necessary to ensure the most important roles are filled by the most talented people for society to run smoothly
- a meritocratic education allows everyone to compete equally. It ‘shifts and sorts’ individuals so that the most talented get the best qualifications
- this enables organic analogy
12
Q
Althusser:
2 elements
A
- (RSAs) The Repressive state apparatuses - Maintain the rule bourgeoise by force or threat.
(E.G. police, government)
- (ISAs) ideological state apparatus - maintain the rule of the bourgeoise by controlling peoples ideas, value and beliefs.
(E.G. religion, hidden curriculum, family ,media)
13
Q
marxist view of education:
3 ideological functions of education:
marxist
A
-
The reproduction of class inequality - by transmitting it through generations.
(This means that the wealthier pupils tend to get the best education and due to the passing of cultural capital, Meanwhile working class children are more likely to get a poorer standard of education ) -
The legitimation of class inequality: school justifies it.
(E.G. education spreads the myth of meritocracy- OR THE ILLUSION OF EDUCATION – they learn that everyone all have an equal chance to succeed depending on our effort and ability. Thus if we fail, we believe it is our own fault. This legitimates or justifies the system because we think it is fair when in reality it is not.
- This has the effect of controlling the working classes – if children grow up believing they have had a fair chance then they are less likely to rebel and try to change society as part of a Marxist revolutionary movement - Serving the needs for capitalist employer (Bowles + Gintis) {read flashcard} = leads to alienation = The education system prepares younger members of society to enter the world of work - alienating individuals from a young age as they begin to stray from the freedom they experienced as a child.
14
Q
Gibson and Asthana on material deprivation
A
pointed out that there is a correlation between low household income and poor educational performance.
E.G:
- Higher levels of sickness in poorer homes may mean more absence from school and falling behind with lessons
- Less able to afford ‘hidden costs’ of free state education: books and computers are not available in the home. = known as the hidden curriculum = the nonacademic knowlgde thatpupils learn through informal agencies
- Tuition fees and loans would be a greater source of anxiety to those from poorer backgrounds
15
Q
Supporting evidence for the importance of material deprivation
uni
A
The existence of private schools means the wealthy can afford a better education. Children from private schools are over-represented in the best universities.
16
Q
Evaluations of material deprivation
A
- To say that poverty causes poor educational performance is too deterministic as some students from poor backgrounds do well.
- This can give them motivation to do well due to their ecomic background- challen3ge strerotypes and helps them to be able to achieve what their peers gets
- There are other differences between classes that may lead to working class underachievement. For example, cultural deprivation .
17
Q
Class Differences in Education - internal
Teacher pupil relationships - Becker
A
Becker: Labelling and the Ideal Pupil.
He argued that middle class teachers have an idea of an ‘ideal pupil’. Pupils either speak in elaborated speech code, is polite, and smartly dressed teachers likely view middle class pupils more positively.
He found that teachers labelling students as either good or bad greatly influences their future academic development. If a student is labelled as smart and driven and has high expectations, they will do better later in school. If a student with the same skills is labelled unintelligent and bad-behaving, they’ll do badly. This is what we refer to as the self-fulfilling prophecy.
18
Q
Willis -
Pupil Subcultures
A
- A subculture is a group whose beliefs, and values differ to some extent from the wider society
- Subcultures are in response to labelling:
- Willis’ research involved visiting one school and observed and interviewed 12 working class rebellious boys about their attitude. Willis described the friendship between these 12 boys as a counter-school culture. The Lads attached no value to academic work
- subverted the values of the school: for them academic success was frowned upon while “mucking about” was rewarded.
19
Q
Pupil Subcultures - class and gender
A
Boys from different class backgrounds experience school differently.
W/C boys are generally under pressure to express traditional anti-school masculinities. = gain status from peers
M/C boys are more likely to try hard at school, expressing their masculinity through being competitive in examinations.
However, it could be argued that middle class boys still feel some pressure to be seen to not be making an effort in school. = to avoid negatives labels.
20
Q
The organization of teaching and learning
Banding and Streaming
BALL
A
- Banding refers to the process of setting and streaming pupils of similar academic ability are taught together.
- Banding and Streaming disadvantages the working classes and some minority groups.
- Ball found that following comprehensivisation working class children were more likely to be put into lower sets as teachers devoted less attention to them.
= students were placed into 3 abilities bands when they first came to school [based on infomation provided by their primary schools]. While the bands were supposedly based on ability, Ball found that other criteria such as social class background determined what bands pupils were placed in. Pupils with similar abilities were more likely to be placed in the top and if they were from middle class.
21
Q
The organization of teaching and learning = abscence
A
- Bourdieu argues that schools are middle class environments full of teachers with middle class values and tastes
- top stream students were warmed up by encouragement to achieve highly whereas lower stream students were cooled down and encourage follow lower status
- The absence of working class teachers with their distinct accents and dialects means that teachers fail to relate to working class children
22
Q
Home factors affecting achievement
(CHANGES IN THE FAMILY)
A
Dual earner households- both heads of the household pursue careers and maintain a family life together.
This means more female worker role models - increases motivation to work hard - and to aspire into that klifetyle in the future
23
Q
Social class
A
-Based on economic factors such as their occupation/income.
-M/c ppl tend to have non-manual jobs (teachers, lawyers)
-w/c people have manual jobs - skilled & unskilled (electrician)
24
Q
Material deprivation
A
Refers to the inability for individuals/ households to afford material necessities.
. Gibson and Asthana (1999) pointed out that there is a correlation between low household income and poor educational performance
Statistics shows
‘nearly 90% of failing schools are located in deprived areas’
- housing
- nutrition
- finical difficulties
25
Flathehy: financial difficulties
What could be the reason of flaherys theory?
Identified a link between money problems & attendance at school (truancy)
Teasons: **Fear of stigmatisation** - students may fear embarrassed or get bullied because they may not have the correct uniform (may be ripped) , or may be FSM etc.
**Financial restraints** - transport issue (can’t afford to go to school)
**Decreased motivation** due to finance = no meoney, so lack the motivation
GIBSON AMD ASTHANA:
- Poorer parents will only be able to afford houses in poorer areas which tend to have higher rates of crime and other social problems.
26
Material deprivation: (housing)
Poor housing affects pupils achievement both indirectly & directly
* overcrowding
* disturbed sleep
* Effect health - respiratory illness = absence form school.
27
Links between underachievement & poor housing
| EXAMPLES
* Less study space
* Hazards to health
* increased bullying in school
* High rates of stress
* Children in poor homes are more likely to live in cold and even damp conditions which results in higher levels which in turn will mean more absence from school and falling behind with lessons. This is especially the case since the cost of living crisis and soaring energy bills.
* Worse diets. They are more likely to skip meals, for example, which means they will be unable to concentrate in school.
28
AO3 - BBC documentary Poor Kids
‘47% of children with asthma are from the poorest” - means more time for tf school.
29
Pupils class identities & the school
Habitus
Habitus is a norm/value & characteristics of the M/C (E.G. flying business class/ eating caviar)
Developed by Bourdieu and refers to how m/c ***habitus*** is seen as superior in education - i.e. going to a student museum, which would benefit them. This therefore means that they have '**symbolic capital**' they makes them seen as the **ideal pupils**.
symbolic capital - used to describe the assets that hold value in society
Associated with the idea of cultural capital and can also be applied to the idea of *cultural deprivation* and concepts such as immediate gratification.
30
Nike identities
* They show the relationship between W/C identity and educational failure.
* bc theyre denied the status and qualifictions in school
* Symbolic violence leads W/C kids to **find other ways of** creating self-worth, status and value. This was done by investing heavily in 'styles' like Nike.
* Style performances were heavily polices by peers, not conforming was a 'social suicide', the correct appearance earned symbolic capital/status.
31
pro school subculture
those who have been placed into high streams remain committed to the values of school. Thy gain status through academic success
32
anti/counter school subculture
placed into lower streams, given them an inferior status and therefore reject the school rules and gain status alternatively like truancy, not doing homework, rude to teachers
33
Rosenthal and Jacobsen 'Pygmalion Effect'
* The expectations teachers have of their students inevitably effects the way that teachers interact with them, which ultimately leads to changes in the student’s behaviour and attitude.
* they argued that positive teacher labelling can lead to a **self fulfilling prophecy** in which the student internalise the label given to them and influence pupil performance
* Rosenthal and Jacobson found that teachers held high expectations to pupils who have better performance and low expectations to those who were underachieve
* Teacher had a preconceptional stereotypes
* both effects leads to self-fulfilling prophecy.
34
streaming
separating pupils into different ability groups or classes.- same sets for all subjects
35
Lacey - setting/streaming
Used two concepts to explain how pupil subculture develops:
1) Differentiation - teachers categories pupils according to how they perceive their ability, attitude.
2) Polarisation - refers to the way students become divided into two opposing groups, or ‘poles’: those in the top streams who achieve highly =achieve high status in school, and those in the bottoms sets who are labelled as failures and therefore deprived of status. = **denied access to the same curriculum (not placed in a higher level exam)**
36
Pupil subcultures
Are groups of students who share some value/norms and behaviour, which give them a sense of identify, and provide them with status through peer - group affirmation
37
Evaluation of Lacey- Woods
lacey view is too simplistic, they are other ways to separate pro/anti- subculture
* Ingratiation – teachers pet -Conformist pro-school.
* Opportunism – Pupils who fluctuate between seeking approval of teachers and form their peer groups.
* Ritualism – Pupils who stays out of trouble.
* rebellion: outright rejection of everything the school stands for.
38
evaluation of marxists view
- ignores the influence of the formal curriculum.
- ignores the interaction/processes within school
- willis disagrees with Bowles and Gintis. He uses an interactionist approach to argue that working-class pupils can **resist indoctrination**. Willis' 1997 study found that by developing an anti-school subculture, a 'lad culture', working-class pupils rejected their subjugation by opposing schooling
39
marxist view of education
* take a class conflict approach. they see education as serving the needs of capitalism.
* Education is an **ideological state apparatus** that reproduces and legitimates class inequality through *the correspondence principle and myth of meritocracy*.
* Although pupils resist *indoctrination*, their counter-school subculture may prepare them for unskilled labor.
40
cultural deprivation:
Lacking the appropriate attitude, norms and values that's necessary to succeed in ed. = seen as inferior
They lack the cultural capital needed to achieve because the pupils background's, values and attitudes are seen as inferior.
three aspects to cultural dep:
- intellectual development
- language
41
cultural deprivation: intellectual development (thinking/reasoning skills.)
**Bernstein and Young: 1967**
M/c mothers are more likely to chose educational activities and books that encourages their thinking and prepares them for school.
**Douglas: 1964**
- W/C pupils score lower on tests than m/c pupils because w/c **parents do not read** to their children and they **placed less value** whilst M/c played a more active role.
(This included:
-visiting their Childs school to discuss progress.
-**Gave their child stimulus during primary socialization**.)
42
# ethnic minorities
cultural deprivation: language
**Beteiter: 1966**
- claimed that they grow up unable to use language well so they are unable to take advantage of the opportunities schools offers.
- this is seen when students struggle to explain, describe in lesson. = which can put students off from participating in the lessons.
**Bernstein: 1975** language is linked to developing understanding. He distinguishes two types of spech code
- *The restricted code; short, implicit.
- The elaborated code: detailed, explicit.*
We find in education that teachers, textbooks are used in elaborated speech code.
43
cultural deprivation: evaluation.
Its not due to lack of interest as w/c parents tend to work long unskilled hours.
w/c parents may lack the knowledge to help their Childs progress.
schools with m/c have more organized parents-school contacts.
Keddie - states that its not due being culturally deprived, but rather because the education system dominated by w/c.
44
# Cultural deprivation: language A02
Hyman 1967
| In support with berstein
- He argued that the w/c created a '*self-imposed barrier*' for themeselves to their educational success and career
- e.g. going to school with the mindset that 'school is just not for them' & 'they're going to fail'
- They subconsciously are limiting themselves from breaking the barrier
45
Cultural Capital
BOURDIEU; Criticizes cultural deprivation theory, the w/c are not to blame but rather the failure that lies w the education system.
its the values, knowledge and ideas that parents can pass on to their children, which can then influence their success at school and later in life.
Habitus
Educational cap - qualification
Economic cap- private schools or extra tuition
Social cap - freinds
46
# ANALYSIS - The myth of Cultural Dep.
Compensatory education
| Ways that they rectify.
- Compensatory education is a **government policy** that **seeks to offset Cultural deprivation**
**- E.G. Eduaction Action Zones** = Government imposed more **money for better teachers** to **improve** childrens need for education
- **KEDDIE** supports this = '**culturally different**' = tailoring its needs to the other pupils
47
Marketisation and selection policies
The marketisation of education refers to an educational policy trend pushed by the New Right which encouraged schools to compete against one another.
Overt selection - by catchment area
How hasit been achieved by introducing:
**Funding formula:** funds given to the school depending on how many child. - schools can comptete with eachother to gain additional funding based upon the. umber of enrolements theyve had
**League tables**: ranking of schools. - comparisions. between schools - increased choice
competition: to attract pupils.
expanded marketisiation:
- **(new labour)** introduced a wider range of schools, e.g. faiths school, speacialist skl
- **coalition:** expansions of acedemies= increased the education market, **pupil premium** = **additional** funds for **low-income families**,
- free schools = to set a provision of education. in areas of needs
Impacts
**- increased choice
- private investments
- increased in GCSE/ alevel standards**
48
competition and selection: criticism Bartlett
-**Cream skimming**: schools are aiming to **attract and select middle class** pupils in order to **improve/maintain ranking**.
-**Silt-shifting**: **getting rid**of children who are **expensive (special educational needs**) or **poor ability** as they will **bring down the school.**= reduces chances for competition
(E.G. Brampton removed their wheelchair ramp)
49
new right
- school should run like a **business**
- **league tables** have created **competition** in school helping **raise the standards** and **improve the grades.**
- compoete through exams
50
social class segregation
* Due to **marketistation** schools **adopted** a **'traditional image**' to **attract M/C parents** - **created polarised education system**
* **Macrae** also argued that **post 16 education is similar**. **Top sixth forms** attract m/c with academic course to **university**, whilst **general collage** **provides vocational courses** which are lower in, the leagues table and **not valued by uni's**
51
gender differences in education (external factors)
- the impact/influence of feminism = McRobbie Magazines
- changes in family
- changes in womens employment = legal reform/ sex discrimination act
- Girls changing ambitions = sue sharp
52
Impact of feminism (Gender differences)
* McRobbie compared girls' magazine of the 1970s to those of the 1990s and found vast differences in how women were promoted or portrayed.
* In 19**70**s, it emphasised the **importance of marriage and domesticity** whereas in the 19**90**s girls were encouraged to **learn to be independent./career focused**
* Feeling more **positive women have higher self-esteem** and will want to **work harder** and concentrate on their education and careers. =**these repeated images/represnetation - allows them to aspire to that lifetysle - makes it their reality**
* The **increase in feminism** has increased the **expectations of women**. (They can move away from the idea of a housewife.)
53
the changes of the family
Due to the rise of securitisation & legal changes..
There have been a major change in the family since the 1970s; an increase in divorce rate; an increase in the number in cohabitation...
These changes are affecting girls' attitudes toward education. Girls feel that they need to work hard at school, to obtain good qualifications, to get a job where they can financially support themselves. = no need for a man to provide.
54
Changes in Womens employment
There have been lots of changes in women's employment since the 1970s.
In 1970 The **Equal Pay Ac**t made it illegal for men to be paid more then women in the same postition.
In 1975 the **Sex Discrimination** Act made it against the law for men and women to be treated differently.
Some women are now breaking through what is known as the **glass ceiling**. The glass ceiling is an invisible barrier which stops people from progressing.
**As a result of these changes, girls today have more incentive to see their future in terms of paidwork**
- **wants to gain qualifications**
- **this reflects women in contemporary society = takes on more'men role**'
55
# ANALYSIC OF MCROBBIE
Changing ambition of Girls
- Sue Sharp asked girls about their aspiration and priorities and compared the results overtime.
- In 1974- Girls had low aspiration and prioritised love and marriage over a career.
- It gradually changed to careers and independence focused
56
Gender differences internal factors
- Equal opportunities policies: GIST + WISE
- positive role models in school
- GCSE and coursework
- Teacher attention
- Challenging stereotypes in the curriculum
- selection and league tables
57
Equal Opportunities policies:
| couldbe use as analysis
- Feminist ideas are now widespread in education system;
- This is the basic belief that boys and girls are now equally capable/same opportunities.
- policies aimed at equal opportunities like : **GIST and WISE** allows girls to be into science/technology
- National Curriculum = where pupils largely study same subject, equalised opportunites
= **meritocracy**- education more meritocratic (principle of equal opportunity).
58
shortage of male primary school teachers
+
Evaluation
- lack of strong role models
- 1 in 4 primary schools have no male teachers
A03: 50% of schoolboy said they were likely to go to a male Teacher about bullying.
+
42% of boys said they'd work harder with a male teacher
EVALIAUTION:
However, **traditional stereotypes** claim that **men should perform the instrumental/breadwinner role**. & **education does not allow men to conform** to these roles due to poorer roles to play.
59
# CONTRAST LACK OF ROLE MODELS
Positive Role models.
- Higher proportion of female teachers and head teachers mean that girls have more role models for positions of authority.
- girls see their teachers as people who have achieved well so they feel obliged to do the same.
- however it could be argued that education has become ‘feminised’, which impacts males achievement.
60
Sewell could be used as Analyse: (& agrees w McRobbie)
- Sewell: feminisation of ed, he agrees and state that schools do not value masculine traits as much associated with girls.
- furthermore, they are a lack of male role models = which can lead to a sense of resentment towards women& education success becoming a feminine trait.
the government reduced coursework to make it more fair: Equal opportunities policies
61
‘Laddish’ subcultures
evalution
- **w/c boys** are **teased**for **‘sissy’** behaviour for picking **'feminine' subjects.**
* According to **Skeltons theory of opposite**, boys will **not bother to try hard**/ have to motivation **due to the fear of being labelled** as 'gay' =leading to **underachievement**
- **Francis**- this stereotyping **affects boys more than girls.**
- working class boys see **manual work as manly so reject school work**. - even if they fail they have that job
- **Willis supports** this as **pressure to conform to toxic masculinity** to push boys to **join subcultures**
- however, with **the growth of technology** **companies glamorising the geek identity**, we are arguably **seeing a shift in boys performing toxic masculinity** & viewing the **geek identity as something to be cool and leading to socially acceptable**, **resulting in boys performing well** at school too.
62
boys & literacy
- DCSF- this is due to boys’ poorer literacy.
- parents spend less time reading to boys, and encourage active behaviour
- this affects their literacy skills which are required in a number of subjects
63
Globalisation and educational policies
* The interconnectedness of society due to technological advancements
1. The British government believes schools should **prepare students to compete in the global economy**. = This means **teaching skills that are valuable internationally** = this was achieved when the **New Labour government** increased **spending on education** in order to try and give children skills global labour market.
2. **Increased competition for jobs abroad** - makes them **more competitive** in a global labour market rather than just national competition.For example, the Development publish a yearly report which details where each country falls within a global league table.
* students today are expected to spend longer in education (as evidence by the increasing of the school leaving age.)
* This had led to educational policies increasing standards globally **Harvey** says this aligns with neoliberal principles of market competition and efficiency.
* POLICIES THAT REFLECT GLOBALISATION: **Greater emphasis on individual learning**: increases greater individualism is reflected where students are encouraged to think about their own learning styles and try to develop skills and qualifications that suit them.
64
Globalisation and educational policies part2
* **Increasing migration** has meant education is now more **multicultural** – all schools now teach about the ‘six world religions’ in RE, and we have many faith schools in the UK serving Muslim and Jewish students
* We could use Kelly ideas of pupils being cullturally different = migration has lead to changes in curriculum such as learning arabic/ seeking multi-cultural approaches - tailoring it needs
* example of polices dervieved from globalisation: privitatsation + marketisation, EAL Funding
65
# globalisation + education
Programme for international student assessment = PISA's
- PISA's conducts international tests for 15-year-olds in math, reading, and science,**providing rankings** that **influence global education policies.**
- The UK consistently ranks mid-table in PISA assessments, with Asian education systems, particularly Singapore, often leading the rankings.
- supports - **Increasing cultural globalisation challenges the relevance of a ‘National Curriculum’** – ’ if we live in an increasingly global culture=It also challenges what type of history and literature we should be teaching.
66
Globalisation and privatisation
- Privatisation is a process where institutions are from being owned by the state to being owned by private companies.
- The UK government spends approximately £90 billion on education, which includes to costs of teacher’s salaries, educational resources, building and maintaining school buildings, examinations and inspections (OFSTED), which means there is plenty of stuff which could potentially be privatised.
* Increasingly **private companies from foreign countries are providing education services**
* Pearson (Edexcel) are American and the 4 **major educational software companies are owned by overseas companies.**
67
arguments for privitasation
| NEW RIGHTS
* New Right argues that state-run education is **inefficient** due to the states invlovement to **low standards**, **advocating for privatisation as a solution.**
* **Internal privatisation** introduces **marketisation** to **increase competition** between schools, **aiming to improve standards.**
* **organic analogy**
68
arguments againsts privitasation
**Marxism**
* arguing that it could lead to a **narrowing of the curriculum**, **favoring** subjects like **math over critical humanities**, which may not be as **profitable**. This could **reproduce inequality** by limiting access to a **well-rounded education**.
- **Ball** has also referred to what he sees as the **cola-isation** of schools – The **private sector** also increasingly **penetrates schools through vending machines** and the development of **brand loyalty** through **logos and sponsorships.**
* There might be an **increasing inequality** of educational provision as private companies **cherry pick the best schools** to take over and **leave the worst schools** under Local **Education Authority Control.**
69
Globalisation and decline of traditional men jobs.
| boys underachievement
- since 1980s, decline in heavy industries, eg. Mining, agriculture
- globalisation means that these jobs are done in China to exploit cheap labour.
- the absence of these jobs led to an identity crisis as men **don’t believe they can get a real job** so **lose their self esteem**. they led move to areas for job opportunities but to do this men must choose STEM based subjects = technology/manual jobs
- this results in lower motivation and they give up on qualifications.
- however, traditionally working class men would do these jobs
70
Postmodernists on globalisation and educational policies
| DONT CARE 4 WOKE THINGS
- **Torres** argue that trying to discuss class, gender and ethnicity separately is no longer valid.
- Instead they argue that **individual interpretations of education** alongside a larger scale view of education based across a range of developed societies.
**Policies that reflect the influence of globalisation:**
- School **policies focus** on **equality and inclusion**
* **OFSTED inspects** **how schools effectively embrace diversity**
* Emphasis on **EAL support**.
* Policies that focus on **improving standard**s – (to compete in a global economy)
71
Gendered subject issues
- Subjects gives off images
- Kelly (1987), while exploring textbooks, found women were often portrayed to be reliant upon men E.G. science is seen as a boys subject as teachers are boys, the examples in textbooks are men and boys dominate the lab and monopolise (control) lessons.
- DfES- single-sex schools have less stereotyped images of subjects
- Leonard- girls in girls schools were more likely to choose maths and science and boys in boys schools chose English and languages.
72
Peer pressure
-boys opt out of music and dance to prevent negative responses from peers.
-Dewar- girls who were more interested in sport than boys would be called ‘lesbian’ or ‘butch’.
-this is why in single sex schools, there us less pressure to conform to stereotypes.
73
boys vs girls achievement
- Jobs are ‘sex typed’ to be mens, or womens.
- womens jobs are similar to the housewife, eg. Involve caring or nursing.
- sex typing changes childrens ideas about what jobs are acceptable = this is why vocational courses are gender dominated as they are closely linked with career plans.
- unknowningly
74
external factors in ethnic differences in achievement
- cultural dep
- material dep
- rascism in wider society
75
cultural dep, intellectual and language skills(ethnicity)
- intellectual and language skills- lack of stimulating and experience in BAME (black, asain and ethinic minority) families
- Engelmann: use of restrited code at home spoken by low income seen as inadequate for educational success.
76
cultural dep, attitudes and values(ethnicty)
- most children are socialised into mainstream culture which promote competiviveness,
- in contrast BAME children often dispay fatalistic ' live by today' attitude that are not adequate for education =lack of motivation to achieve
- Asian parents have positive attitudes and values.
**Evans** found that adult authority in Asian families is similar to how school operates. (They are socialize with hierarchy of authority) Dad/Mum links with Teacher and students
77
cultural dep, family structure/support
ethnicity
- Cultural Dep theorists see a *dysfunctional family* structure as a cause of underachievemnet
- Many come from lone parent/ single *black* mother households which struggle finicially = lack of role models for *black* children- **Murray**
- lack of father figure/dispinarain = leads to deliquent behaviour, education failure, anti-school subculture
**Asain families**
- more positive attitue to education
- higher aspiration/supportive parents
- hierachal authority
**compensatory eduction: e.g. Operation Head Start**- policy to compensate children for the ***cultural deficit** due to deprived backgrounds.*
78
material dep(ethnicty)
- Flaherty found, 15% of ethnic minority households live in *overcrowded conditions*, Pakistanis are twice as likely to be in unskilled jobs compared to whites.
- these inequalities parallel in educational achievement, Indians and whites face lower levels of poverty so do better.
- the Swann report- black African and Bangladeshi pupils are more likely to be on *free school meals*.
- However, Gillborn and Mirza- social class factors don’t override the the influence of ethnicity
79
racisms in wider society
- Poverty is a by-product of racism = which leads to social exclusion.
- **Mike Noon-** discrimination at work place, he sent 100 job applications which apart from the name (Evans or Patel) were identical, yet companies were more encouraging to the white candidate.
- this explains why minorities are more likely to face low pay and unemployment, affecting achievement. = due to an angloxanon name = affects children education - decrease motivation
- even if they have the qualififations - **they are still not accpeted in wider society **
80
critiscm of cultural dep
| ethnicty
- fails to recognise the *positive* effects on achievements = Black single mothers family = could be seen as role models to their duaghters (black girls out perform boys) - may aslo be rhe cat that they want to gain the qaulificstion to to be indpendent and not needing a man
- ignores the internal factors = *underestimation of teacher rascim*, which may prevent black students
- cultural deprivation = victim blaming? - they are not *culturally deprived rather than culturally different*
- ethnocentric curriculum
81
internal factors
| ethnicity
- labeling and teacher racism
- pupil idenities
- pupil response / subculture
- insitutional racism
82
labelling & teacher racism + Gilborn&Youdell
- black pupils are often seen as aggressive/disruptive & asains are seen as passive
**Gilborn and Youdell:**
- teachers are quicker to discipline students
- teachers have '**rationalised expectation**' = they treated them differently
- black pupil in turn feel teacher **underestimate** them and pick on them
**ao2: A-C Economy/ educational triage**:
- black pupils are more likely to be placed in lower streams due to teacher labelling
- this is because of their ***percieved*** behaviour rather than their academic behaviour.
- **Mizra** also support this as she concludes that black children were the highest achievers in their primary school, however when they came to GCSES they had fallen below average. This FURTHER suggests **relationship** with the teacher and **pupil is to blame at school, not the pupils background**.
83
what is an education policy?
* government strategies for education, introduce through legal changes and instructions to schools.
* an example is the education reform act - rasing standards
* aim is to reduce the gap between social class inequalities
* this differs from social policies - e.g. sex discrimantion act etc
- see notes on notions
examples:
* free schools and academies through the scandinavian act
* additional funding for maths and science
* raising standards for teachers
84
# educational policies
the bulter act (1944) =
triparite system
- one of the earliest policies that **aim to tackle social inequalty** was the tri system
- Aimed to be **meritocratic**.
- All students sat the **11+ exam** to decide which high school they went to. There were 3 types:
- **grammar schools** for those who passed the 11+ to prepare for higher education/non-manual work.
- However if they failed they were placed in:
- **Secondary moderns** - prepares them for manual work.
- or Technical schools - for those good at science/engineering,
- critics of the tri system says that this was culturally bias.
- it reproduced class inequalities.
- MC students were more likely to pass the 11+ due to having more **cultural capital** (knowledge)& **economic capital**(money to pay for private tutors) & go to grammar schools & get a better education,
- while WC children went to secondary moderns - got a **lower standard of education**. and were pushed to more **vocational routes**
85
the education act
- marketisation
- ofsted -o regulate and inspect schools.
- pantocracy
- league tables
CRITICISM
cream skimming
selection by mortgage
teaching to test
86
comprehensive schools
- Banned selection by ability - took schools within their local areas - **selection by mortgae**
- students educated on '**one size fits all'** basis
- schools had internal selection such as **setting and streaming**
- critics believe that pupils in m/c areas performed better
- equal opportunities
- non selective
CRITICSM:
parents have little choice
banding and streaming = disadvantage w/c students
87
new labor
| 1997-2010
* **compenstaory education:**
* aims to **tackle cultural deprivation** by p**roviding extra funds** and **resources to schools and communities** in deprived areas.
- **ema** = **education mainainence allowance of £30** a week - **low-income households** - was introduced to conteract who sought the immediate gratification of work/welfare benefits to demonstrate that education pays
CRITICSM
ema was a little too late, weren't using it for the correct things.
cuts to education spending has led to parents/teachers finding an additional source to reveunue
- created a dependency culture
88
# MONLAR - GLOBALISATION
the coalition
The coalition focused on two marketisation policies:
Academies - introduced by Labour. They receive money from central government.
Free schools - can be set up by parents, teachers. don’t have to employ qualified teachers.
AO3 - BALL says free schools & academies create **fragmentation** (**creates more unequal opportunities**)
The coalition introduced some policies to try and reduce class inequalities:
**Pupil Premium**- more £ for schools for disadvantaged students.
AO3 - OFSTED found many schools don’t spend the Pupil Premium **properly**- only 10% of heads said it changed how they supported the students it’s meant to help.
89
Wilkinson & Howard on material dep(nutrition)
Wilkinson
- Found that the lower the social class, the higher the rate of hyperactivity (e.g. ADHD)
- Low income family may not have the time to look after someone with anxiety or have a disorder.
Howard
- Those from poorer homes have lower intakes of energy, vitamins & minerals which effect concentration levels in class
- this from poorer homes are likely to have more emotional/behavioural problems
90
**Keddie** evaluate cultural deprivation
It is victim blaming students who are **culturally different** not culturally deprived.
W/C students underachieve not because they are culturally deprived, but rather because the education system is dominated by m/c values.
&
**Althusser** links this with the ideological state apparatus = **a cycle of reproduction in inequalities as w/c cant access education/ understand it**
91
liberal feminists view on education
* concerned with **equality** and believe its possible through a **change in legislation,**
* the **education system** has made a lot of **progress**.
* **While patriarchy still exists**, girls have managed to **make advancements in education**; for example, **girls outperform boys at GCSE.**
* Education is **now useful/ benefits girls** because many of the **barriers** women and girls faced in the past have been **removed.**
* When focusing on education, liberal feminists would point out several government initiatives that aimed to raise female achievement in education.
* **the Conservative government** launched initiatives to **raise awareness of gender inequalities in education** and **encourage women and girls to study science and technolog**y subjects. (GIST) (WISE)
92
evaluation on the liberalist views
* Stanworth (1983) found **that gender bias still exists**. Teachers have higher expectations for boys than girls, and are more likely to encourage boys to further their education than girls on the same level.
* **Legal changes do not address ideological issues.**
93
Feminist Views on Ed
| RADICAL
- Education **maintains/ transmits patriarchy**.
- they believe that **boys are naturally inclined to exploit and oppress women**
- Girls = **encouraged to do courses such as textiles** & food tech associated with **traditional female roles**
- **Boys = encouraged to do subjects like maths/ physics** - leading to **highly paid jobs** (breadwinner role)
- **most headteachers** = male, although most teachers = female - suggests men = **better leaders & also supports idea of male dominance.**
- Education can **lead to a false consciousness** among women that if they end up in **less well-paid jobs** than men it **is a fair outcome.** = **to enable role allocation**
- recognise how **the hidden curriculum, normalises gender inequalities in schools**, which influences subject choice and perpetuates inequalities.
- **supports kelly (textbook notes)**
94
evaluation of radical feminists
* Radical feminists are criticised for centring on white children;
* the **underachievement of Black boys**, particularly Afro-Caribbean boys **is largely ignored**.
* **Institutional racism** and western ideas of masculinity have contributed to Afro-Caribbean boys' mistreatment in schools and low attainment levels.
95
Marxist feminists view of education
* Marxist feminists assert that not all women’s experiences of patriarchy are the same and not all have the same class position or interests.
* Some women do not wish to challenge patriarchal assumptions as it could threaten their class position.
* They are referred to as class traitors; people who work against the interests of their own class.
* The little resources afforded to women are unequally allocated to the middle class and girls are educated to be decorative, marriageable beings and exploit working-class women.
evaluation: Radical feminists also believe men may not be class traitors, but they are class enemies. Schools may teach boys and girls to collaborate, but outside school, the glass ceiling still exists.
96
The correspondence principle and the hidden curriculum
- Bowles and Gintis argue that there are close parallels between schooling and work in capitalists. It’s the relationships and structures found in education mirrors/correspond to work
- both schools and workplace are hierarchicies = head teachers/bosses and workers/pupils obeying
- operates through the hidden curriculum e.g. working for extrinsic rewards - through being obedient and docilie = subsciousnciously
= prepares w/c pupils for their role as workers, reproducing class inequalities
97
Functionalist evaluation for material dep.
- Social inequality is necessary for the survival of any society.
- Functionalists argue that without this inequality, roles would not be filled, and the division of labour would be difficult. (Material dep)
role allocation, Davis & Moore
98
Fatalism & immediate gratification
|Ethnicity
- Cultural deprivation theorists **sugarman** claim that the **subculture** into which some black children are socialised is fatalistic and focused on immediate gratification,
- resulting in a lack of motivation to succeed (a focus on seeking pleasure in the moment, rather than delaying pleasure for future reward.
- **This encouraged working class children to leave school early to earn money immediately)**
99
Class difference in education
| Marketisation and parentocracy = Getwitz
- Economic and cultural capital influence parental choice in secondary education.
- Three types of parents identified: Privileged-skilled choosers, Disconnected choosers, and Semi-skilled choosers.
- **Privileged-skilled choosers** utilise economic and cultural capital for educational advantage, prioritising school choice and meeting deadlines.
- **Disconnected local choosers** lack economic and cultural capital,= takes their child to ther local school
- **Semi-skilled choosers**, also working-class, lack cultural capital but are ambitious for their child, relying on others' opinions about schools.
100
Rejecting negative stereotypes ethnicity
| fuller = criticsm to labelling
FULLER
* Studied a group of high achieving black girl in London. The girls maintained a positive self image by rejecting teachers stereotypes about them.
* They recognised the value of education and was determined to achieve.
* They didn’t see teachers approval whilst doing this and maintain friendship etc the girl in lower sets = thus links to Sewell study
101
labelling & teacher racism + WRIGHT
(ASAIN families)
- **WRIGHT** found teachers held **ethnocentric** views: saw **British culture as superior**
- asains often **alientated** if **teachers show disapproval** for their customs/**mispronounciation** of name
- prevents them enagaing
102
Functionalism and the new right
Similar
- they believe that some people are naturally more talented than others
- they agree with functionalists that education should be run on meritocratic principles if open competition
103
The market verses the state
- **One size fits all** = the education system doesn’t meet individual and community needs
- lower standards: schools that get poor results do not change because they are not answerable to their consumers.
The solution: **marketisation** = this is the introduction of consumer choice and competition between suppliers. E.g. competition in schools means that teachers need to be more efficient and to raise achievement levels.
**CHUBB AND MOE**: consumer choice
- State education has failed to create equal opportunity because it doesn’t meet the pupils needs, so they solution is to give controls to consumers (parents).
- This is done via a **voucher system** in which each family is given a voucher to spend in buying education from a school of their choice.
104
Impact of globalisation
- The importance of social factors in education policies for example, social cohesion and equality of opportunity are becoming marginalised as a result of an education system geared towards global economic competitiveness.
- can analyse with functionalist - a society free of anomie
