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A-Level Socio > Education > Flashcards

Education Flashcards

1
Q

List why the middle-class outperforms the working-class.
External reasons.

A
  1. Cultural deprivation.
  2. Material deprivation
  3. Capital
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2
Q

List the aspects under cultural deprivation and main sociologist - class differences.

A
  1. Language - Bernstein
  2. Parents’ Education - Douglas
  3. W.C subculture - Sugarman
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3
Q

Explain language under cultural deprivation - class.

A

Bernstein
Restricted (WC) code with limited vocab, grammar.
Elaborated (MC) code –> used in school by teachers and textbooks = advantage.

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4
Q

Explain the role of parents’ education under cultural deprivation - class.

A

Douglas
W.C parents place less value on education –> less motivation.
Feinstein
MC tend to be better educated –> know how to socialize children.

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5
Q

What is the role of W.C. subcultures under cultural deprivation - class.

A

Sugarman
W.C. have barriers like fatalism, collectivism, present time orientation and immediate gratification that prevents them from thinking about the future.

M.C. have long term plans and goals.

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6
Q

List the aspects under material deprivation and main sociologist - class differences.

A
  1. Cost of education - Smith and Nobel /Ridge
  2. Housing and health - Howard
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7
Q

Explain the cost of education under material deprivation - class.

A

Tanner -Textbooks, uniform places a burden on WC parents.
Smith and Nobel - Can’t afford private tuition.
Ridge - WC kids may work –> takes time away.

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8
Q

Explain the role of housing and health under material deprivation - class.

A

Howard
WC have poor nutrition from less money spent on healthy food –> more sick –> more leave from school or hard time concentrating.

Overcrowded housing –> noisy to study or cannot sleep.

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9
Q

Explain Capital as an external reason - class.

A

Bourdieu’s 3 types
Cultural - education favours MC culture of knowledge, attitude, language.
Economic - money
Educational - spending money for tuition and better catchment areas.

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10
Q

List why the middle-class outperforms the working-class.
Internal reasons.

A
  1. Labelling
  2. Self-fulfilling prophecy
  3. Streaming
  4. Pupil subcultures
  5. Pupil’s class identity
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11
Q

Explain labelling as an internal reason - class.

A

Teachers attach labels based on how close they fit to ‘ideal pupil’.
Becker - found ideal is MC white kid.

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12
Q

Evaluate the labelling theory as an internal reason for class.

A

It’s deterministic.
Not everyone who is labelled, fulfills it.

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13
Q

Explain the self-fulfilling prophecy as an internal reason - class.

A

Children associate with the positive or negative label attached.
W.C negative –> anti-school subculture.
M.C positive –> pro-school subculture.

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14
Q

Evaluate the self-fulfilling prophecy for class.

A

Deterministic
Fuller’s research –> WC black girls fueled frustration to achievement.

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15
Q

Explain streaming as an internal reason - class.

A

Placing children into groups based off ability.
W.C placed in lower streams –> low self-esteem = underachieve.

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16
Q

What is the educational triage?
Who proposed it?

A

Gillborn and Youdell - how children are streamed.
Pass –> left alone.
Potential –> be helped to get C+
Hopeless cases –> left to fail

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17
Q

Evaluate streaming as an internal reason - class.

A

Streaming isn’t always negative.
Students placed in higher streams given harder work and is challenged.

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18
Q

Explain pupil subcultures as an internal reason - class.

A

Emerges as a response to streaming and labelling.
Anti-School –> lower streams –>low self-esteem –> alternative way for status = reject school values.

Pro-school –> higher streams –> committed to school values –> academic approval and status.

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19
Q

Evaluate pupil subcultures as an internal reason - class.

A

Not all join anti/pro school subcultures.

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20
Q

Explain pupil’s class identity as an internal reason - class.
What is a habitus?

A

Habitus - learned way of thinking, being or acting shared by a class.

Schools place more value on MC’s habitus –> system = advantage.
W.C habitus is devalued –> feel need to change to be successful.

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21
Q

Evaluate pupil’s class identity as an internal reason - class

A

Postmodernists
Class is not important as society is now a pick and mix culture.

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22
Q

Describe trends of ethnic differences.

A

Chinese and Indians perform best.
White British
Black
Gypsy/Roman
M.C performs better in each ethnic group.

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23
Q

List the external reasons for ethnic differences.

A
  1. Cultural deprivation
  2. Material deprivation
  3. Racism in Wider Society
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24
Q

List the aspects under cultural deprivation and main sociologist - ethnic differences.

A
  1. Language
  2. Family Structures and Support- Murray/ Driver and Ballard
  3. Attitudes and values - Amot
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25
Q

Explain the role of language under cultural deprivation - ethnicity.

A

Low-income black children lack intellectual stimulation = poor linguistic skills = disadvantage at school.

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26
Q

Explain family structure and support under cultural deprivation - ethnicity.

A

Murray
There are many African Caribbean lone-mothers = no male role models.

Driver and Ballard
Asian families have more pro-school attitude. Plus lone parents are rare.

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27
Q

Explain attitudes and values under cultural deprivation - ethnicity.

A

Amot
Media creates negative anti-school role model for black pupils.
Plus, many taught fatalism –> no long term goals.

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28
Q

Evaluate cultural deprivation - ethnicity.

A

Driver
To blame culture is to blame the victims of educational failure (not the system).

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29
Q

Explain material deprivation - ethnicity.
stats

A

Flaherty:
15% of ethnic minorities in overcrowding vs 2% whites.
Africans, Bangladeshi, Pakistani 3x more likely to be unemployed.

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30
Q

Evaluate material deprivation - ethinicty.

A

Paradoxical argument.
Doesn’t show clear link to education.

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31
Q

Explain racism in wider society as a reason - ethnicity.
Stats

A

Rex
Racism –> social exclusion –>poverty
Noon
Sent 1000 job applications
1/16 offered interview for E.M
1/9 offered interview for white.

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32
Q

Evaluate racism in wider society as a reason - ethnicty.

A

Helpful to explain why ethnic minorities face more unemployment.

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33
Q

List the internal factors for ethnic differences.

A
  1. Labelling
  2. Pupil Identities
  3. Pupil Responses and Subcultures
  4. Institutional Racism
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34
Q

Explain labelling (i) - ethnicity.

Giilborn and Youdell
Foster
Wright

A

Gilborn and Youdell
Teachers quicker to discipline black pupils –> creates conflict.

Foster
Black pupils placed in lower sets.

Wright
Asian pupils - marginalisation
Leave them out of class discussions or use childish language.

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35
Q

Explain labelling (i) - ethnicity.

Giilborn and Youdell
Foster
Wright

A

Gilborn and Youdell
Teachers quicker to discipline black pupils –> creates conflict.

Foster
Black pupils placed in lower sets.

Wright
Asian pupils - marginalisation
Leave them out of class discussions or use childish language.

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36
Q

Explain pupil identities (i) - ethnicity.

A

Archer
Teachers defined pupils using stereotypes to form 3 identities.

  1. Ideal pupil - white MC.
  2. Pathologized pupil - Asian, conformist, overachiever.
  3. Demonised pupil - black or white WC, underachiever.
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37
Q

Explain pupil responses and subcultures (i) - ethnicity.

A

E.M strategised to avoid racist teachers –> won’t ask for help = disadvantage.

Mirza’s 3 types of teacher racism.

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38
Q

What are Mirza’s 3 types of racism.

A
  1. Colour blind - believe in equality but won’t challenge.
  2. Liberal Chauvinists - low expectations of black.
  3. Overt racists - blacks inferior = discrimination.
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39
Q

Sewell
Black boys’ responses (4 types)

A
  1. Rebels - reject school values, reinforce ‘black macho’.
  2. Conformists - majority who accept values and try to succeed.
  3. Retreatists - disconnected from peers and school.
  4. Innovators - pro-education but anti-school.
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40
Q

Evaluate internal factors for ethnic differences.

A
  1. Indians and Chinese do well - where is the racism and labelling?

BUT Gillborn counters –> to make system look fair. Indians and Chinese put in effort. Still suffer from racism.

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41
Q

Explain institutional racism (i) - ethnicity.

Gillborn
Ball
Gifted and Talented
GCSE tier exams

A

Gillborn
Marketisation - schools pick pupils –> won’t pick negative stereotypes.

Ball
Ethnocentric curriculum - reflects dominant culture of white (e.g. no Asian history)

Gifted and Talented
White 2x more likely offered.

GCSE lower tier
E.M entered for lower tier exams as they’re in lower streams.

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42
Q

List the external reasons why girls outperform boys.

A
  1. Impact of feminism
  2. Changes in the family
  3. Changes in women’s employment
  4. Changing girl’s ambitions
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43
Q

Explain impact of feminism as an external factor - gender.

Sharpe

A

Raised expectations and motivation.
No longer restricted to mother role.
Sharpe - 1990s girls said they wanted careers, 1970s girls said love.

44
Q

Explain changes in the family as an external factor - gender.

A

More lone mothers –> positive, independent role models.
Bedroom culture helps education.

45
Q

Explain changes in women’s employment as an external factor - gender.

A

Mitsos and Browne
More feminised career opportunities have been created like nurses and teachers.
Encourage success.

46
Q

Explain changing girls’ ambitions as an external factor - gender.

A

Decline in traditional gender roles.
Girls recognise importance of education to gain jobs –> to be independent.

47
Q

Evaluate external reasons on gender differences.

A
  1. Some girls continue to have gender-stereotyped aspirations like marriage.
    Common in WC girls.
  2. Reay
    W.C. girls have limited opportunities for work whereas many for marriage.
48
Q

List the internal reasons for gender differences.

A
  1. Equal opportunities
  2. Role models
  3. GCSE coursework
  4. Teacher attention
  5. Challenging stereotypes
  6. League tables
49
Q

Explain equal opportunities as an internal reason - gender

A

Government policies like GIST and WISE remove barriers.
Boaler agrees that this helps attainment.

50
Q

Explain role models as an internal reason - gende

A

More female headteachers –> women in power –> encourage girls to reach the top.

51
Q

Evaluate role models as an internal reason - gender

A

Liberal feminists say that there is still work left. More role models are needed for true equality.

52
Q

Explain teacher attention as an internal reason - gender

A

Peter and French –> boys get more negative attention from teachers.
Positive towards girls –> self-fulfilling prophecy to overachieve.

53
Q

Explain GCSE coursework as an internal reason - gender

A

1988 coursework introduced –> girls began to outperform boys.
They’re organised - Mitsos and Browne.

54
Q

Explain challenging stereotypes as an internal reason - gender

A

Removal of stereotypes from textbooks –> removed barrier.
Presented as wives, now presented as independent, career women.

55
Q

Explain league tables as an internal reason - gender

A

Girls are more desirable –> schools want to pick girls –> self-fulfilling prophecy.

56
Q

Evaluate the internal reasons for gender differences.

A

Radical feminists
girls are achieving more in spite of patriarchal system, not by changes.
Girls still experience gendered subjects, sexual touching, etc.

57
Q

List and explain (2) external reasons on why boys underachieve.

A
  1. Crisis of masculinity - decline in heavy industries like steel –> crisis in male employment –> low-esteem
  2. Overestimation of ability - Barber –> boys have an overconfidence that they’ll do well because of patriarchy (assume success over women),
58
Q

List (4) internal reasons on why boys underachieve.

A
  1. Literacy
  2. Laddish subcultures
  3. Lack of male primary teachers
  4. Feminisation of education
59
Q

Explain literacy as an internal reason on why boys underachieve.

A

Reading is seen as a feminine activity –> boys stay away limiting vocab and skills.

60
Q

Explain laddish subcultures as an internal reason on why boys underachieve.

A

Succeeding leads to bullying –> status from anti-school subcultures to be cool.

61
Q

Explain lack of male primary teachers as an internal reason on why boys underachieve.

A

Teaching is ‘feminine’ –> schools lack male role models at young age.
Learning seen as ‘girlie’.

62
Q

Explain feminisation of education as an internal reason on why boys underachieve.

A

Schools don’t nurture masculine traits of competitiveness –> boys become bored.

63
Q

What type of subjects do boys and girls pick. What about vocational?

A

Boys –> technical science, maths or construction, mechanics.
Girls –> theory psych or nursing, beauty.

64
Q

List the explanations (3) for gendered subject choice.

A
  1. Gender role socialisation
  2. Gendered subject image
  3. Gender identity and peer pressure
65
Q

Explain gender role socialisation as an explanation for gendered subject choice.

Gender domains.

A

Girls –> bedroom culture and dolls.
Boys –> toy trucks, hammers.

Girls –> raised to be quiet, clean.
Boys –> tough.

Gender domains shaped by socialisation. More confidence when engaged with tasks of their gender.

66
Q

Explain gendered subject image as an explanation for gendered subject choice.

A

Kelly
Sciences have more male teachers –> seen as male subject.

Plus, dominating in a subject can show gender image.
E.g., boys doing well in PE and girls doing well in art.

67
Q

Explain gender identity and peer pressure as an explanation for gendered subject choice.

A

Face pressure to conform to gender stereotypes.
Paechter - girls who are sporty fight female stereotypes. More likely to opt out of sport.

68
Q

Evaluate the explanations for gendered subject choice.

A

There are more movement towards gender neutral socialisation like giving same toys.
Also recognised programmes like GIST and WISE.

69
Q

List the (5) ways education reinforces pupils’ sexual and gender identities.

A
  1. Double standards
  2. Verbal abuse
  3. Male gaze
  4. Male peer groups
  5. Teachers’ discipline
70
Q

Explain double standards as a way to reinforce pupils’ sexual and gender identities.

A

Lees
Boys boast about their sexual exploits but if a girl does the same –> called a ‘slag’.
Reinforces patriarchy.

71
Q

Explain verbal abuse as a way to reinforce pupils’ sexual and gender identities.

A

Paechter
Name-calling with negative labels like ‘‘gay or lizzie” police each others’ sexual identities.

72
Q

Explain the male gaze as a way to reinforce pupils’ sexual and gender identities.

A

Mac and Ghaill
Male pupils and teachers look students up and down –> to prove their hetrosexuality and masculinity.

73
Q

Explain male peer groups as a way to reinforce pupils’ sexual and gender identities.

A

Boys accuse eachother of being gay to reinforce their own masculinity.

74
Q

Explain teachers’ discipline as a way to reinforce pupils’ sexual and gender identities.

A

Haywood and Mac and Ghaill
Male teachers tend to ignore boys’ verbal abuse on girls.
Even blame the girls for attracting it.

75
Q

What does Durkheim say about the role of education? 2 functions.

A
  1. Social solidarity - transmits society’s norms, values to create sense of community. (history)
  2. Specialist skills - teaches knowledge and skills to be part of division of labour.
76
Q

What does Parsons say about the role of education. 1 function

A
  1. Acts as a bridge between family and society. Ascribed to achieved status.
77
Q

What does Dais and Moore say about the role of education. 1 function

A
  1. Role allocation - selects the best for the most functionally important roles.
    A ‘proving ground for ability’ –> encourages competition.
78
Q

What is human captial? Blau and Duncan

A

An individual’s knowledge and skills to become an asset to society.

79
Q

Evaluate the functionalist perspective on education.

A
  1. Equal opportunities/meritocracy does not exist. Class, gender and ethnic influences.
  2. Marxists - education transmits capitalist ideology, not norms.
  3. Over-socialised view - Wrong - we are not puppets –> not all accept what they are taught. Some reject it.
80
Q

What do neoliberals believe about education?

A

Schools must be more like business with consumers (parents) to drive up standards.

81
Q

What do New Rights favour?

A

Marketisation of education –> state loses control = free market.

i.e. schools should compete with each other to drive up standards with an education market.

Also oppose multicultural education –> all kids integrated into one set of culture.

82
Q

What do Chubb and Moe argue? - New Right

A

Consumer choice
Currently education does not teach skills nor give equal opportunities.

Market –> schools compete –> improve to be more attractive.

83
Q

Evaluate the New Right perspective on education.

A

Gerwirtz and Ball
M.C. parents can use capital to gain access to better schools.
+ Low standards is not the state’s fault but social inequality and inadequate funding.

84
Q

What is Marxism’s main view on education?

A

Education maintains capitalism.

85
Q

What does Althusser argue about the role of education?

A

Ideological state apparatus.
Education only passes down dominant ideology of ruling class.
This leads to:

  1. Reproduced class inequality.
  2. Legitimates class inequality through hidden curriculum –> believe it is meritocratic.
86
Q

What is the hidden curriculum?

A

The curriculum where side effect transmits unofficial norms and values of the ruling class.

87
Q

What do Bowles and Gintis argue? 2 functions.

A
  1. Correspondence Principle - schools mirror manual labour workplace to prepare them
    Boredom, lack of control, obedience.
  2. Myth of Meritocracy - justifies the privilege of the upper class –> W.C. accepts it and won’t challenge/overthrow capitalism.
88
Q

Evaluate the marxist approach on the role of education.

A
  1. Neo-marxism say W.C. don’t all accept their inequality.
    Truancy and anti-school subcultures.
  2. New Right - education has failed everyone to equip them with the right skills.
  3. Excludes gender and ethnic inequality –> also produces success/failure.
89
Q

What was the policy introduced in 1944?
Aim and how?

A

Tripartite system
Equality
11+ exam
Pass = grammar school
fail = secondary modern school

90
Q

Evaluate the tripartite policy.

A
  1. Reproduced class inequality instead.
    M.C. passed more.
  2. Reproduced gender inequality. Girls needed higher marks to pass.
91
Q

What was the policy introduced in 1965?
Aim and how?

A

Comprehensive system.
No more 11+
Schools in catchment areas = fair.

92
Q

Evaluate the comprehensive system policy.

A

Marxists - M.C. used economic capital to move to better catchment areas.

93
Q

What policy was introduced in 1988?
Aim and how?

A

1988 Education Act - Reform
Aim to increase marketisation and parental choice.

Parentocracy –> league tables, national curriculum, attractive schools.

94
Q

Evaluate the education reform act.

A
  1. Encourages inequality between schools. More demand for schools with better grades = formula funding.
    Leads to cream-skimming, silt-shifting to reproduce class inequalities.
  2. Gewirtz - parental choice.
    Privileged-skilled choosers and disconnected-local choosers.
95
Q

What is cream-skimming?

A

Good schools able to select pupils. Typically M.C. as they achieve better grades.

96
Q

What is silt-shifting?

A

Good schools able to avoid taking in the less able, the W.C.

97
Q

What is formula funding?

A

Funds based off how many pupils schools attract.
Popular/good –> more funds = better facilities and qualified teachers.

98
Q

What did Gewirtz say about education reform act?
What are privileged-skilled choosers and disconnected-local choosers?

A

Reproduces class inequalities.

M.C. own cultural and economic capital –> put in research to find best and can pay for extra costs like travel.

W.C. lack both –> difficult to understand admission procedure and cannot pay.

99
Q

What policy was introduced in 1997?
Aim and how?

A

New Labour Policy
To increase competition = equal opportunities and better standards.

  • Increased funding on education.
  • Sure start - free nurseries.
  • Literacy and numeracy hours for disadvantaged groups to catch up.
100
Q

Evaluate the new labour policy.

A

Benn
Despite introducing Education Maintenance Allowance
(payments to W.C kids to encourage post-16) –> university tuition fees introduced = discouragement.

101
Q

What policy was introduced in 2010?
Aim and how?

A

Conservative Government Policy
Same aim as New Labour + reduce public spending on education due to financial crisis.

  • Cut funding = no more EMA
  • Free schools by parents, faith groups
  • Pupil premium
  • Free school meals
102
Q

What is pupil premium? Conservative Government policy

A

Money schools receive for each disadvantaged pupil –> to help them with costs.

103
Q

Evaluate the conservative government policy.

A
  1. Ofsted (2012)
    Pupil premium not spent on disadvantaged pupils.
    Only 1/10 use it properly.

Sure start and EMA gone = reduced W.C opportunities .

104
Q

What is the privatisation of education?

A

Transfer of public assets to private companies.
Like Edexcel owned by U.S company Pearson.

105
Q

What is the cola-isation of schools - privatisation of education?

A

Using logos and sponsors.
Molnar: schools are targeted by companies as they are a big public endorsement.

106
Q

What is commodity - privatisation of education?

A

Ball:
Education is now a commodity - to be bought and sold in the education market.

+ Marxists say it legitimises turning education into a source of private profit.

A-Level Socio (4 decks)

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