Education Flashcards

Question 1

Q

FUNCTIONALISM
What are the roles and functions of education?

Answer

A

Socialisation
Role allocation
Bridge effect
Developing human capital

Question 2

Q

FUNCTIONALISM
What is Durkheim’s view on education?

Answer

A

Education is a means of socialisation where the culture and values of society are shared through hidden curriculum or PSHE.

This builds social solidarity as it allows people to interact with other people in the workplace.

Question 3

Q

FUNCTIONALISM
What are the criticisms of Durkheim’s view of education?

Answer

A

Marxists argue that the education system serves the interests of the ruling class rather than society as a whole.

Feminists argue that socialisation through hidden curriculum reinforces and maintains patriarchy

Some researchers argue that schools emphasise individual competition through the exam system rather than encouraging cooperation and social solidarity.

Question 4

Q

FUNCTIONALISM
What are Davis and Moore’s view on education?

Answer

A

Education is a system of role allocation and a system of social stratification.

The education system sifts and sorts people into the social hierarchy where status and access to jobs are linked to educational achievement.

Social stratification ensures that the most talented and able members of society are allocated to those positions that are functionally more important for society.

Question 5

Q

FUNCTIONALISM
What are the criticisms of Davis and Moore’s view on education?

Answer

A

There is a weak link between educational achievement and income.

Marxists argue that meritocracy is a myth.

They blame marginalised groups of people for their own poverty.

Question 6

Q

FUNCTIONALISM
What is Parson’s view on education?

Answer

A

Parsons believes that school acts as a bridge between family and society as a whole.

It allows students to move from their ascribed status and particularistic values to the meritocratic and universalistic values of wider society.

Question 7

Q

FUNCTIONALISM
What are the criticisms of Parsons’ view of education?

Answer

A

He fails to give consideration to the possibility that the values transmitted by the education system may only benefit a ruling minority rather than society as a whole.

Question 8

Q

MARXISM
What is Althusser’s view on education?

Answer

A

Reproduces social inequality - State education deliberately engineers W/C failure to create an unqualified factory workforce whilst private education prepares children of the elite for positions of power.

Legitimises social inequality - Hidden Curriculum is shaped to assist M/C achievement and deter W/C achievement as students are taught to blindly accept capitalist values.

Question 9

Q

MARXISM
According to Althusser, what processes combine to reproduce technically efficient, submissive and obedient workers?

Answer

A

The reproduction of the skills necessary for an efficient labour force.

The reproduction of ruling class ideology and the socialisation of workers in terms of it.

These processes reproduce the workers that make the profits that capitalism depends on.

Question 10

Q

MARXISM
What are the criticisms of Althusser’s view on education?

Answer

A

Giroux - Existence of anti-school subcultures, truancy and exclusion suggest that the hidden curriculum that teaches students to blindly accept capitalist values has failed.

Social democrats - They point out that govt policies such as comprehensivisation have improved the chances of the working class.

Question 11

Q

MARXISM
What is Bowles and Gintis’ view on education?

Answer

A

Correspondence principle: School processes mirror the world of work in order to prepare students for manual labour required for capitalism.

Myth of meritocracy: Education is not meritocratic because schools discriminate in favour of the middle class, e.g. language.

Question 12

Q

MARXISM
According to Bowles and Gintis, how does the education system create a workforce required by capitalism through submission of authority?

Answer

A

Characteristic traits such as, resilience, consistency and punctuality are rewarded by the school.

Schools are organised on a hierarchical principle of authority, where students have little control

This prepares them for relationships within the workplace where they will be required to accept the authority of supervisors and managers.

Question 13

Q

MARXISM
According to Bowles and Gintis, how does the education system create a workforce required by capitalism through external rewards?

Answer

A

Because students have little control over their work, they get little direct satisfaction from it, so they are motivated by external rewards such as the possibility of examination success and the promise of employment.

This is mirrored in the world of work as workers are motivated by wages rather than work itself.

Question 14

Q

MARXISM
What are the criticisms of Bowles and Gintis’ view on education?

Answer

A

Postmodernists argue that Bowels and Gintis’ theory is outdated. Society is a lot more child-centred than it used to be.

Neo-Marxist Paul Willis argues that working-class pupils can resist indoctrination as he found in his study that by developing an anti-school subculture, a ‘lad culture’, working-class pupils rejected their subjugation by opposing schooling.

Question 15

Q

MARXISM
What are sites of ideological struggle?

Answer

A

Places where there are conflicts based on different beliefs and values.

Question 16

Q

MARXISM
What are ideological state apparatuses?

Answer

A

Institutions, including the education system, which transmit ruling class ideology and creates a false class consciousness.

Question 17

Q

MARXISM
What are repressive state apparatuses?

Answer

A

Institutions, such as the army and the police, which keep the subject class in its place.

Question 18

Q

NEOLIBERALISM/NEW RIGHT
What is the new right view on education?

Answer

A

The New Right promotes the marketisation of education

an education system that runs on meritocratic principles better serves the needs of the economy as it produces skilled workers.

Question 19

Q

NEOLIBERALISM/NEW RIGHT
According to neoliberalism, why is marketisation the key to raising standards in education?

Answer

A

It encourages educational institutions to raise standards in order to attract students.

Question 20

Q

NEOLIBERALISM/NEW RIGHT
What are the criticisms of the new right view on education?

Answer

A

Although competition and choice do produce small improvements, they are unlikely to be spread evenly across the student population which will lead to greater social inequalities.

Marxists believe competition between schools only benefits the ruling classes who can use their capital to access the “best” schools.

Question 21

Q

NEOLIBERALISM/NEW RIGHT
What is marketisation?

Answer

A

The process where organisations compete in the market.

Question 22

Q

NEOLIBERALISM/NEW RIGHT
What is privatisation?

Answer

A

A process where services are subcontracted to private companies.

Question 23

Q

NEOLIBERALISM/NEW RIGHT
What is cola-isation?

Answer

A

The entry of private companies promoting their goods into schools and colleges.

Question 24

Q

NEOLIBERALISM/NEW RIGHT
What is creaming?

Answer

A

Selecting students who appear most likely to succeed for entry to an educational institution.

Question 25

Q

SOCIAL POLICY
What are the aims of social policy in education?

Answer

A

Raising standards

Marketisation of education & economic efficiency

Educational equality

Question 26

Q

SOCIAL POLICY
What are the features of raising standards?

Answer

A

Privatisation in education - changing the internal processes of the education system to be more like a business.

Privatisation of education - opening aspects of the education system to private businesses.

Quality control - ensuring that all schools are providing the best possible education to students.

Question 27

Q

SOCIAL POLICY
What is marketisation?

Answer

A

Creating competition between schools and increasing choice for parents.

Question 28

Q

SOCIAL POLICY
What is economic efficiency?

Answer

A

Creating a workforce that meets the needs of society by teaching essential skills.

Question 29

Q

SOCIAL POLICY
What are the features of equality of education?

Answer

A

Access - being able to attend a good school regardless of socio-economic background.

Circumstance - all pupils start school at a similar level regardless of socio-economic background.

Participation - all pupils should have the chance to fully participate in all aspects of their education.

Outcome - all pupils should have the same chances of educational achievement regardless of socio-economic background.

Question 30

Q

SOCIAL POLICY
How does ofsted, introduced by Conservatives 1979-1997 in the 1988 Education Reform Act,
…raise standards in education?
…improve marketisation & economic efficiency?

Answer

A

By inspecting and regulating education providers

They ensure that everyone is up to standard and doing their jobs correctly

They pinpoint any key areas for development

Question 31

Q

SOCIAL POLICY
What are the criticisms of ofsted, introduced by Conservatives 1979-1997 in the 1988 Education Reform Act,
…to raise standards in education?
…to improve marketisation & economic efficiency?

Answer

A

It fails to address the impact of poverty on children’s learning as the cost of living crisis and the pandemic has left children without technical resources to study.

It creates unnecessary stress and excessive workload for school staff, while doing nothing to support the wellbeing and learning of children.

Question 32

Q

SOCIAL POLICY
How does the national curriculum, introduced by Conservatives 1979-1997 in the 1988 Education Reform Act, raise standards in education and improve education equality?

Answer

A

Required that all schools teach the same subject content from the age of 7-16.

All schools following the same curriculum made it easier for parents to compare and choose between schools.

Question 33

Q

SOCIAL POLICY
What are the criticisms of the national curriculum, introduced by the Conservatives 1979-1997 in the 1988 Education Reform Act, to raise standards in education and improve education equality?

Answer

A

It has a narrow focus and lack of room for creativity.

It does not cover everything a student needs to know.

Usually has a subject matter focus rather than personalise for each student so it doesn’t meet the needs for all students

Question 34

Q

SOCIAL POLICY
How does national testing, introduced by the Conservatives 1979-1997, raise standards in education?

Answer

A

A survey of schools and students that is designed to provide evidence about students’ achievements at a particular stage of education.

It creates a baseline for measuring student performance, maintains teacher responsibility, and aids educators while developing their curriculum.

It informs educational policies if students in a specific school are struggling to achieve a grade level so stakeholders can intervene and offer help.

Question 35

Q

SOCIAL POLICY
What are the criticisms of national testing, introduced by the Conservatives 1979-1997, to raise standards in education?

Answer

A

Students may suffer from test anxiety, which means they don’t perform at their best while taking an exam since the experience of taking a test is so upsetting to them.

Some pupils with Special Educational Needs (SEN) may be unable to access particular tests.

National tests cannot effectively cater to all learning styles.

Question 36

Q

SOCIAL POLICY
How has max class sizes, introduced by New Labour 1997-2010, raised standards in education?

Answer

A

The ‘standard’ classroom size for a class of 30 pupils is around 70m2

The amount of attention each student will receive will increase as the number of pupils per teacher becomes smaller.

Students have a better opportunity to participate in lessons.

Faster learning

Question 37

Q

SOCIAL POLICY
What are the criticisms of having max class sizes, introduced by New Labour 1997-2010, to raise standards in education?

Answer

A

Lack of diversity in classes of students so there is less opportunity to learn from the members of a larger group.

Pupils can feel under pressure to always be involved in lessons which may increase pupil anxiety.

In a small class, one or two absences will take up a large percentage so teachers cannot continue with planned lessons.

Question 38

Q

SOCIAL POLICY
How does Education Action Zones (EAZ), introduced by New Labour 1997-2010, raise standards in education and improve education equality?

Answer

A

Aimed to maximise educational opportunities in both urban and rural areas throughout the country.

Funded by central government with additional funding from businesses.

Forum made up of parents and teachers and government representatives.

Question 39

Q

SOCIAL POLICY
What are the criticisms of Education Action Zones (EAZ), introduced by New Labour 1997-2010, to raise standards in education and improve education equality?

Answer

A

Attracted limited sponsorship so was not continued beyond its initial 5 year term.

Question 40

Q

SOCIAL POLICY
How do business sponsored academies, introduced by New Labour 1997-2010, raise standards in education and improve marketisation & economic efficiency?

Answer

A

Gives individual schools greater freedoms compared to local authority control.

gives schools the power to decide on the best curriculum for their pupils, determine how they spend their budgets

Question 41

Q

SOCIAL POLICY
What are the criticisms of business sponsored academies, introduced by New Labour 1997-2010, to raise standards in education and improve marketisation & economic efficiency?

Answer

A

Academies will mean that some struggling schools will be forced to close, and not all students in the area where the school has closed will be guaranteed a place at the new academy.

The rights of parents and teachers in the area to choose the type of school they want for their children will be taken out of their hands.

Academies funded by narrow interest groups may not have to stick to the National Curriculum. That means that state-funded religious academies, for example, could choose to teach creationism over biology, or that only a certain type of pupil will be granted admission.

Question 42

Q

What are the four views the coalition government believed made schools outstanding?

Answer

A

Independence which was the freedom for head teachers to develop teaching strategies and styles best suited to their particular students.

Accountability to parents who did not send their children to school.

Competition between schools to raise standards.

Diversity and choice in schools.

Question 43

Q

SOCIAL POLICY
How does pupil premium, introduced by the Coalition government 2010-2015, raise standards in education and improve education equality?

Answer

A

Funding to improve education outcomes for disadvantaged pupils in schools in England.

Students supported by the pupil premium do exceptionally well in all years because high quality teaching is well matched to their specific needs.

Question 44

Q

SOCIAL POLICY
What are the criticisms of pupil premium, introduced by the Coalition government 2010-2015, to raise standards in education and improve education equality?

Answer

A

A lot of schools are spending the money to plug gaps in school funding, so not targeting it at disadvantaged students, but just spending it on general school needs.

Many reports point out that lack of school funding is the problem and the Pupil Premium doesn’t make up for this.

Question 45

Q

SOCIAL POLICY
How does English baccalaureate, introduced by the Coalition government 2010-2015, raise standards in education?

Answer

A

Introduced in 2010 as the core curriculum for secondary schools. It recommended that students take GCSEs in 5 subjects - English, maths, science, history or geography and a modern language. It was made compulsory in 2015.

There was a growing decline of GCSE entries in science subjects, modern language and history. Richardson said it created a broad and balanced curriculum.

Question 46

Q

SOCIAL POLICY
What are the criticisms of English baccalaureate, introduced by the Coalition government 2010-2015, to raise standards in education?

Answer

A

It gave less room for vocational subjects such as design and technology.

There were specialist teacher shortages so providing Ebacc for all students was not possible.

Teachers were concerned that Ebacc was not suitable for all students.

Question 47

Q

SOCIAL POLICY
How does Gove’s reforms of the curriculum, introduced by the coalition government 2010-2015, raise standards in education and improve education equality?

Answer

A

The content of the national curriculum was made more challenging but also narrower, with more of a focus on core knowledge and key skills.

The old levels of attainment were scrapped.

The Ebacc became a more important measure in league tables, which made arts and technical subjects less important.

Coursework elements of GSCE and A-levels were scrapped and replaced with exams.

A technical baccalaureate was introduced for 16-18 year olds.

Question 48

Q

SOCIAL POLICY
How does Theresa May’s proposals for grammar schools, introduced by the Conservatives 2015- , raise standards in education?

Answer

A

Grammar schools would take a fixed proportion of students from low-income, working class families.

Grammar schools would be located in disadvantaged areas.

Grammar schools would offer a tutor proof admission test to measure the natural ability of students rather than tutor-skills.

Question 49

Q

SOCIAL POLICY
What are the criticisms of Theresa May’s proposals for grammar schools, introduced by the Conservatives 2015- , to raise standards in education?

Answer

A

Michael Wilshaw argues that selection on the basis of presumed ability will maintain and widen social class inequalities.

The Centre for Evaluation and Monitoring at Durham University attempted to produce a ‘tutor proof’ test but the children who had taken the test did worse than those who had taken the standard test.

Question 50

Q

SOCIAL POLICY
How do League tables, introduced by the Conservatives 1979-1997 in the 1988 Education Reform Act, improve marketisation and economic efficiency?

Answer

A

Allowed parents to compare GCSE results between schools.

Aimed to encourage competition between schools and raise standards as high performing schools would attract more pupils and increase budgets.

Provide parents with the information they need to make an informed choice

Question 51

Q

SOCIAL POLICY
What are the criticisms of League tables, introduced by the Conservatives 1979-1997 in the 1988 Education Reform Act, to improve marketisation and economic efficiency?

Answer

A

It doesn’t show how safe the school is, whether the school ethos is right for a particular child, or how happy the children are in that particular school.

Schools lower down the league tables suffer a stigma of being branded ‘in need of improvement’ which may have all of the effects associated with negative labelling.

Question 52

Q

SOCIAL POLICY
How does open enrollment, introduced by the Conservatives 1979-1997 in the 1988 Education Reform Act, improve marketisation and economic efficiency and improve education equality?

Answer

A

A parent could choose a school anywhere in the country regardless of where they lived.

However oversubscribed schools fill up quickly so many parents don’t get their 1st choice.

Question 53

Q

SOCIAL POLICY
How does formula funding, introduced by the Conservatives 1979-1997 in the 1988 Education Reform Act, improve marketisation and economic efficiency?

Answer

A

Funding to individual schools based on how many pupils enrolled in that school.

Rewarded the successful schools that attracted large numbers of students while giving less to unsuccessful schools which would provide an incentive to improve.

Question 54

Q

SOCIAL POLICY
How do specialist schools, introduced by New Labour 1997-2010, improve marketisation and economic efficiency?

Answer

A

Specialise in various subjects

Specialist schools provided diversity and offered more parental choice.

Question 55

Q

SOCIAL POLICY
What are the criticisms of specialist schools, introduced by New Labour 1997-2010, to improve marketisation and economic efficiency?

Answer

A

An OFSTED report found that schools often achieve better results in subjects outside their specialist area.

Specialist schools tend to have a higher middle class intake than non-specialist schools which may account for their better results.

Some schools will select those they see as the most able students in order to boost their results. To prevent this the lottery method would be used whereby students are randomly selected.

Question 56

Q

SOCIAL POLICY
How do free schools, introduced by the coalition government 2010-2015, improve marketisation and economic efficiency?

Answer

A

Aimed to increase diversity.

It gave teachers freedom to design teaching styles to meet local needs.

They did not have to follow the national curriculum as long as they teach english, maths and science.

Question 57

Q

SOCIAL POLICY
What are the criticisms of free schools, introduced by the Coalition government 2010-2015, to improve marketisation and economic efficiency?

Answer

A

There is no evidence that free schools have improved standards.

Free schools are competing against good neighbouring schools so they divert money away from the good schools that are maintained by the Local Education Authority which can have a negative effect on students in these schools.

Question 58

Q

SOCIAL POLICY
How do T levels, introduced by the Conservatives 2015- , improve marketisation and economic efficiency and improve education equality?

Answer

A

an alternative to A levels

They have been designed with leading businesses and employers to give you the knowledge and skills you need for specific employment.

Get work experience which is highly valued by employers

Question 59

Q

SOCIAL POLICY
What are the criticisms of T levels, introduced by the Conservatives 2015- , to improve marketisation and economic efficiency and improve education equality?

Answer

A

This can restrict your future options

Makes it harder to change if you later decide you no longer want to study that area.

A new qualification, meaning that while they are still well accepted by universities and employers, it can be hard to find resources and information about them online.

Question 60

Q

SOCIAL POLICY
How do apprenticeships, introduced by the Conservatives 2015- , improve marketisation and economic efficiency and improve education equality?

Answer

A

a paid job where the employee learns and gains valuable experiences.

20% of working hours completing classroom-based learning with an education provider which leads to a nationally recognised qualification.

Question 61

Q

SOCIAL POLICY
What are the criticisms of apprenticeships, introduced by the Conservatives 2015- , to improve marketisation and economic efficiency and improve education equality?

Answer

A

Apprentices typically receive significantly lower pay than certified or professional workers.

May limit future prospects

Question 62

Q

SOCIAL POLICY
How does Sure start, introduced by New Labour 1997-2010, improve education equality?

Answer

A

A program that targeted the under fives and their families living in the most deprived areas, which aim to improve their health, education and employment prospects in 1999.

It created a stimulating environment for children and improved their physical health.

Question 63

Q

SOCIAL POLICY
How does education maintenance allowance, introduced by New Labour 1997-2010, improve education equality?

Answer

A

A weekly cash allowance payable to 16 to 19 year olds from low-income families who remained in education.

encouraging people to stay in education past the legally required age of 16.

give financial support to eligible 16 to 19 year olds who want to continue learning

Question 64

Q

SOCIAL POLICY
What are the criticisms of education maintenance allowance, introduced by New Labour 1997-2010, to improve education equality?

Answer

A

Many only stay on to get that money, do not work

Expensive

Answer 65

A

It made the state responsible for secondary education, and attendance was made compulsory up to the age of 14.

Answer 66

A

It aimed to provide equal opportunity for all young people by establishing the tripartite system.

Students took an IQ test at 11, the result of which determined which one of three three types of school the student would attend:

The top 20% went to grammar schools, received an academic education and got to sit exams.

The bottom 80% went to secondary moderns - provided basic education.

There were also technical schools which provided a vocational education

Answer 67

A

There were class inequalities – grammar schools were mainly taken up by the middle classes and secondary moderns by the lower classes.

The IQ test determined pupils futures at a very young age – no room for those who developed later in life.

Labelled 80% of pupils as failures. Therefore, they were denied the opportunity to progress further. This prevented those from realising their potential and contributing to the economy.

Gender inequalities – in the early days of the IQ tests girls had to get a higher score to pass than boys because it was thought they matured earlier than boys.

Answer 68

A

Schools consisted of mixed ability.

The Tripartite System was abolished

Comprehensive schools established.

Local Education Authorities would maintain control of schools.

Answer 69

A

because classrooms contain students of all abilities, brighter pupils are held-back as the weaker learners catch-up

Banding and streaming occurred along social class lines – the working classes typically ended up in the lower bands and vice versa for the middle classes.

Parents had very little choice in education –they couldn’t remove their children from the local school because it was thought that all schools were providing a similar standard of education.

Answer 70

A

The publication of league tables meant that schools were increasingly keen to attract academically able students who would boost the schools League table performance and thus improve its reputation and government funding.

As schools concentrate on the more academically able students, they pay less attention to those with special Educational Needs.

It makes education less egalitarian as the children who are already advantaged in the system seem to be gaining more benefits, while those who are already disadvantaged are losing further ground.

Answer 71

A

The emphasis on meeting specific targets, such as improving exam results and reducing truancy rates, led to concerns that schools became overly focused on achieving targets at the expense of broader educational goals and neglected the holistic development of students.

Critics argued that this emphasis on choice and competition led to increased social inequalities, as schools in disadvantaged areas struggled to attract students and resources.

Tomlinson said the success of some schools in the educational market meant they were oversubscribed, and to maintain their position in the league tables they selected the most able students which were mainly middle class.

Answer 72

A

1880 = 10

1918 = 14

1947 = 15

1972 = 16

2013 = 17

2015 = 18

Answer 73

A

Low-income areas that are given additional resources for education.

Answer 74

A

Socialisation in the early years, usually in the family.

Answer 75

A

The second stage of socialisation in later years, mainly in school.

Answer 76

A

Status or position in society fixed by birth.

Answer 77

A

Status or position in society based on achievement.

Answer 78

A

A system in which a person’s position is based on merit.

Answer 79

A

standards which apply to particular people.

Answer 80

A

Standards which apply to everybody.

Answer 81

A

A system in which every person has an equal chance of success.

Answer 82

A

A system of allocating people to roles which best suits their aptitudes and capabilities.

Answer 83

A

A system of social inequality such as class system.

Answer 84

A

The stock of knowledge, skills, values, habits and creativity that makes someone an economic asset to society.

Answer 85

A

A curriculum apart from the subjects taught that is hidden from teachers and students.

Answer 86

A

A school which anyone can go to, regardless of how well they do in exams.

Answer 87

A

The process whereby schools try to discourage parents from lower socio-economic backgrounds from applying by doing such things as having a lengthy application process.

Answer 88

A

A system in which a child’s education must conform to the wealth and wishes of parents rather than the abilities and effort of the pupil.

Answer 89

A

Technology enables students and educators to collaborate and communicate easily across borders. This is through online platforms, or video conferencing tools allowing students to engage in cross-cultural discussions, work on group projects, and learn from diverse perspectives.

E.g. Dennis and Co 2020 argues how the growing use of online services through global connectivity is changing the way education is delivered and experienced internationally, both enabling new opportunities and raising issues regarding digital equity and pedagogical adaptation.

Through the use of technology, new learning approaches based on the individual needs and abilities of students emerge. This personalized approach helps students learn at their own pace, address their specific areas of weakness, and receive immediate feedback, enhancing the learning experience.

Technological advancements have led to the emergence of new skills and competencies required in the digital age. Educational institutions are integrating technology-related skills, such as coding, data analysis, and digital literacy, into their curricula to prepare students for the workforce and equip them with the skills needed in a globalized economy.

Answer 90

A

Globalization has transformed the nature of work, with increasing demand for knowledge-based and specialized skills.

As economies shift towards sectors such as technology, finance, and services, education systems need to adapt to meet these evolving workforce needs.

This may involve updating curricula, incorporating technical and vocational training, and promoting lifelong learning to ensure individuals are equipped with the skills required for the changing job market.

E.g. Gewirtzand Co 1995 found that global economic shifts towards markets, efficiency and human capital development models influenced education policy and reorganized school systems for example national testing.

Economic changes can exacerbate educational inequalities as countries with stronger economies may have more resources to invest in education, resulting in better facilities, higher-quality teachers, and access to advanced technology.

This can create disparities between countries and within societies, limiting access to quality education for marginalized communities and perpetuating social and economic inequalities.

Answer 91

A

Political changes often lead to shifts in education policies and reforms. Governments may implement changes in curriculum, assessment systems, funding models, and governance structures to align education with their political ideologies or to respond to global trends.

These policy changes can affect teaching methods, content, and the overall educational experience.

E.g. Robertson and Co 2002 study found that the global economic pressures led to shifts in Spanish education policy from the 1990s-2000s such as Increased focus on standardized testing.

Political changes can impact curriculum development and content. Educational systems may undergo revisions to reflect new political values, ideologies, or national narratives.

Political shifts can influence the inclusion or exclusion of certain topics, the emphasis on certain values, and the teaching of history, social sciences, and civic education.

Answer 92

A

Migration leads to student mobility, where individuals move to different countries to pursue educational opportunities.

International students contribute to the diversity and cultural richness of educational institutions, fostering cross-cultural understanding and global perspectives within classrooms.

E.g. Vertovec (2007) study found that ‘super-diversity’ will increase demands for English as an Additional Language programs to support immigrant youth.

Schools and universities in migrant-receiving countries often accommodate students from different cultural backgrounds which enhances students’ cultural competence and global awareness.

Migration promotes cultural exchange and the development of global citizenship skills. Students and educators from diverse backgrounds interact in educational settings, fostering intercultural dialogue, empathy, and a broader understanding of global issues.

Answer 93

A

Hyperglobalists argue that education systems worldwide are becoming more similar in terms of curriculum, teaching methods, and educational policies.

E.g. the spread of standardized assessments GCSEs, SATs

Hyperglobalists emphasize the market-driven nature of global education. They argue that education is increasingly influenced by market forces, with the rise of for-profit education providers.

This may lead to the prioritisation of certain subjects and skills that are seen as essential for the global economy, such as science, technology, engineering, and mathematics (STEM), while marginalizing local knowledge and cultural perspectives.

This can be criticized for promoting a standardized approach to education as it may undermine diversity and creativity. Critics argue that a one-size-fits-all model of education neglects the unique educational needs, cultural perspectives, and learning styles of different communities, limiting the potential for innovation and inclusive education.

Answer 94

A

From a Marxist perspective, the globalization of education is seen as an extension of capitalist interests and a means of reproducing and perpetuating class inequalities.

Marxists see the globalization of education as primarily focused on producing a skilled workforce to meet the demands of global capitalism.

E.g. In their book, Peters & Besley (2006) claim that the education system will promote skills aligned with the labor demands of multinational corporations.

They argue that education systems prioritize technical and vocational skills that align with the needs of multinational corporations, while devaluing critical thinking, creativity, and broader humanistic education.

Critics argue that the Marxist view tends to overlook the positive aspects of education within a globalized context. Focusing solely on negative aspects may ignore the transformative potential of education in challenging inequalities.

Answer 95

A

Neoliberals argue that the globalization of education brings market principles into the sector, promoting competition, efficiency, and innovation.

They believe that introducing market forces and competition will improve the quality of education by rewarding successful institutions and encouraging them to meet the demands of students and employers.

E.g. Ireland - Removal of Catholic Church influence over school management established competition which resulted in rising standardized test scores. (Smyth et al., 2006)

Neoliberals emphasize the importance of fostering an entrepreneurial ethos in education, encouraging individuals to be adaptable, self-reliant, and capable of navigating the demands of the global labor market.

They argue that education should focus on developing employability skills and preparing individuals for the changing demands of the global economy.

Critics argue that this view undermines public education systems by diverting public funds to private providers, creating competition which may weaken the ability of public education to provide equitable access to quality education, and it reinforces inequalities in society.

Answer 96

A

This view argues that education is increasingly standardized and focused on efficiency and productivity.

The New Fordist view argues that globalized education prioritizes the acquisition of specific skills and competencies that are deemed valuable in the global labor market.

This often leads to an emphasis on technical and vocational education, with a focus on preparing individuals for specific job roles rather than fostering broader intellectual development or critical thinking skills.

E.g. Wheelahan, L. (2010): Why knowledge matters in curriculum she claims that the shift reflects global pressures from industry and policies aimed at enhancing national economic competitiveness through an educated, skilled labor force.

Critics argue that the New Fordist view oversimplifies the complexities of education and reduces it to a mere replication of industrial production processes.

Answer 97

A

Labelling is where teachers may attach a description to a pupil based on how well they fit the ideal pupil description and treat them accordingly.

The theory suggests that when students are assigned labels such as “bright,” “troublemaker,” , they can affect their self-perception and behavior. Students may internalize these labels and conform to the expectations associated with them, leading to a self-fulfilling prophecy. For example, if a student is labeled as an underachiever, they may start to believe it and subsequently perform poorly academically.

Labelling can also lead to diferential treatment based on their perceived abilities or behaviors which can impact students’ motivation, self-esteem, and educational trajectories.

Labelling can lead to setting and streaming where students are separated into different academic groups based on perceived abilities or performance. Students in lower sets may face limited resources, lower expectations, therefore, limiting there future opportunities.

E.g In Rosenthal and jacobson’s study, they randomly identified some students as “bloomers” and then went back after a year and found that those students had made more progress than others.

Answer 98

A

School subcultures are formed based on shared interests, values, and social dynamics within a particular school environment. These subcultures can shape students’ experiences, interactions, and academic performance.

Differentiation - The process of teachers categorising pupils according to how they see their ability, attitude and/or behaviour and Polarisation - The process in which pupils respond to streaming by moving towards one or more opposite poles or extremes cause subcultures to occur.

Pro school subcultures consists of students who accept and conform to the values and ethos of the school and gains approval and status through academic success

Anti-school subcultures consists of students with norms and values that oppose the ethos of the school and gains approval through disruptive behaviour.

Answer 99

A

Attainment 8 looks at the points scored across 8 subjects by students at the end of Key Stage 4 (Year 11).

The 8 subjects must include English and Maths - they are grouped and given points according to their difficulty levels, e.g. Triple Science GCSEs count as 3 GCSEs.

Students receive an Attainment 8 score showing their individual point average. This can be used to monitor progress.

Schools’ Attainment 8 scores show the average point per student across the 8 best subjects. This is compared across schools.

Trends in Attainment 8 scores over time can indicate whether standards are rising or falling at the school/student level.

Answer 100

A

Progress 8 measures the progress a student makes from the end of primary school to the end of secondary school.

It compares students’ Attainment 8 score to the national average Attainment 8 score of all students who had similar prior attainment.

Prior attainment is based on Key Stage 2 SATs and/or teacher assessments in Reading and Maths from primary school.

A Progress 8 score of 0 means a student made average progress compared to their academic peers nationally.

Positive scores above 0 mean above average progress, while negative scores below 0 indicate below average progress.

Schools’ Progress 8 scores show the average progress of all students, allowing fair comparisons between schools intake abilities.

Tracking Progress 8 over time provides an indication of school performance in adding value and helping students maximize their academic potential.

Answer 101

A

Something inside the school or education system affects educational achievement or experience.

Answer 102

A

Something outside of school or the education system affects educational achievement or experience.

Answer 103

A

Students’ social class identity can influence their peer group, and peer influence can impact educational achievement.

Students from higher social classes may have peers with higher educational aspirations, creating a supportive environment that fosters academic success. On the other hand, students from lower social classes may face peer pressure or negative influences that can hinder their educational achievement.

E.g. in Paul Willis’s learning to labour study he found that the lads were completely uninterested in school and saw it as a place to have a laugh because they anticipated getting factory jobs which didn’t require any formal qualifications.

Peer group influence can reinforce social class divisions as students from lower social classes may face low expectations from their peers, which can impact their self-perception and educational aspirations.

Answer 104

A

Not all students are equally susceptible to peer influence - factors such as personal motivation, family support, and individual goals play significant roles in shaping educational outcomes.

Critics argue that this theory overlooks systemic factors that contribute to educational disparities e.g unequal distribution of educational resources play a significant role in shaping educational outcomes.

Answer 105

A

The process in which teachers attach a label to a pupil based on how close the students fit their definition of an ideal pupil.

Labelling can create a self-fulfilling prophecy and the formation of an antischool subculture, where students internalize and conform to the expectations associated with their assigned label.

E.g Becker found in his interview with high school teachers in Chicago that students from middle class backgrounds were more likely to be labelled as the ideal pupil. Working class students are more likely to be labelled negatively by their teachers.

Labelling can lead to differential treatment by teachers e.g Students from lower social classes may face lower expectations therefore have limited opportunities compared to students from higher social classes. This creates barriers to educational achievement, as students may not receive the necessary support to succeed academically.

Answer 106

A

Negative labelling does not always result in bad consequences.

Critics argue that the theory of labelling undermines the agency and resilience of individuals because students may overcome the labels attached to them and achieve success through their own determination, hard work, and support systems.

Answer 107

A

Setting or streaming refers to practices of grouping students by ability level.

Students from lower classes are more likely to be placed in lower sets because they face limited access to resources and experience reduced expectations from teachers.

The social environment of lower sets can negatively influence discipline and student motivation among peers - hampers learning.

E.g In Gamoran and Mare (1989) study of “Secondary School Tracking and Educational Inequality” it was found that students from lower socio-economic backgrounds were placed in lower sets and were taught less challenging material which limited their progression.

Higher sets/streams tend to have stronger curricula, higher expectations, and more qualified teachers. Lower sets see diluted curricula and less rigorous instruction - reinforces existing inequalities.

Answer 108

A

It allows for teachers to tailor instructions according to a students’ ability levels which provides a motivating environment for the student to achieve.

Setting /streaming allows the teacher to differentiate the students who need support from the students who don’t therefore, support can be provided to those who need it.

With the correct support e.g. intervention sessions, students in lower sets can academically achieve.

Answer 109

A

The working class more likely to join an anti school subculture because they believe that status can be achieved through disruptive behaviour as they are unable to achieve status through academic achievement.

This may be because schools engineer working class failure by denying them opportunity to gain symbolic capital through rejectiion and isolation whilst middle class students gain symbolic capital as a result of the education system favouring their habitus.

The expectations, attitudes and values held by particular groups.

Answer 110

A

Cultural deprivation is lacking the necessary views, attitudes, knowledge and support that is necessary for educational success.

Bernstein identified that the working class uses a restricted code which involves simple grammar, limited vocab and gestures.

Whereas the Middle class uses an elaborate code which involves complex grammar, fuller sentences and more abstract ideas.

This puts MC students at an advantage at school as teachers, textbooks and the education system tend to use the elaborate code so working class students struggle to keep up.

E.g. Karweit (1983) study found working class children told less organised, less detailed stories with simpler grammar and vocabulary compared to middle class peers.

Answer 111

A

It portrayed language codes as fixed rather than dynamic - where they change based on situational factors like formality, audience, topic.

Troyna and Williams say that working class restricted language is not to blame and that the teachers are at fault because of their reactions to different language styles.

Answer 112

A

Cultural deprivation is lacking the necessary views, attitudes, knowledge and support that is necessary for educational success.

Douglas argues that parental attitudes to education and their own levels of education affect educational achievement.

He argued that working class parents place less value on education therefore are less likely to push their children academically as a result the children have lower levels of motivation and achievement.

E.g. Davis-Kean (2005) study found that parental interest in the child’s education, such as attending school events positively influenced academic achievement from kindergarten through 5th grade.

Parental involvement about academic progress ensures issues are addressed and children get adequate support.

Answer 113

A

Marxists would argue that cultural deprivation theorists blame the working class parents for the underachievement of their children whereas these parents are really the victims of an unequal society in which schools are run by the middle classes for the middle classes.

Ignores agency - Student characteristics like motivation play independent roles in their achievement.

Answer 114

A

Material deprivations is lacking the necessary material to function efficiently.

Although education in the UK is provided free, there are many hidden costs to education that can leave working class pupils at a disadvantage.

Tanner identifies the costs of transport, uniforms, equipment and field trips that can place a heavy burden on working class families.

Ridge highlights that working class pupils might need to take on paid work whilst still at school in order to help the household which takes time away from study.

Answer 115

A

To say that poverty causes poor educational performance is too deterministic as some students from poor backgrounds do well.

E.g Hill et al. (2004) study found that students took advantage of programs for low-income students that provided financial assistance and campus support networks.

Answer 116

A

Middle class children are more likely to succeed because the education system is run by the middle classes and works in their interests.

E.g Schools are organised on a hierarchical principle of authority, where students have little control - This prepares them for relationships within the workplace where they will be required to accept the authority of supervisors and managers.

Working class culture and working class children are marginalised in the education system and end up underachieving.

Answer 117

A

It may be argued that the ed system works in the interests of the working class because an aim of social policy is to increase educational equality.

e.g. the 16-19 bursury depends on household income and provides money for clothing, books and other equipment for an educational course.

Answer 118

A

A person’s income, savings and house value.

Answer 119

A

the number and status of people someone knows.

Answer 120

A

The extent and nature of cultural interests and activities.

Answer 121

A

Those who qualify for free school meals.

Those who are or were in care.

Those who have parents in the armed forces.

Answer 122

A

Radicalized expectations are beliefs and assumptions about the academic abilities and potential of individuals based on their ethnicity or racial background.

It is commonly believed that students from a particular ethnic background are less intelligent or less capable academically. When educators hold these biases, they may have lower expectations for students from these ethnic backgrounds, which can create a self-fulfilling prophecy.

Radicalized expectations can result in unequal treatment of students based on their ethnicity. Teachers may provide less challenging work or limited access to resources and support to students from certain ethnic backgrounds. This differential treatment can hinder students’ educational progress and limit their opportunities for success.

E.g. Wright found that Asian primary school pupils were stereotyped as not being able to understand English and therefore teachers used simplistic language to teach them so the pupils felt isolated.

Answer 123

A

It assumes that students from certain ethnic backgrounds are inherently disadvantaged or lacking in skills necessary for academic success. This perspective fails to recognize the diversity and strengths within different ethnic communities and can lead to a narrow understanding of educational achievement.

Critics contend that radicalized expectations often overlook the influence of socio-economic factors on educational achievement. Poverty, unequal access to resources, and other socio-economic disparities can have a significant impact on a student’s educational outcomes, regardless of their ethnicity.

Answer 124

A

Labelling refers to the process of assigning characteristics, traits, or expectations to individuals or groups based on certain attributes.

Labelling can contribute to the self-fulfilling prophecy, where students internalize the labels assigned to them and begin to conform to those expectations.

E.g. In Mirza’s study (1992) she found that ambitious black girls who faced teacher racism failed to achieve their ambitions because their coping strategies restricted their opportunities and resulted in underachievement.

Labelling based on ethnicity can lead to preconceived notions about the academic abilities and potential of individuals. These labels can shape educators’ expectations of students, which can lead to differential treatment.

This differential treatment can create disparities in educational achievement, as students may not receive the necessary resources and support to reach their full potential.

Answer 125

A

Negative labelling does not always result in bad consequences. E.g. In Fuller’s study (1984) she found that some ethnic students may channel their anger of being labelled into the pursuit of educational success, but do not seek approval of teachers, so negative labelling doesn’t always lead to failure.

Critics argue that the theory of labelling undermines the agency and resilience of individuals because students may overcome the labels attached to them and achieve success through their own determination, hard work, and support systems.

Answer 126

A

Ideal people identity = White middle class which achieved through natural ability.

Pathologised pupil identity = Asian who achieve through hard work.

Demonised people identity = Black working class who are culturally deprived and an underachiever.

Answer 127

A

Ethnocentric curriculum refers to an educational curriculum that prioritizes the perspectives, values, and experiences of a particular ethnic group while marginalizing or ignoring the experiences of other groups.

This can lead to a lack of representation of their cultural identities and can create a sense of exclusion and disengagement from education. As a result, students from minority ethnic backgrounds may face challenges in connecting with the curriculum, which can adversely affect their educational achievement.

E.g. the Swann Report (1985) criticised the curriculum for being ethnocentric - British history being taught from the European point of view, possibly even putting a postive spin on colonialism.

Ball says that when the ethnocentric curriculum ignores the history of black and Asian people, it will result in them feeling that their culture and identity are not valued in education, so their self-esteem is lowered, which has a negative effect on their educational achievement.

Can create barriers to learning and limit opportunities for academic success as students may struggle to connect with the material and develop a strong sense of self-identity within the educational context.

Answer 128

A

Schools have made progress towards making their curriculums more multicultural - the requirement by OFSTED that schools actively promote cultural diversity, e.g. Black History Month.

Answer 129

A

Pupil ethnic identity refers to an individual’s sense of belonging, identification, and connection to their ethnic or cultural background. Ethnic identity development plays a crucial role in shaping students’ peer group.

Students often interact and socialize with peers who share similar ethnic backgrounds or cultural experiences. Peer groups can provide support, validation, and encouragement, fostering a sense of belonging and motivation to succeed academically.

On the other hand, negative peer dynamics or peer pressure may also impact educational achievement. In some cases, peer groups can reinforce negative stereotypes or discourage academic engagement. Students may face pressure to conform to negative academic attitudes or behaviors that hinder their achievement.

E.g. In Mirza’s study (1992) she found that ambitious black girls who faced teacher racism failed to achieve their ambitions because their coping strategies restricted their opportunities and resulted in underachievement.

Answer 130

A

Critics argue that emphasizing the influence of peer groups based on ethnicity may perpetuate stereotypes and stigmatize certain ethnic groups. This can lead to lowered expectations and biased assumptions about students’ abilities, potentially hindering their educational progress.

Critics argue that the focus on ethnicity may overlook the significant variations in achievement levels, aspirations, and cultural practices within specific ethnic groups. Treating all individuals within an ethnic group as having the same experiences and outcomes can lead to inaccurate generalizations.

Answer 131

A

Students who are not fluent in the language used in the classroom may face challenges in understanding and expressing themselves effectively, which can affect their academic performance.

If students do not have a strong command of the language of instruction, it can impede their ability to understand and engage with the curriculum. This can result in limited access to educational opportunities and hinder their overall educational achievement.

E.g standardized tests may include language or cultural references that are unfamiliar to students from non-dominant ethnic backgrounds, affecting their performance.

However, students from ethnic backgrounds with strong cultural and linguistic capital, meaning they have rich language skills and cultural knowledge, may have an advantage in educational achievement. This can be due to their ability to navigate academic language and cultural expectations more effectively.

Answer 132

A

Bollard and Driver argues Language ceases to be a problem by the age of 16.

Swan report 1985: There was little difference in terms of Educational achievement from students from multilingual families and none multilingual families.

Siranadan - argues that afro-caribbean culture is used by some right wing groups to justify the view that they are a problem for society.

Answer 133

A

Parental interest can shape a child’s educational expectations and aspirations. Parents who demonstrate high levels of interest in their child’s education and express high expectations for academic success can positively influence their child’s motivation, effort, and commitment to achieving educational goals.

Cultural values and beliefs about education within specific ethnic communities can influence the level of parental interest and the emphasis placed on educational achievement.

E.g. A study by Ho and Willms (1996) examined the relationship between parental involvement and their ethnic background and the eigth grade achievement found that children will take more responsibility for their achievement.

Parents who show interest in their child’s education are more likely to provide support and guidance throughout their academic journey. This can include helping with homework, engaging in discussions about school, and advocating for their child’s educational needs. Such parental involvement can enhance a child’s learning experience and overall educational achievement.

Answer 134

A

It may be argued that parental interest may turn into parental pressure where students become overwhelmed with the expectations of their parents and therefore, become stressed and underachieve.

Undermines the agency and resilience of individuals because students may overcome achieve success through their own determination, hard work, and support systems.

Answer 135

A

Although education in the UK is provided free, there are many hidden costs to education that can leave working class pupils at a disadvantage.

Tanner identifies the costs of transport, uniforms, equipment and field trips that can place a heavy burden on working class families.

Rex - Through racism ethnic minorities are more likely to be placed in poor housing than white people of the same class: Racism leads to poverty.

Ridge highlights that working class pupils might need to take on paid work whilst still at school in order to help the household which takes time away from study.

Answer 136

A

To say that poverty causes poor educational performance is too deterministic as some students from poor backgrounds do well.

E.g Hill et al. (2004) study found that students took advantage of programs for low-income students that provided financial assistance and campus support networks.

Material deprivation theory of Educational achievement in ethnic minorities be considered paradoxical because we cannot tell if ethnic groups underachieve within education because they are working class, or if it is other factors that lead them to fail within education.

Answer 137

A

The media can perpetuate stereotypes and biases about different ethnic groups, which can have negative effects on educational achievement. Stereotypes can influence how students are perceived by others and even how they perceive themselves, potentially leading to lower expectations and decreased motivation.

Negative portrayals of certain ethnic groups can also contribute to a lack of educational opportunities and resources, further impacting achievement.

The media can influence students’ learning behaviors, study habits, and attitudes toward education. Positive portrayals of education in the media, such as highlighting the value of learning, can promote a positive attitude toward education and enhance motivation. Conversely, media that devalues education can negatively influence educational achievement.

E.g. Arnott argues that the media creates a negative anti school role model for black pupils - the ultra tough ghetto Superstar - reinforced through music lyrics.

Answer 138

A

Some individuals may possess resilience and self-awareness to resist negative impacts of the media. Developing media literacy skills can empower individuals to analyze and interpret media content, reducing its potential influence on educational achievement.

With the rise of digital media and increased access to diverse sources of information, it provides more accurate and positive representations of different ethnicities. Exposure to a wide range of media content can broaden perspectives and counterbalance any negative effects.

Answer 139

A

Highest achieving minority ethnic group at GCSE = Chinese, indian, Asian pupils
Lowest achieving minority ethnic group = black Caribbean, Pakistani, Bangladeshi, roma

Answer 140

A

Since the mid 1900s girls began to outperform the boys

according to Arnett, in 2014 73.1% of girls achieved A* to C grade at GCSE in comparison to the 64.3% off boys.

Answer 141

A

Teachers’ beliefs and expectations about gender can influence their interactions with students. Stereotypes and biases may lead teachers to have lower expectations for certain genders, which can result in differential treatment and opportunities.

E.g. Epstein (1998) argues that the growth of laddish subcultures has contributed to boys’ underachievement as working class boys tend to reject school work to avoid being called ‘gay’.

Teachers may provide varying levels of attention and feedback based on gender. Girls may be discouraged from pursuing STEM (science, technology, engineering, and mathematics) fields due to perceived gender differences, limiting their opportunities for educational achievement in these areas.

These biases can affect students’ self-perception, motivation, and engagement, ultimately impacting their educational achievement.

Answer 142

A

Negative labelling does not always result in bad consequences.

Critics argue that the theory of labelling undermines the agency and resilience of individuals because students may overcome the labels attached to them and achieve success through their own determination, hard work, and support systems.

Answer 143

A

Positive role models can inspire and broaden the aspirations of students. When students see individuals of their gender who have achieved success in fields traditionally dominated by the opposite gender, it can motivate students to set higher educational goals and strive for academic success.

This is because role models challenge gender stereotypes related to academic achievement. By demonstrating that individuals of all genders can excel in traditionally gendered fields or subjects, role models can encourage students to pursue their interests regardless of societal expectations. This can contribute to greater gender equity in educational achievement.

E.g. Women in STEM campaign is an initiative to showcase the different opportunities for women in the STEM sector, whilst also trying to bridge the stereotypes of STEM subjects – with the ultimate goal being to close the gender gap.

Role models can offer guidance and mentorship to students, providing valuable insights and advice on navigating educational pathways. By sharing their experiences and offering support, role models can help students overcome challenges, make informed decisions, and access resources and opportunities to enhance their educational achievement.

Answer 144

A

Students may feel demoralized if they don’t measure up to the extraordinary accomplishments of their role models. This could negatively impact their self-esteem and motivation.

Students from underrepresented backgrounds may have few or no role models who share their gender, ethnicity, socioeconomic status, etc. This can make educational and career goals seem unattainable.

E.g. According to STEM women, 26% of graduates were female compared to 74% male.

Answer 145

A

Curriculum changes can help address issues of gender-based discrimination and harassment, both within educational settings and in society at large.

By integrating topics such as gender stereotypes, consent, gender-based violence, and LGBTQ+ rights, the curriculum can facilitate critical discussions and promote understanding and empathy among students.

This can contribute to safer and more inclusive learning environments that support the educational achievement of all students.

E.g. Boaler sees the equal opportunity policies was a key reason for the changes in girls achievement because barriers were moved and schooling became more meritocratic so girls that work harder than boys achieve more.

Answer 146

A

Critics argue that changes in the curriculum may not address the specific needs and challenges faced by students of different genders. For example, they argue that changes aimed at promoting gender equality may overlook learning differences that boys or girls may face. This can potentially impact educational achievement by not providing targeted support where it is needed.

Answer 147

A

Feminism strives for gender equity in all areas of life. By challenging barriers and biases, feminism aims to create equal opportunities for individuals of all genders to access and excel in education.

Feminism promotes self-empowerment and self-confidence among individuals of all genders by advocating for inclusive and diverse curricula that reflect the experiences of individuals of all genders. This includes highlighting the achievements and contributions of women and other marginalized genders in various fields of study.

E.g. Women in STEM campaign is an initiative to showcase the different opportunities for women in the STEM sector, whilst also trying to bridge the stereotypes of STEM subjects – with the ultimate goal being to close the gender gap.

This can lead to improved educational achievement by ensuring that all students have an equal chance to succeed, regardless of their gender. This critical perspective can foster a more inclusive and progressive educational environment, allowing students to explore their interests and talents freely.

Answer 148

A

Some critics argue that certain feminist approaches may disadvantage boys because their emphasis on promoting girls’ empowerment and challenging traditional gender roles in education may overlook or undermine the educational needs and learning styles of boys. This could potentially impact boys’ engagement and academic achievement.

Answer 149

A

Gender roles are influenced by cultural norms and expectations, which can shape educational opportunities and outcomes.

Traditional gender roles often assign responsibility for domestic tasks and caregiving to women.

The unequal distribution of household chores and caregiving duties can create additional burdens and time constraints for women, potentially limiting their ability to focus on their education and academic pursuits.

E.g. In Vervecken and Hannover (2015) study it was found that parents tended to encourage gender-stereotypical activities therefore students had interests along traditionally gendered lines.

Gender roles can shape parental expectations and encouragement regarding education. In some cases, societal expectations may lead parents to prioritize boys’ education over girls’.

Boys may receive more support and emphasis on educational achievement, resulting in higher academic performance and attainment compared to girls.

Answer 150

A

Critics argue that educational institutions can provide equal opportunities and resources to all students, irrespective of their adherence to traditional gender roles at home. They believe that an equitable educational system can compensate for any potential disadvantages imposed by traditional gender roles and promote educational achievement for all students.

Some argue that traditional gender roles are gradually evolving and becoming more flexible in modern society. They contend that as societal attitudes and norms transform, the influence of traditional gender roles on educational achievement diminishes. They suggest that as individuals have more freedom to choose their educational paths and pursue their interests, the impact of traditional gender roles decreases over time.

Answer 151

A

Women, on average, tend to earn less than men for similar work, which may discourage young girls from putting in effort to educationally achieve, leading to lower educational attainment levels compared to boys.

However, legislation have encouraged the girls to see their future in terms of paid work rather than housewives.

1970 equal pay act made pay discrimination based on sex illegal in Britain

1957 sex discrimination act It banned discrimination based on sex or marital status in relation to recruitment, hiring, training and promotion.

As more employment opportunities have opened up for women, they have been able to access better educational resources and opportunities, leading to higher levels of educational achievement.

Answer 152

A

Changes in employment patterns may not always be accompanied by adequate family-friendly policies, such as parental leave or affordable childcare. The lack of support to manage work and family obligations can result in women having to prioritize caregiving over education, limiting their ability to pursue and complete higher education.

Changes in employment often require individuals to acquire new skills or upgrade existing ones. However, access to training and skill development opportunities may not be equitable, particularly for marginalized gender groups. This can hinder educational achievement by depriving individuals of the necessary skills needed to thrive in changing labor markets.

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