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Sociology > Education > Flashcards

Education Flashcards

1
Q

Class Differences In Achievement- External- Cultural Deprivation- Language

A
  • cultural deprivation=when children lack cultural equipment needed to do well at school so they underachieve
  • ways in which parents communicate with children affects cognitive development and ability to benefit from schooling
  • Hubbs-Tait- when parents use challenging language to make children evaluate their understanding, cognitive performance improves
  • less educated parents use simple descriptive statements that result in lowered performance
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2
Q

Class Differences In Achievement- External- Cultural Deprivation- Language- Speech Codes

A
  • Bernstein
  • Restricted code
    W/C
    Limited vocab and simple sentences
    Context-bound
  • Elaborate code
    M/C
    Wider vocab and complex sentences
    Context-free
  • elaborate code used by teachers so gives M/C pupils advantages
  • Bernstein- W/C pupils fail not because culturally deprived but because schools fail to teach elaborate code
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3
Q

Class Differences In Achievement- External- Cultural Deprivation- Parents education

A
  • Douglas- W/C parents place less value on education=less ambitious for children=lower achievement
  • Feinstein- M/C parents better educated=advantage in socialisation
  • educated parents parenting style=discipline and high expectations
  • educated parents more aware what is needed to assist educational progress
  • educated parents spend income to promote children’s educational success
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4
Q

Class Differences In Achievement- External- Cultural Deprivation- Working-Class Subculture

A
  • large sections of W/C have differing goals and attitudes from rest of society so children fail at school
  • Sugarman- W/C subculture features that barrier to achievement:
    fatalism / collectivism / immediate gratification / present-time orientation
  • compensatory education- tackle cultural deprivation by extra resources to schools in deprived areas
    Operation head start in US- Sesame Street to transmit values
    Education action zones / Sure start
  • myth of cultural deprivation
    Keddie- victim-blaming- disadvantaged by education system
    Troyna+Williams- not child’s language but schools attitude towards it
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5
Q

Class Differences In Achievement- External- Material Deprivation- Housing

A
  • Material deprivation=poverty and lack of material necessities to achieve in education
  • Overcrowding=direct effect as don’t have space to study
    Development impaired through lack of space- moving schools as temporary accommodation
  • Overcrowding=indirect effects as greater risk of accidents and ill health- more absences
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6
Q

Class Differences In Achievement- External- Material Deprivation- Diet and Health

A
  • Howard=poorer homes lead to lower energy and immune systems=more absences from school and difficulty concentrating in class
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7
Q

Class Differences In Achievement- External- Material Deprivation- Financial Support and Costs of Education

A
  • Have to do without equipment and miss out on experiences that would enhance educational achievement
    Tanner=transport / uniform / books
  • Cheaper equipment/hand-me-downs=stigmatisation and bullying
    Flaherty=20% eligible for FSM don’t take up on it
  • Smith+Noble=cannot afford tutoring / private schooling
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8
Q

Class Differences In Achievement- External- Material Deprivation- Fear of Debt

A
  • Callender+Jackson= W/C students more debt averse- more costs then benefits going to uni and over 5x less likely apply than M/C students
  • Increased tuition fees will deter even more
  • W/C students receive less financial support from families when at uni
  • Reay=W/C more likely local unis so can live at home and save costs
  • Dropout rates highest for unis with large proportion poor students
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9
Q

Class Differences In Achievement- External- Cultural Capital

A
  • Bourdieu=combines cultural and material explanations- M/C more successful as possess more capital
  • Cultural capital=knowledge, attitudes, values, skills etc of M/C
  • More likely understand what education system requires for success and develop intellectual ideas=advantage in school as transmits M/C culture
  • W/C children lack cultural capital=exam failure
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10
Q

Class Differences In Achievement- External- Cultural Capital- Educational and Economic Capital

A
  • Economic capital=wealth that M/C families own
  • Educational capital=greater economic and cultural capital can obtain educational capital=qualifications
    Allows M/C jobs and more economic capital=reproducing advantages from generation to generation
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11
Q

Class Differences In Achievement- External- Cultural Capital- Test of Bourdieu’s Ideas

A
  • Sullivan=questionnaires to assess students cultural capital- reading / TV viewing habits / art galleries and museums / vocab and knowledge of cultural figures
  • Complex fiction and serious TV documentaries=greater cultural capital
    Children of graduates
  • Cultural capital only accounts for part of class difference
    Greater resources and aspirations of M/C=remainder class gap in achievement
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12
Q

Class Differences In Achievement- Internal- Labelling

A
  • Label=meanings/definitions attach to someone/something to make sense of them
  • Becker= judged according to ideal pupil=M/C as W/C were badly behaved
  • Hempel-Jorgensen=W/C primary school- ideal pupil is quiet, passive and obedient
    =M/C primary school- ideal pupil personality and academic ability
  • Dunne+Gazeley=normalised underachievement of W/C but felt could overcome underachievement of M/C
  • Rist=fast learners were tigers- M/C- received greater encouragement
    =slow learners were cardinals and clowns- W/C- seated far away and fewer chance to show ability
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13
Q

Class Differences In Achievement- Internal- Self-Fulfilling Prophecy

A
  • Self-fulfilling prophecy=prediction that comes true simply because it has been made
  • Create SFP through labels attach to pupils as internalises label and becomes it
  • Rosenthal+Jacobson=picked 20% pupils at random and labelled as spurters
    Almost half of pupils a year later=significant progress
    Conveyed label to pupils through interactions
  • What people believe to be true will have real effects
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14
Q

Class Differences In Achievement- Internal- Streaming

A
  • Streaming=separating children into same class for all subjects
    SFP more likely occur here
    W/C=lower streams=SFP of underachievement
  • Lacey=streaming as differentiation=separating sheep from goats and educating differently
  • Gillborn+Youdell=A-to-C economy=schools focus time, effort and resources pupils have potential to get grade C’s so can boost league table position
  • Gillborn+Youdell=educational triage=separating students into pass, potential and fail- those on C/D borderline allocated most resources
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15
Q

Class Differences In Achievement- Internal- Pupil Subcultures

A
  • Pupil subculture=group pupil who share similar values and behaviour patterns
  • Lacey
    Differentiation=categorising pupils according to how perceive ability, attitude, behaviour
    Polarisation=pupils respond to streaming by moving towards one of two extremes (pro-school/anti-school)
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16
Q

Class Differences In Achievement- Internal- Pupil Subcultures- Pro-school and Anti-school Subcultures

A
  • Pro-school
    High streams- M/C- remain committed to values of school
    Gain status through academic success
    Values=those of the school
  • Anti-school
    Low streams- W/C- loss is self-esteem as school undermined them
    Gain status through inverting schools values
  • Woods- response to labelling/streaming
    Ingratiation=teachers pet
    Ritualism=going through motions and staying out of trouble
    Retreatism=daydreaming and mucking about
    Rebellion=outright rejection of everything school stands for
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17
Q

Class Differences In Achievement- Internal- Pupil Subcultures- Criticisms

A
  • Useful in showing schools are not fair institutions
  • Deterministic=if you are labelled you have no choice but to fulfil prophecy
  • Marxists=ignore wider structures of power within which labelling takes place
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18
Q

Class Differences In Achievement- Internal- Pupils’ Class Identities and The School- Habitus

A
  • Archer=interaction between W/C pupils’ identities and school=underachievement
  • Habitus=learned, taken-for-granted ways of thinking, being and acting that are shared by a particular social class
  • M/C=power to define its habitus as superior and impose it on education system so school holds M/C values
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19
Q

Class Differences In Achievement- Internal- Pupils’ Class Identities and The School- Symbolic Capital and Symbolic Violence

A
  • Symbolic capital=status and recognition
    Schools=M/C habitus so M/C tastes and preferences=more symbolic capital
  • Symbolic violence=denying of symbolic capital
    W/C tastes and lifestyles as inferior=reproduces class structure and keeps in their place
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20
Q

Class Differences In Achievement- Internal- Pupils’ Class Identities and The School- Nike Identities

A
  • Symbolic violence=alternative class identities and gain symbolic capital through consuming branded goods
    =conflict with schools M/C habitus
  • Nike identities=W/C pupils’ rejection of higher education as unrealistic and undesirable
    Wouldn’t fit in as for richer, posher, cleverer people
    Wouldn’t suit their preferred lifestyles/habitus
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21
Q

Class Differences In Achievement- Internal- Pupils’ Class Identities and The School- W/C Identity and Educational Success / Class Identity and Self Exclusion

A
  • Ingram=fitting in was problem for W/C grammar boys- tension between neighbourhoods habitus and M/C school habitus
    Worthless at school for wearing street clothes but worthless in community for not wearing any
  • Evans=successful W/C girls face hidden barriers- identity would not fit with habitus of elite unis
    Strong attachment to families and would stay home to study
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22
Q

Class Differences In Achievement- Internal- Pupils’ Class Identities and The School- Relationship Between Internal and External Factors

A
  • W/C habitus and identities outside school conflict with schools M/C habitus
  • W/C restricted code=labelling and SFP
  • Poverty=bullying and stigmatisation=truanting and failure
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23
Q

Ethnic Differences In Achievement- Evidence

A
  • Black and Pakistani pupils=worst
  • Chinese and Indians=best
  • White pupils close to national average but because form vast majority of school population
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24
Q

Ethnic Differences In Achievement- External- Cultural Deprivation- Intellectual and Linguistic Skills

A
  • Cultural deprivation=underachievement of ethnic groups due to inadequate socialisation in the home
  • Low income black families lack intellectual stimulation=fail to develop reasoning and problem-solving skills
  • Bereiter+Englemann=language of poorer black American families=ungrammatical and disjointed=cannot express abstract ideas which is a major barrier to educational progress
  • Children who do not speak English at home=held back educationally
    Mirza=Indian do well even though English not home language
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25
Q

Ethnic Differences In Achievement- External- Cultural Deprivation- Attitudes, Values and Family Structure

A
  • Lack of motivation as not socialised into mainstream culture=ambition and competitiveness
  • Black Caribbean=fatalistic and immediate gratification
  • Moynihan=matrifocal black family=lack of male role model for achievement
  • Sewell=lack fatherly nurturing=boys underachieving
    Street gangs=alternative perverse loyalty/love
    Greatest barrier to success=peer pressure
  • Sewell=Chinese and Indian=supportive families with Asian work ethic as high value on education
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26
Q

Ethnic Differences In Achievement- External- Cultural Deprivation- White W/C Pupils

A
  • White W/C pupils underachieve=lower aspirations due to culture of lack parental support
  • Lupton=poorer behaviour in white W/C schools=lower parental support and negative attitudes of parents toward education
  • Evans=street culture in white W/C areas=brutal and brought into school=strong pressure to reject education
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27
Q

Ethnic Differences In Achievement- External- Cultural Deprivation- Compensatory Education

A
  • Compensatory education=educational policy to counter effects of cultural deprivation
  • Operation Head Start=compensate children for cultural deficit said to suffer because of deprived backgrounds
  • Sure Start=support development of pre-school children in deprived areas
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28
Q

Ethnic Differences In Achievement- External- Cultural Deprivation- Criticisms

A
  • Driver=ignores positive effects of ethnicity on achievement- matrifocal family=positive female role model
  • Keddie=victim blaming- culturally different not deprived- underachieve due to ethnocentric schools
  • Ball=EM disadvantage as don’t know how negotiate education system=cultural exclusion
  • Compensatory education imposes white M/C culture on EM groups
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29
Q

Ethnic Differences In Achievement- External- Material Deprivation

A
  • Material deprivation=lack of physical/economic resources to achieve in education
  • Palmer=1/2 EM children=low income households / EM 2x likely be unemployed
  • More at risk of material derivation due to living in economically depressed areas with high unemployment and low wage rates
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30
Q

Ethnic Differences In Achievement- External- Racism in Wider Society

A
  • Material deprivation=product of racism in wider society
  • Members of EM groups=direct and indirect discrimination at work and in housing market=low pay and unemployment which affects children
  • Racial discrimination leads to social exclusion which worsens poverty faced by EM
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31
Q

Ethnic Differences In Achievement- Internal- Labelling and Teacher Racism

A
  • Interactionists=different labels teachers attach to EM children
    Black=disruptive
    Asian=passive
  • Gillborn+Mirza=black were highest achievers but when GCSE’s had fallen below average=schooling not background to blame
  • Gillborn+Youdell=racialised expectations of black pupils and behaviour was threatening
    =high levels of exclusion of black boys
    =black pupils in lower sets or streams
  • Wright=teachers assumed Asians poor English so left out of class discussions / mispronounced names
    Connolly=Asian boys more feminine, vulnerable and less able to protect themselves
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32
Q

Ethnic Differences In Achievement- Internal- Pupil Identities

A
  • Archer:
    Ideal pupil identity=white / M/C / masculine / achieved status
    Pathologised pupil identity=Asian / feminine / over-achiever
    Demonised pupil identity=black or white / W/C / under-achiever de
  • Chinese=praised and viewed negatively by teachers- achieved status in wrong way- never ideal pupil=negative positive stereotype
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33
Q

Ethnic Differences In Achievement- Internal- Pupil Responses and Subcultures

A
  • Fuller=high achieving black girls in year 11=rejected negative stereotypes and channeled anger of labelling into pursuit of educational success
  • Mirza=teacher racism
    Colour blind=all equal but racism unchallenged
    Liberal chauvinists=black culturally deprived so low expectations
    Overt racists=blacks inferior and discriminate against
    Black girls avoided teachers to avoid their racism
  • Sewell
    Conformists=largest / successful and accepted schools values
    Innovators=second largest / pro-education but anti-school
    Retreatists=minority / disconnected from school and black subcultures outside
    Rebels=small but visible / rejected school and conformed to black macho lad
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34
Q

Ethnic Differences In Achievement- Internal- Labelling, Identities and Responses- Pupil Responses and Subcultures- Evaluation

A
  • Shows how teacher stereotypes cause of failure
  • Stereotypes perceived as product of teachers’ prejudices and not racism of education system as a whole
  • Deterministic=once labelled will succumb to a SFP and fail educationally
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35
Q

Ethnic Differences In Achievement- Internal- Institutional Racism- Critical Race Theory

A
  • Institutional racism=discrimination built into way institutions operate
  • Critical race theory=racism is an ingrained feature of society
  • Roithmayr=institutional racism is a locked-in inequality=discrimination so large that no longer conscious intent to discriminate- feeds on itself
  • Gillborn=ethnic inequality so deep rooted that practically inevitable feature of education system
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36
Q

Ethnic Differences In Achievement- Internal- Institutional Racism- Marketisation and Segregation

A
  • Gillborn=marketisation means more scope to select pupils=negative stereotypes influence decisions about admissions
  • Moore+Davenport=selection procedures=ethnic segregation with EM pupils failing to get into good secondary schools due to discrimination
  • Commission for Racial Equality=racist bias in school interviews / report stereotype minority pupils / lack of info in minority languages
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37
Q

Ethnic Differences In Achievement- Internal- Institutional Racism- Ethnocentric Curriculum

A
  • Ethnocentric curriculum=reflects culture of one ethnic group- usually dominant culture
  • Troyna+Williams=priority to white culture and English language
  • David=specifically British curriculum that teaches culture of host community
  • Ball=history is mythical age of empire and past glories while ignoring history of black and Asian people
  • EM groups=culture and identity not valued in education so worsens self esteem=negative educational achievement
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38
Q

Ethnic Differences In Achievement- Internal- Institutional Racism- Assessment

A
  • Gillborn=assessment game is rigged to validate dominant cultures superiority
  • Baseline assessments replaced by new way to measure ability=overnight black pupils doing worse than white
    =based on teachers judgements
    =completed at end of reception year
  • Increased risk for teacher stereotyping affecting results
39
Q

Ethnic Differences In Achievement- Internal- Institutional Racism- Access To Opportunities

A
  • Gifted and talented programme=meeting needs of more able pupils in inner-city schools
    White=2x likely G+T than black
  • Exam tiers=Tickly=aiming high initiative to raise black achievement
    Black more likely entered lower tiers than whites as placed in lower sets
40
Q

Ethnic Differences In Achievement- Internal- Institutional Racism- New IQism

A
  • Secondary’s using IQ tests to allocate pupils to streams on false assumption that potential can be quantified/operationalised
  • Black pupils more likely placed in lower streams as a result
41
Q

Ethnic Differences In Achievement- Internal- Institutional Racism- Criticisms of Gillborn

A
  • Sewell=institutional racism not powerful enough to prevent individuals from succeeding- should focus on external
  • Cannot be institutionally racist if there is overachievement of other model minorities such as Indian and Chinese
    Gillborn says this acts as an ideological function
42
Q

Gender Differences in Achievement- Gender Gap

A
  • Key stage 1-3
    Girls better than boys- especially in English but gap is narrower in science and maths
  • GCSE
    Girls 10 percentage points ahead
  • AS and A-Level
    Girls more likely to pass and get higher grades- gap narrower than GCSE
  • Girls better in traditional boys subjects like science
  • More girls than boys go to higher education
43
Q

Gender Differences in Achievement- External- Impact of Feminism

A
  • 1960’s=challenged patriarchy and rejected traditional stereotypes of women
  • Impacted women’s rights and opportunities through campaigns to win changes in law
  • Feminist ideas affected girls self image and aspirations=more motivated to do well in education
44
Q

Gender Differences in Achievement- External- Changes in the Family

A
  • Increase divorce rate
  • Increase in lone parent families
  • Increase in cohabitation and decrease in first marriages
  • Smaller families and more women staying single
  • Women have more need and more opportunity to be economically independent=more educational motivation
45
Q

Gender Differences in Achievement- External- Changes in Women’s Employment

A
  • 1970 Equal Pay Act
  • 1975 Sex Discrimination Act
  • Since 1975, pay gap has halved
  • Girls have more incentive to see future in terms of paid work so aspire to get qualifications
46
Q

Gender Differences in Achievement- External- Girls’ Changing Ambitions

A
  • Sharpe=W/C girls in 1970’s and 1990’s=priories were love and marriage and husbands=now careers most significant with independence
  • Francis=girls had high career aspirations and need educational qualifications
  • Beck+Beck-Gernsheim=independence valued more and career part of life project
47
Q

Gender Differences in Achievement- Internal- Equal Opportunities Policies

A
  • Feminist ideas widespread in education system- girls and boys being equally capable with equally opportunities=social norm
  • GIST+WISE=encourage girls into science and technology
  • 1988 National curriculum=girls and boys study same subjects
  • Education now more meritocratic (equal opportunity)
48
Q

Gender Differences in Achievement- Internal- Positive Role Models

A
  • More female teachers/headteachers=pro-educational role models
  • Feminisation of education=encourages perception of school as female gender domain=success is a desirable feminine characteristic
49
Q

Gender Differences in Achievement- Internal- GCSE and Coursework

A
  • Mitsos+Browne=girls do better than boys in coursework as more conscientious and better organised
    Mature earlier and concentrate for longer
  • Introduction into curriculum=boosted girls’ results more than boys’
  • Gorard=gender gap increased when GCSE introduced as coursework major part of most subjects
50
Q

Gender Differences in Achievement- Internal- Teacher Attention

A
  • French+French=teachers pay boys and girls similar attention but boys more overall as attracted more punishments
  • Francis=although boys more attention, disciplined more harshly and felt teachers had lower expectations of them
  • Swann=boys dominate class discussions but girls prefer group work and listening/cooperating=respond more positively to girls and encourage them
51
Q

Gender Differences in Achievement- Internal- Challenging Stereotypes in Curriculum

A
  • In learning materials, females under-represented and portrayed as subordinate to males
  • Since 1980’s=sexist images removed and replaced with positive female images=impact girls perception of what can do and raises aspirations
52
Q

Gender Differences in Achievement- Internal- Selection and League Tables

A
  • Marketisation policies=competition between schools- incentive to recruiter more able students to boost results and league table position
  • Girls=more successful so more attractive to schools=better education
  • Boys=less successful and more badly-behaved- liability who will produce poorer results
  • Liberal feminists welcome progress of equal opportunities policies
    Radical feminists more critical
53
Q

Gender Differences in Achievement- Internal- Identity, Class and Girls’ Achievement

A
  • Archer=W/C girls underachieve due to conflict between feminine identities and school habitus
    Gain symbolic capital=conforming to W/C feminine identity
    Gain educational capital=conforming to school’s M/C notions of ideal pupil
  • Hyper-heterosexual feminine identity=glamorous identity earns symbolic capital but causes conflict with school
    School=symbolic violence and defines culture as worthless
  • Boyfriends=symbolic capital but disrupt schoolwork and lower aspirations
  • Being loud, outspoken and assertive=aggressive to teachers
  • Ladettes=sporty tomboy that truants=exclusion
54
Q

Gender Differences in Achievement- Internal- Successful W/C Girls

A
  • Evans=successful W/C girls still disadvantaged by gender and class identities- want to go to uni to increase earning power and help families
  • Live at home reflecting W/C feminine habitus=limited choice
55
Q

Gender Differences in Achievement- Boys and Achievement- Literacy

A
  • Parents=less time reading to sons but mainly mother who does this=feminine activity
  • Leisure interests don’t encourage language and communication skills but girls’ bedroom culture does
56
Q

Gender Differences in Achievement- Boys and Achievement- Globalisation and Decline of Traditional Men’s Jobs

A
  • Globalisation=manufacturing industry relocating
  • Decline in male employment=identity crisis with loss of motivation and self-esteem=little job prospects so cease getting qualifications
57
Q

Gender Differences in Achievement- Boys and Achievement- Feminisation of Education

A
  • Sewell=boys fall behind as education feminised- no longer nurturing masculine traits
  • Assessments feminised due to introduction of coursework=disadvantages boys
  • Lack male primary school teachers=education is feminine activity
  • Read=not only male teachers who can exert discipline boys need- disciplinarian discourse also used by women
58
Q

Gender Differences in Achievement- Boys and Achievement- Lack Male Role Model at Home

A
  • Increase matrifocal families=lack positive male role model who goes out to work and supports family
  • Less likely see value of employment and qualifications
59
Q

Gender Differences in Achievement- Boys and Achievement- Laddish Subcultures

A
  • Francis=boys more concerned about being labelled as swots because it threatens masculine identity
    W/C culture=non-manual work is inferior
  • Epstein=pro-school W/C boys likely harassed, labelled a gay and subjected to verbal abuse
  • More women in paid work(traditionally masculine)=boys more laddish in effort to avoid identification as female=under-achievement
60
Q

Gender Differences in Achievement- Boys and Achievement- Policies to Raise Achievement

A
  • Reading champions / playing for success / dads and sons=improving literacy skills and motivation to achieve
  • Ringrose=moral panic about boys failing=neglect of problems faced by girls
61
Q

Gender Differences in Achievement- Gender and Subject Choice

A
  • National curriculum=girls choose food tech and boys choose wood tech
  • Post-16 education=more choice and bigger gender differences=boys choose maths and physics and girls choose MFL, English and sociology
  • Vocational subjects=gender segregation at greatest=only 1% construction apprentices are female
62
Q

Gender Differences in Achievement- Gender and Subject Choice- Explanation- Gender Role Socialisation

A
  • Gender role socialisation=learning behaviour expected of males and females in society
  • Family=boys and girls dressed differently and given different toys- boys rewarded active and girls rewarded passive
  • School=Byrne=encourage boys toughness and initiative and expect girls to be quite and helpful
  • Leisure reading and subject choice=Murphy+Elwood=boys read hobby books and girls read stories
63
Q

Gender Differences in Achievement- Gender and Subject Choice- Explanation- Gender Domains

A
  • Gender domains=tasks and activities seen as either male or female territory shaped by schemas
  • Browne+Ross=boys designed power boats/battleships and girls designed cruise ships
64
Q

Gender Differences in Achievement- Gender and Subject Choice- Explanation- Gendered Subject Images

A
  • Science=taught by men and textbooks use boys interests as examples
  • Seen as masculine subject- part of male gender domain- so taken mostly by boys
65
Q

Gender Differences in Achievement- Gender and Subject Choice- Explanation- Gender Identity and Peer Pressure

A
  • Boys and girls pressurise individuals to conform
  • Boys opt out of music because negative peer response and girls who choose sport deal with accusations of being butch or lesbian
66
Q

Gender Differences in Achievement- Gender and Subject Choice- Explanation- Gendered Career Opportunities

A
  • Jobs seen as men’s or women’s and dominated by one gender
  • vocational courses therefore also dominated by one gender or another
  • W/C pupils may make decisions about courses based on traditional gender identity
67
Q

Gender Differences in Achievement- Pupils’ Sexual and Gender Identities

A
  • Connell=school reproduces hegemonic masculinity- dominance of heterosexual masculine identity/subordination of female and gay identities
  • Feminists=experiences in school act as form of social control to reproduce patriarchy
68
Q

Gender Differences in Achievement- Pupils’ Sexual and Gender Identities- Double Standards

A
  • Double standards exist when one set of moral standards is applied to one group but different set to another
  • Lees=boys boast about their own sexual exploits but label girls’ negatively for same behaviour
69
Q

Gender Differences in Achievement- Pupils’ Sexual and Gender Identities- Verbal Abuse

A
  • Name-calling puts girls down if behave in certain ways and acts as form of control for conformity to make expectations
  • Lees=boys call girls slags if appear sexually available but no equivalent for males
  • Mac an Ghaill=anti-school W/C boys subcultures use verbal abuse to reinforce definitions of masculinity
70
Q

Gender Differences in Achievement- Pupils’ Sexual and Gender Identities- Male Gaze

A
  • Male gaze=form of social control where male pupils and teachers look girls up and down as sexual objects
  • Boys who don’t participate labelled as gay
71
Q

Gender Differences in Achievement- Pupils’ Sexual and Gender Identities- Female Peer Groups: Policing Identity

A
  • Archer=W/C girls gain symbolic capital when perform hyper-heterosexual identity
    Female peers police this identity and risk being called tramp if don’t conform
  • Ringrose=W/C girls tension between idealised feminine identity and sexualised identity
  • Slut shaming and frigid shaming are social control labels with which police each others identities
72
Q

Gender Differences in Achievement- Pupils’ Sexual and Gender Identities- Teachers and Discipline

A
  • Haywood+Mac an Ghaill=male teachers reinforced gender identities by telling boys off for behaving like girls and ignoring boys’ verbal abuse of girls
73
Q

The Role of Education in Society- Functionalist Perspective- Durkheim: Solidarity and Skills

A
  • Durkheim=education promotes social solidarity
    By transmitting society’s shared culture education binds people together and enables cooperation
    Same past and common purpose
    Universalistic rules
  • Durkheim=education prepares young people for work
    Equips people with specialist skills needed to participate in work in modern economy
74
Q

The Role of Education in Society- Functionalist Perspective- Parsons: Socialisation and Meritocracy

A
  • Parsons=school is focal socialising agency of modern society
  • Secondary socialisation=universalistic standards and bridge between family and wider society
    Socialises individuals into shared values of meritocratic society
  • Meritocracy
    Individual achievement
    Equal opportunity
  • Society in miniature=school is miniature version of wider society
75
Q

The Role of Education in Society- Functionalist Perspective- Davis and Moore: Role Allocation

A
  • Davis+Moore- Role allocation=selection and allocation of individuals into future work roles
  • Some more talented than others / some work roles more complex / most talented allocated to most important jobs / sifts and sorts / society more productive
  • Human capital theory=modern industrial society technologically advanced=skills of workforce main economic asset
76
Q

The Role of Education in Society- Functionalist Perspective- Evaluation

A
  • Marxists=values transmitted by education not society’s shared values but those of ruling class
  • Education not meritocratic as schools discriminate against some groups and don’t equal opportunity
  • Hargreaves=more value on competition that developing social solidarity
  • Interactionists=too deterministic
77
Q

The Role of Education in Society- Neoliberalism and New Right Perspective

A
  • Neoliberalism=state should not provide education- schools more like businesses
  • New right=political
78
Q

The Role of Education in Society- Neoliberalism and New Right Perspective- Functionalism and New Right Compared

A
  • Believe some people more talented than others
  • Education run on meritocratic principles of open competition
  • Education should socialise pupils into shared values and provide sense national identity
79
Q

The Role of Education in Society- Market vs State- Solution: Marketisation

A
  • One size fits all
    Education does not meet individual and community needs, or needs employers for skilled/motivated workers
  • Lower standards
    State-run schools not accountable to those who use them and so inefficient
    Schools with poor results=no change as not answerable to consumers
    =lower standards and less qualified workforce
  • Marketisation=intro into areas run by state of market forces of consumer choice and competition between suppliers
    Education market=schools respond to needs of pupils, parents and employers
80
Q

The Role of Education in Society- Market vs State- Chubb and Moe: Consumer Choice

A
  • Chubb+Moe=low income families 5% better in private schools=education not meritocratic
  • Failed to create equal opportunity as not respond to pupil needs
  • Introduce market system in state education=give control to consumers
    Voucher system spend on buying education from school of choice
81
Q

The Role of Education in Society- Market vs State- State Any Role In Education?

A
  • New right:
  • State should create framework of competition between schools
  • State should ensure school transmits society’s shared culture through curriculum emphasising shared national identity
82
Q

The Role of Education in Society- Market vs State- Evaluation New Right

A
  • Low standards in state schools=inadequate funding rather than state control
  • Gewirtz=competition between schools benefit M/C who get children into more desirable schools
  • Marxists=education imposes culture of ruling class
83
Q

The Role of Education in Society- Marxist Perspective- Althusser: Ideological State Apparatus

A
  • Repressive state apparatus=to protect capitalist interests, state uses force to repress W/C
  • Ideological state apparatus=controls people’s ideas, values and beliefs
    =Reproduces class inequality=same jobs as parents
    =Legitimation class inequality=producing ideologies that disguise true cause- inequality is inevitable
84
Q

The Role of Education in Society- Marxist Perspective- Bowles and Gintis- Correspondence Principle

A
  • Correspondence principle=how relationships and structures found in education mirror world of work
    Alienation / authority / competition / uniform / punctuality
85
Q

The Role of Education in Society- Marxist Perspective- Bowles and Gintis- Hidden Curriculum

A
  • Hidden curriculum=all lessons learnt in school without being directly taught
  • Through everyday workings of school=acceptance of hierarchy, competition, alienation
    Normal way to think and be
86
Q

The Role of Education in Society- Marxist Perspective- Bowles and Gintis- Myth of Meritocracy

A
  • Myth of meritocracy=success based on class background, not ability or educational achievement
  • By promoting rewards based on ability=myth of meritocracy persuades workers to accept inequality and position as legitimate
87
Q

The Role of Education in Society- Marxist Perspective- Bowles and Gintis- Role Allocation

A
  • Allocates most talented people meritocratically to most important and best important roles
    Obedient students=best grades
  • Education system rewards those who conform to qualities required of future workforce
88
Q

The Role of Education in Society- Marxist Perspective- Willis: Learning to Labour

A
  • Rejecting correspondence principle- W/C pupils resist attempts to indoctrinate them in school
    =partially see through meritocratic ideology claiming W/C pupils get on through hard work
  • Counter-school culture=opposed to school- flouted school rules
  • By resisting schools ideology, culture guarantees failure=end up in manual work that capitalism needs them to perform
89
Q

The Role of Education in Society- Marxist Perspective- Willis: Learning to Labour- Business and Education

A
  • Marketisation policies, privatisation of educational services, business sponsorship of state schools=more direct capitalist control over education
  • Education system provides willing workforce for capitalism while making profits for capitalists
90
Q

The Role of Education in Society- Marxist Perspective- Evaluation

A
  • Exposed myth of meritocracy and how education system serves interests of capitalism
  • Postmodernists=Marxism out of date
    Class divisions not important in fragmented society
    Inequality=diversity and choice
  • Feminists=schools reproduce patriarchy
  • Marxists Willis disagrees with Marxists Bowles+Gintis
91
Q

Educational Policy- Overview

A
  • Educational policy=government strategies for education, introduced through legal changes and instructions to schools
  • Tripartite system=grammar / secondary modern
    Selection by 11+ exam
    Legitimating class inequality
  • Comprehensive system=abolished 11+
    =functionalists- meritocratic as pupils longer to develop and promoting integration
    =marxists- reproducing inequality through streaming and labelling- myth of meritocracy
92
Q

Educational Policy- Marketisation Policies

A

=introducing market forces of consumer choice and competition into areas run by the state- league tables / formula funding / free schools / academies
Parentocracy=policies give parents greater choice and raise standards

  • Reproduction of inequality:
    =league tables- best schools can cream-skin and silt-shift
    =funding formula- good schools get more money and attract more pupils
    =parental choice- Gewirtz=M/C privileged skilled-choosers take advantage of system / W/C disconnected-local choosers settle for nearest school / W/C semi-skilled choosers frustrated by inability
    =myth of parentocracy- legitimates inequality by seeming as if parents equally free choose good school
  • New Labour policies:
    =maintained marketisation polices but aimed reduce inequality- Education Action Zones in disadvantaged areas
    ~ left private education system untouched
    ~ ensures W/C pupils stay disadvantaged
93
Q

Educational Policy- Conservative Policies

A
  • Neoliberalism and privatisation:
    State commissions private companies to provide services
    =academies- funded by central government
    =free schools- state-funded and run by parents
    =fragmented centralisation- leading to greater inequality with education being more centralised
    =spending cuts- cancelled out pupil premium
  • Privatisation of education:
    =education is privatised commodity- source of profit for capitalists
    =blurring public/private boundary- public sector employees move to private education businesses bringing insider knowledge
    =globalisation of policy- exporting UK education policy for sale abroad
    =cola-isation of schools- private sector sells to pupils
  • Ethnicity and policy:
    =encourage assimilation
    =valuing all cultures through multi-cultural education policies
    =social inclusion
    =policies reducing gender inequalities and promoting non-traditional subject choices

Sociology (6 decks)

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