Education Flashcards
(160 cards)
1
Q
Education has useful functions
A
Socialises children into norms & values - value consensus
Everyone has role to play
Some = m successful than others - inequality = inevitable - meritocracy
Creates social solidarity - identify w/ same group
2
Q
Human Capital
A
Means the stock of knowledge skills values habits & creativity that makes someone an economic asset to society
3
Q
Hidden Curriculum
A
Means the informal learning process that happens in schools it is a side effect of education that teaches students the norms & values of society
4
Q
Particularistic Values
A
Means values & rules which only apply to that particular person in a given situation eg at home
5
Q
Universalistic Values
A
Means values & rules which apply to all members of society equally
6
Q
Socialisation & Social Solidarity
A
Durkheim
Argued Soc needs sense of social solidarity - individuals need to feel part of a single body / community w/o this Soc life & coop would = impos everyone would follow own selfish desires
This is created by edu system through it transmitting soc’s cul through gens eg teaching history creates sense of shared heritage - acts as a Soc miniature - preps for life & how to coop w/ others & follow rules
7
Q
Bridge between family & society
A
Parsons
Schools provide link between family & wider society = ‘focal socialising agency’
Helps move from ascribed status & particularistic values of home to meritocratic & universal values of wide world
8
Q
Skills Provision
A
Mod indust econ have complex division of labour where prod of items requires coop of many dif specialists - promotes Soc solidarity but requires ppl having the necessary knowledge & skills to perform role
D argues edu teaches this so ppl can play role
9
Q
Role Allocation
A
Ppl sorted into future work roles by schools by assessing aptitudes & abilities schools help to match to job they are best suited to
Davi’s & Moore see edu as device for selection & role allocation - focus on rela between edu & Soc inequality
10
Q
Developing Human Capital
A
Schultz
Investment in education benefits the wider econ
Can provide properly trained qualified & flexible workforce
Argue edu makes sure that the best & most qualified ppl end up in jobs requiring m skill
11
Q
Dennis Wrong
A
Meritocratic ie reward students primarily on basis of objective criteria eg achievement ability & intelligence but the inequalities that exist due to social class, gender & ethinicity challenges that view
12
Q
Bowles & Gintis
A
Children of wealth & powerful obtain higher quals & well rewarded jobs irrespective of their abilities (myth of meritocracy) those denied success blame selves not system - inequals = legitimated - has to appear fair
13
Q
Marxist Criticism of Functional Approach
A
Edu institutions transmit a dom culture which serves the interests of the ruling class rather than Soc as a whole
14
Q
Willis & Hargreaves
A
The transmission of norms & values is not always successful some students openly reject school values & form anti school sub culs F’s wrongly imply that pupils passively accept all they are taught & never reject school values
15
Q
Evaluation of the Functionalist Perspective on Education
A
Ignores aspects of education which are dysfunctional negative conflict
Myth of meritocracy- private education
Some groups under achieve so not fair for all
Not enough links w/ work - subjects = too theoretical & less vocational
16
Q
New Right Views in Education
A
View edu as failing in contemp soc - doesn’t perform role it should bc centralised state controlled edu & policies seek to standardise & improve equality
Argue for it too = meritocratic needs to = m competitive m about choice & winning - less about collab & fairness
Says fails to drive ambition to achieve - sports days everyone gets prize
Should = competition w/in & between schools & give skills to prosper in market econ
17
Q
Marketisation
A
Chub & Moe - argued the reason private schools (USA) performed better than schools in public sector was bc = answerable to paying parents
the m the edu system could follow this model the better schools would become
has impacted edu policy - NR govs implement policies to create competition between schools to make them improve eg ofsted
18
Q
Value Consensus
New Right
A
NR socios agree edu should impart shared values but = concerned about the ways this is put into practice
Argue in 1960s / 70s schools = dom by local edu auths that might have values that differ from VC eg radical views in gender / sexual orientation/ being patriotic
19
Q
Parental Choice
A
NR concerned children in v LW councils may learn history that isn’t patriotic enough ( & so doesn’t pass on values of all working for common goals as described by D) / might be radical - which wouldn’t reflect parental values
If education could be reorg in a way it out parents in control - parentocracy - then the VC would be set by the parents & not politicians who were often far from mainstream
20
Q
Marxist Perspective on Education
A
Edu part of the ISA
Promotes ruling class values - not common values as funcs say
Justifies & reproduces class inequalities - no equality of opportunity
21
Q
Althusser (1971)
A
Repressive state apparatus (RSAs) use physical force to keep cap Soc - police, army, courts
Ideological State apparatus (ISAs) control ideas & beliefs eg relig media & edu
22
Q
Basic Marxist Views
A
Reproduces class inequalities - fails each generation
Legitimates class inequalities through the myth of meritocracy - makes ppl accept their inferior place as inevitable
M believed alongside other ISAs edu reproduces the conditions needed for cap to thrive w/o force - if govs used force would expose them as corrupt & oppressive - ISAs do the same but sub consciously
23
Q
Bowles & Gintis (1976) Correspondence Theory
A
rela between work & school - edu system integrates ppl into various aspects of cap prod process - org of the system mirrors way cap work = org
disciplines students to demands of work ‘crucial ingredient of job adequacy’ involves - personal demeanor, self presentation image social class identification
= hierarchy teachers = bosses & pupils = workers w/ no control
24
Q
Alienation
Bowles & Gintis (1976) Correspondence Theory
A
w’s = alienated from their work - students are the same
have no control over the edu process / the content of the edu
motivation for learning if provided by the grading system not through the grading process itself - knowledge less NB than quals - encour to work for rewards not satisfaction
25
Division of Labour
| Bowles & Gintis (1976) Correspondence Theory
divided into subject areas - means accept division of labour rather than see edu as an organic whole - reflects the divide & rule policies practiced by employers
correspondence maintained at various levels of edu system
26
Levels of Work
| Bowles & Gintis (1976) Correspondence Theory
destined for lower levels - rule following emphasised = little respon - do simple repetitive tasks
middle levels - dependability & some ability to work indepen
higher levels - emphasis on making pupil believe in the significance of what they are doing, the ability to work indepen & take some level of (guided) control over academic work
27
Criticisms
| Bowles & Gintis (1976) Correspondence Theory
* too deterministic - teachers = agents of capitalism & students as victims - situ shaped by factors outside their control some teachers are radical & not all students are passive recipients of cap ideolo
* make assumptions about the extistence of hidden curriculum rather than prove
* formal cur doesn't necessarily reflect an attempt to create a subservient workforce - schools frequently crit for providing too academic a cur - no skills for industry
28
Willis (1977)
studied 12 WC boys (lads) over final yr & 1/2 of school & initial time at work - despised school & looked forward to work - their indifference to school ensured their failure in edu & they entered WC jobs - maintains social class
treated dead end jobs like school - helped them cope - attitude to school ensured failure but gave way to cope w/ alienating job
concluded the edu system doesn't auto produce children in the values & grading of ability as claimed by B&G = wide variety of responses
29
Neo Marxist
| Willis (1977)
uses marxist ideas & concepts but combines then w/ elements of interpretivism - appreciates the way indus can shape own expers rather than being completely decided by soc
30
Criticisms
| Willis (1977)
issues around methodology
sample size 12 male pupils means his study = hardly rep of one of school let alone whole WC
accused of being too sympathetic towards attitude of the lads towards soc - may have affected his conclusions
31
Economic Capital
| Bourdieu
refers to economic wealth which can be transferred from one gen to the other by inheritance
32
Cultural Capital
| Bourdieu
similar to Bernstein's concept of elaborated code
priviledged set of cul competencies & dispositions including knowledge, language, tastes & lifestyles
can be transferred to next gen through process of cul transmission which takes place w/in fam esp during early childhood
33
Educational Capital
| Bourdieu
refers to formal edu quals - type of cul cap that is formally sanctioned & certified by edu system
34
Bourdieu
reproduction of econ inequal can be explained through inheritence of wealth by successive gens - cul cap also inher soc through a process of socialisation w/in fam
35
Habitus
| Bourdieu
'a set of perceptions appreciations and actions' = internalised by the child largely through interactions w/ parents
differs according to class position of the family - fams will possess varying degrees of econ & cul cap & this will determine their positions w/in class structure
36
Bourdieu Class Inequalities
by showing how cur = linked to cul cap & econ cap explains how WC pupils = excluded
access to dif levels of the edu system & the edu cap assoc w/ them = gov by rela between cul & econ cap
school cur = biased - demands some are unable to meet - asks for an attitude to academic knowledge many don't have
those who fams provide essential skills & attitudes that lead to success in school = rewarded w/ academic success & soc gifts interp as natural ability & interest
children who don't have these skills & attitudes = eliminated from the system
37
Feminist Perspective on Eduaction
agree w/ Funcs & M's - edu transmits N's & V's
X neutral VC / values of RC = patri values
38
Heaton & Lawson (1996)
| Feminism
argue the hidden curriculum taught patri values - trad fam strucs in textbooks - gender stereos, subjects aimed at genders, gender divions in PE & sport & divion of labour in schools - female teachers & male managment
39
Liberal Feminist Perspective
= remaining issues of patri in edu but = strides to equality
1940s & 50s under tripartite system boys had lower 11+ pass mark - insitutionally failing girls to ensure m boys can suceed
now subjects = optional still gender preferences
since 1980s girls out perform boys so if = patri = failing
40
Stanworth (1983)
noted = higher expectations of boys & teachers = m likely to recommend HE to boys than girls on same academic level
= outdated
41
Radical Feminists
argue edu system still fundmentally patri & marginalises & oppresses women
reinforce patri ideology through formal & hidden cur & normalising marginalisation & oppression so girls think = normal
42
Radical Feminist Research
also looked at sexual harrassment in edu & how not treated as seriously as other forms of bullying - eg Kat Banyard (2011)
43
Black & Difference Feminists
not all girls have same exper - minority ethnic girls often victims of specific stereotypes & assumptions
eh teachers may assume Muslim girls have dif aspirations for career & fam than peers
44
Sharpe (1996)
london school girls in 1970s had completely different priorities & aspirations from sim girls in 1996
1970s = marriage & family
1990s = switched to career
45
Some Improvement
| Feminism
fems acknowledge = improvement - point to fem as one main reason
legis changes also reason - 1970 Equal Pay Act & 1976 Sex Discrim Act
46
Feminists Agree on:
edu system does work as an agent of 2nd soc which teaches girls & boys what are seen as universal N's & V's & gender scripts that are contemp patri & these values prevent soc change & challenges to patri
47
Criticisms of Feminist View
1. edu = inc fem dom sector - m teachers = women & inc num of female managers
2. edu system inc resulting in female success & male underperformance - if this system = designed to make sure men = top positions & women = marginalised then = failing - m & m girls to HE - Stanworth's research = out of date
48
Support for Feminist View
= glass ceiling & gender pay gap so edu system may be creating highly qual girls but they lose out to male peers in top jobs & incomes
m likely to take time off for children, work part time & do m of housework = norm by edu system & so even highly qualified women accept this as inevitable & men think = normal
49
External Factors
elements outside school environ which will affect edu achievement
50
Cultural Deprivation
having inferior norms & values, skills & knowledge - makes dif to access edu
51
Material Deprivation
not having resources/ spaces available to do well in school - linked to poverty
52
Language - Berstein
| Cultural Deprivation
lang codes/ way use speech, vocab & grammar of MC & WC children = responsibility for dif achieve
MC speech = broader vocab, m detail & grammatically sound struc - teachers edu at higher level & = m MC - MC have advan - edu success judged on quality of commun skills
restricted code - spoken mainly by WC children lacks vocab detail & gram struc
53
Language - Hubbs-Tait
| Cultural Deprivation
parents who challenge children to evaluate thinking have higher cog abil
Feinstein - m likely to happen in MC fams where parents = edu
54
Parents Education
| Cultural Deprivation
Douglas - parental attitudes to edu & own levels have impact on edu achievement - WC parents place less NBance on edu - push less - causes lower levels of motivation & achievemnt
Feinstein - parents level of edu impacts achieve - MC soc children dif - parenting style - m consistent w/ disci & edu behavs
55
Working Class Subculture
| Cultural Deprivation
Sugarman - WC have dif sub cul to Mc = barrier to edu acheivement
1. Fatalism
2. Collectivism
3. Immediate Grat
4. Present time orientation
link to under achieve - links to security of MC jobs - room for progression - encours ambition & LT planning - children soc & apply to edu
56
Immediate Gratification
| Cultural Deprivation - WC Subculture
WC used to low wages weekly - spend immediately - idea of working through 2ndary school for no financial reward for 5 yrs means unlikely to have right attitude
MC emph deffered grat - parents have attitude can wait for reward - were students - instills patience & commitment
57
Cost of Education
| Material Deprivation
= hidden costs of edu - WC disadvan
Tanner - transport, books, computers, uniform, equip & trips
Flaherty = stigma on FSM - prevents some taking
Smith & Nobel - WC can't afford private tuition / schools
Ridge - WC may need to work to help HH - takes time from edu
58
Housing & Health
| Material Deprivation
can have direct & indirect impact - overcrowding - lack of study space, disturbed sleep, lack of developemental play - indirect - health & welfare - cold & damp
Howard - children in poorer fams have poorer diets & nutrition - lack of energy & higher absence rates
Wilkinson - high rate of hyperactiv & ADHD amoungst 10 yr olds from lower income backgrounds - impacts
59
Poverty Penalty
| Material Deprivation
poor pay m to buy, eat, borrow - Boot theory - Terry Pratchett - ppl in pov have to buy cheap & subpar products - need replacement repeatedly = m expen than m expen products
electric meters in homes charge m
60
Internal Factors Effecting Social Class Achievement
interacts often suggest in school factors impact edu achievement - relas w/ pupils & teachers & pupils- some N-Ms agree
61
Becker - Ideal Pupil
| Teacher Expectations
may label as troublemaker / have image of ideal pupil - hardworking, concientious, studious, helpful & articulate - stereo of some soc groups - MC, White maybe female
62
Labelling Theory
Becker - in rela to dev others developed for edu
teachers subcon label pupils - well behav / naughty - effects interactions - student reacts - can internalise, accept and live up to = SFP
m likely WC boys - could create low achievement
63
Self Fulfilling Prophecy
ppl act in response to pred made about behav - causes preds to come true - live up to label
eg lazy = demotiv - stop trying - clever = confident & motiv
64
Ball Beachside Comprehensive
= 3 bands
1. non manual 2. mixed 3. manual
teachers = worried mixed would have X outcomes so focussed m even if started w/ sim attitudes those in 2 & 3 m WC & anti-school - left w/ fewer quals 1 did better
65
Rosenthal & Jacobson (1968)
| SFP
effects of teacher labelling - told random 20% = unusally intel from fake IQ test - on average gained m IQ over year then others
= interactionist so not inevitable - can reject
66
Interactionist Evaluation
focuses on small sale interactions in schools = detailed accounts & evidence
may ignore factors of wider soc - seen as dated
67
Organisation of Teaching & Learning
processes effect student expers - setting & streaming
68
Setting & Streaming
streaming - sep into dif ability groups
WC don't conform to image of ideal pupil - in lower stream - once streamed = dif to move - feel written off - SFP & underachieve
Douglas - children in lower streams at 8 suffered IQ dec by 11
69
Educational Triage
| Gilborn & Youdell
schools perform triage:
1. achieve anyway - don't require much input
2. hopeless - waste of resources
3. borderline- attention & input so get 5 Cs
linked w/ pressure of league tables & A- C could = connection w/ edu pol - marketisation
70
Teacher Expectations Evaluation
deterministic
labels can = rejected - Fuller (1984)
gives too much agency to teachers
setting & streaming can sup students
changes to teacher training
71
Pro School Sub Cultures
academically able, commited to school values, approval via academic success
72
Anti School Sub Cultures
lower streams, reject school values, truanting, disruptive behav, breaking school rules
praise = X trouble = good - n's & v's = messing around avoiding work - welcome bad grades & have little interest in achievement = unsurprising students in sub culs = likely to under perform
73
Sub Cultures Evalution
not all join
Bourdieu - WC habitus seen as anti school
74
Lacey: Differentiation & Polarisation
dif - teachers categorise pupils - often in streams based on percieved abil
pol - pupils respond by moving to opposite poles - pro/anti school - caused by dif - studied boys gram
75
Ingratiation
| Woods Responses to Schooling
students w/ pro school attitudes & = eager to please teachers
76
Compliance
| Woods Responses to Schooling
= neutral see as useful not overly pos/neg usually 1st year
77
Oppurtunism
| Woods Responses to Schooling
try to please teachers & win pop
78
Ritualism
| Woods Responses to Schooling
attend school w/o fault - not overly enthu
79
Retreatism
| Woods Responses to Schooling
don't sek aca success - caught day dreaming - don't challenge
80
Colonisation
| Woods Responses to Schooling
= hostile - avoid trouble
81
Intransigence
| Woods Responses to Schooling
trouble makers - don't want to conform to school ethos
82
Rebellion
| Woods Responses to Schooling
aim to cause disruption
83
Students Class Identities
students from dif soc classes have dif idens - WC m likely to come from homes where col = valued - TUs - habitus will = dif - leads to dif expers of school - respond to edu dif based on class iden
84
Habitus
= dispositions / learned taken for granted ways of thinking, being & acting - shared by particular soc class
can define a persons outlook on life & view of what = realistic = influ by cap
Bourdieu = way of acting & thinking of class in edu system
85
Symbolic Capital
arises from indus soc position - includes resources that come w/ prestige/honor/rep eg in edu
86
Symbolic Violence
harm done by denying someone's sym cap as worthless
MC = SC WC = SV
87
Archer
WC students would need to change how speak and present selves to gain SC - those who don't = devalued & judged neg by school so suffer symbolic violence
88
Nike Identities
to overcome SV WC students gain self worth through style - brand names - gives sense of 'being me'
= strongly gendered - specific to males & females - must conform to get approval/status
WC see HE as unrealistic & undesireable - unachieve bc self exclude from edu - not part of habitus
89
Nike Identities Flow Chart
symbolic violence
alt ways to create self worth, status & wealth
creation of class idens
wearing brands
strongly gendered
not conforming to style = soc suicide
conflict w/ school style
teachers see styles as bad taste
pulips seen as rebels
90
The Curriculum
socios argue cur may actually disadvan WC
* history = kings & queens = RC
* shakespeare seen as irrelevant
hidden cur - favs MC = oppressive & disapproving - inc truanting
Ramsay (1983) - truanting = protest against pressure
91
Schools
= dif in schools - aca, sporty, vocational
aca = high MC
comps = lower abils & lower classes
92
Ethnicity
ppl who share common history, customs & identity as well as sometimes language & relig - see selves as distinct unit
93
Ethnicity & Low Edu Achievement
white brit & Black Carib boys & girls from low SES = lowest achievement groups
low SES boys from pakistani, White other & any other ethnic groups also score below av but = sig higher than WB & BC
at av SES = only WB & BC who score substan below av
why are m groups m resiliant than WB & BC
94
What do the main stats tell us?
DfES (2010)
only 23% of white male pupils on FSM got 5 A*-C grades*
White & Asian pupils on av achieve higher than Black pupils
amoung Asians Indians do better than Pakistanis & Bangledeshis
95
Links Between Ethnicity, Social Class & Gender
= NB to realise that w/in dif ethnic groups = big difs between boys & girls & soc classes
w/in every ethnic group MC pupils do better than WC
amoung all groups other than Gypsy/ Roma groups girls out perform boys
96
Hastings (2006)
white pupils make less progress between 11-16 than Black/Asian - if continues will be lowest achieving group
97
Cultural Deprivation
| Ethnicity
look at inadeq soc as reason for underachievement in some Black & Asian min ethnic groups
= controv blame min ethnic fams for underachievement
98
Intellectual & Linguistic Skills
suggest many min ethnic groups (partic B lower income) lack adequate stimulation & linguistic development through their soc but = heavily crit & old theories
99
Bowker (1968)
'Education of coloured immigrants'
lack of standard Eng creates barrier to UK edu
100
Bereiter & Engelmann (1966)
lang spoken in low income Black US fams = inadequate for edu success
101
Evaluation of Intellectual & Linguistic Skills
Swan Report (1983) lang difs have little impact on edu achievement
doesn't explain why Indian pupils do so well
102
Attitudes & Values
Dif ethnic groups = Soc/inherit dif a’s & v’s - includes lack of motivation
CD theorists claim Black children have fatalistic attitudes
103
Family Structure & Parental Support
Many socios argue dysfunc fam types are to blame for underachievement
Murray (1984) = old - A-C lp fams to blame - lack male role model - mothers struggle to Soc adequately
Scruton (1968) = old - low achievement = result of ethnic minorities failing to embrace & conform to Brit cul
104
Pryce (1979)
Comp achievement of BC & Asian pupils
As achieve higher bc their cul = m resistant to racism - bc of dif impact of colonialism
B ppl exper transportation & slavery - lost lang, relig & fam system - some have low self esteem & under achieve
As lang, relig & fam strucs remained intact so cul gives these pupils sense of self worth
105
Sewell, fathers, gangs & culture
Absent fathers X issue for black boys = lack of tough love - firm fair respectful discipline
Turn to street gangs for role model - leads to anti Soc peer pressure - wanting to do well seen as selling out - can be overcome by raising expectations & aspirations
106
Arnot (2004)
Media have created neg anti school RM for Black pupils - reinforced through rap lyrics & MTV videos
107
Asian Families
Drive & Ballard (1981) Asian families bring edu benefits - pos attitude to edu & high aspirations
Lupton (2004) adult auth in Asian fams = sim to model in schools - expec of respect towards adults
108
White Working Class Families
80% of 11-16 yr old ethnic minority pupils aspire to go to uni = 68% of white pupils
Lupton - this lower level of aspiration & achievement may be due to lack of parental support
Evan’s (2006) street cul in white WC areas = to blame for underachievement
109
Compensatory Education
if cul dep exists it can be overcome - programmes aimed at those seen as deprived
110
Criticisms of Cultural Deprivation Theory
relies on gens
compen also crit bc attempts to impose dom white cul on those w/ dif cul = alts - multi cul edu - recog value of all culs, anti racist edu - actively challenging prejudice and discrim
111
Driver (1977)
ethn can be advantage in edu - AC girls do v well in school
112
Lawrence (1982)
under ach not due to low esteem - it's due to racism
113
Keddie (1973)
says that to blame cul = to blame victims of edu failure
114
Palmer (2012)
| Material Deprivation Figures
almost 1/2 eth min children live in low income households
= 2x likely to = unemployed & 3x m likely to be homeless as w
almost 1/2 P & Bangledeshi earn under £7 an hour = 1/4 W
Swan Report (1985) soc class difs account for a high proportion of difs in ach between eth groups
115
Material Deprivation Reasons
many EMs live in econ dep areas
Purdah may prevent Muslim women from working
may lack recog skills if recently arrived in UK - refugees - may be prevented from seeking work
racism in work & housing may prevent many from gaining jobs & homes
116
Racism in Wider Society
discrim = contin & persistent feature of the exper of Brits cits of EM
leads to soc exclusion - shown in housing and employment & edu - also leads to discrim in&out classroom
sent iden letters to 100 top companies but alt between the names evans & patel - replies to white name = m helpful & info
117
Burgess et al (2014)
ethn diversity boosts GCSE results
schools in London & Birmingham do better bc have EM students who work harder & have greater expecs - m likely to = engaged
Hungarian comp suggested that Brit workers not prep to stand in factory for 8-12 hrs = easier to be on benefits
118
Challenging Cultural Deprivation
Gilbourn & Mirza (2000) = actions of schools X cul background - 1 LEA black pupils = highest ach at primary but lowest at GCSE
cul doesn't change overtime - must = schools actions shaping pupils performance
119
Labelling & Teacher Racism
interacs focus on understanding edu ach thro f2f interacts - teachers see white pupils as having m ideal charas - treat EMs dif
120
Black Pupils & Discipline
| Glibourn & Youdell
teachers have neg racialised expecs of Black pupils - m likely to be seen as threat & students report feeling under esti & picked on m - m likely to be excluded / iso - limits access to cur
121
Black Pupils & Streaming
| Foster
m likely to be streamed low - neg perception of behav/ ability
122
Asian Pupils
| Wright
cul regarded as inferior teachers assume suffer lang barriers - many feel iso when teachers express disapproval of cul / mispronounce names
123
Pupil Identities
Archer - teachers often stereo pupils according to ethn background - see EMs as lacking ideal quals - even EMs who are successful can be regarded negatively
124
Ideal Pupil Identity
| Archer
white MC masculinised iden & hetero viewed as achieving right way - natural ability & initiative
125
Pathologized Identity
| Archer
asian deserving poor fem iden either asexual / oppressed sexuality seen as plodding, conformist, cul-bound overach = hard work X natural ability
126
Demonised Identity
| Archer
white/ black WC hyper sexualised iden = unintelligent peer led cul deprived under ach
127
Rejection of Negative Labels
| Pupil Responses & Sub Cultures
Fuller - black girls conformed to school work but rejected school culture
Mac & Ghail - asian girls commit to academic success to prove teachers wrong
128
Failed Strategies for avoiding racism
| Pupil Responses & Sub Cultures
Mirza - dif types of teacher racism - colour blind, liberal chauvinists, overt racists - girls in partic try to avoid racist teachers but cuts off from resources so under ach still
129
Variety of Boys Responses
| Pupil Responses & Sub Cultures
Sewell - either rebellion, conformity, retreatism, innovation
130
Evalutation Labelling & Pupil Responses
looking at indu teacher racism ignores struc racism of system
labelling theory suggests labels will always lead to SFP & therefore failure but X case
131
Individual Racism
results from prejudiced views of indu
132
Institutional Racism
discrim built into way instituts operate
133
Locked in Inequality
critical race theory - racism built into soc
in edu discrimination = deep rooted, prac inevi & often unconcious
134
Marketisation & Segregation
| Gillbourn
school selection = m scope to select pupils - neg stereos can affect admission decisions
135
Marketisation & Segregation
| Moore & Davenport
US research sups - primary reports impact 2ndary decision = ethn strat edu system
136
Marketisation & Segregation
| CRE (1993)
sim in Brit min pupils m likely to go to poorer schools - racist reports from primary schools - min parents not aware of waiting list - lack of access to admissions info in min coms
137
Ethnocentric Curriculum
lang, lit & music - Troyna & Williams - lack of access to Asian langs in pref to Eur langs - ignores culs lit & music
History - Ball crits nat cur for ignoring ethnic diversity - history views Brits as bringing civ to prim ppl - B ppl as inferior - undermines self esteem
138
Assessment
Gillborn = rigged if B children succeed rules = re-engin eg baseling test (B did better) replaced 2003 by foundation stage profile (FSP) - overnight B pupils = worst - based on teacher assessment - at end of yr - baseline = beginning
139
Access to Oppurtunities
Gifted & Talented - W students 2x m likely to = iden as G&T
Exam Tiers - B students m likely to be entered for lower tiers
140
The New IQ-ism
Gillbourn - access to ops & higher sets depends of teacher assessment - B pupils percieved lower ability put in lower sets based on disci - tests measure to ability X potential but previous ach - system = IR
141
Evaluation of Gillbourn
Sewell - racism in schools not enough of an explan - need to consider external factors
model mins - if IR = prob why do high ach model groups - Is & Cs do better than W pupils - create false impression of the system as fair - used to justify fails of others = less aspirational - ignores racism exper by I & C
142
The Interactions Effect
class & gender interact dif w/ dif ethn groups
B girls v black boys - Fuller
Muslim Girls & Roma Gypsy Girls
asian boys - seen as fem vuln & in need of protection
w/c & m/c pupils treated m dif in W groups
143
Gender Differences in Education
| Girls
until 1980s = concern fr underach - 1990 outperform boys - still improve much faster than boys
2006 48% girls - HE = 38% boys
75% girls = 4s in GCSEs = 66% boys
144
Changes in the Family
inc div rate, cohab & LP fams - fem headed
dec mar, fam size & birth rate
affects girls attitude to edu - may need to sup fams - not willing to = fin depen on man
145
Job Market
m options in service sector
m employed = 1/2 1960s = 3/4 2006
leads to pos RMs - working mums who contrib fin
suggests real op to be successful & have something to work for
146
Changes in Women's Employment
EPA - illegal to pay less for work of equal value = 1/2 pay gap
SDA - prohibs SD in workplace - num in employ 53% 1971 67% 2013 - some women breaking glass ceiling
Francis (2001) interviewed girls about career aspirs conclu due to inc employ ops females = extrem ambitious & aim for high pos - Dr
147
Female Expectations
changing attitudes of typ mum/women jobs roles
Sharp - survey 1976 = love mar children jobs career - 1994 = job career sup self over all other priorities
148
Changing Ambitions
= m career orientated
Sharp
O'Connor - mar & children X maj life plans
Fuller (2011) edu = central to iden
149
Francis & Skelton (2005)
both prim & sec students see career as reflecting identity & nec for future fulfillment
many fems now looking forward to jobs needing degrees
150
Feminism
greater equal of op from 70/80s - m girls friendly lessions esp science - greater attention to avoid stereos
fem movement improv rights inc expecs self esteem & motiv - no longer bound to wife / mother role
MofP
151
McRobbie (1994)
mags like Jackie 1970s emph NBance of mar - priorities changed = m pos female RMs in media
152
Socialisation
Bedroom Cul - McRobbie - encour in edu hobbies at home - reading & crafts - boys = sport & outdoors
under stricter control from parents - fear crime - m likely to soc at home
develop larger vocab & used to sitting at desks - conform to ideal p
153
Behaviour
evidence girls = m motivated & hard working - spend m time & effort on hw
read m books from 6 trend contins older
154
Weiner (1993)
teachers have changed stereos since 1980s & books & resources = m fair - removed sexist images
155
Best (1993) & Abraham (1996)
women contin to = presented as passive & used to narrow range of jobs (domestic) & men portrayed as m active - running business
156
Class Gender & Ambition Evaluation
changing amibition not true for all girls - WC still tend to have gendered ambitions
Reay (1998) ambitions linked to ops avaliable
Biggart (2002) WC girls m likely to have motherhood as option
157
Boys & Literacy
DCSF (2007) gender gap = result of poor lit among males
reading = fem
boys = active girls = bed room cul
reading pols to inc boys lit - reading champions - male RMs reading
158
Globalisation & Decline of Traditional Male Jobs
since 1980s masc jobs in manu = abroad & male employ ops dec
Mitsos & Browne (1998) created crisis in masc
manual WC jobs have dec
159
Feminisation in Education
Sewell (2006) edu = fem - doesn't nurture masc traits - competition & lship - cur causes boys under ach need greater focus on outdoor activity & m exams
160
Less Male Primary School Teachers
lack of pos male RMs 1.5 mil female headed lp fams
DfES (2012) 14% primary school teachers = male
YouGov (2007) 39% 8-11 have no males teachers
some suggest boys need male teachers from early age to impose disci
