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Education Flashcards

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1
Q

Cultural deprivation

A

Where students lack cultural equipment to do well in sch.

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2
Q

3 aspects of cultural deprivation

A

Language, parents education, working class

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3
Q

Statistic of cult dep

A

By the age of 3, wc children are up to one yr behind mc. This gap gets bigger with age.

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4
Q

Language:
Bernstein- restricted code

A
  • WC
  • limited vocab with short, grammatically simple sentences
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5
Q

Language:
Bernstein- elaborated code

A
  • MC
    -wider vocab
    -longer, grammatically complex sentences
  • challenges the child as they ask questions ‘what do you think?’
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6
Q

Language:
How does it affect children

A

Gives mc an advantage, as teachers, text books, and exams are all in the elaborated code

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7
Q

Language:
AO3

A

Bernstein- does not blame the home for not properly socialising the children. Instead, it should be schs responsibility to teach students the elaborated code

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8
Q

Parents Ed:
Douglas-

A

Wc parents place less value on ed as:
Less ambitious, less encouragement, less interest, visited schs less, less likely to discuss their child’s progress with teachers.

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9
Q

Parents Ed:
Feinstein

A

Mc parents tend to be better educated and so they socialise the children more positively towards ed.

Have high expectations, engage in reading, visiting educational places, foster relationships with teachers. Higher income- can buy educational toys, books, computers.

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10
Q

Subculture-
Definition

A

A group who’s attitudes and values differ from the mainstream culture

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11
Q

Subculture:
Sugarman

A

4 things that act as a barrier to ed success:

Fatalism- ‘whatever will be will be’ can’t change ur status

Collectivism- value being part of a group more than ed success

Immediate gratification- seek pleasure now rather than making sacrifices for the future

Present time orientation- seeing the present as more important than the future

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12
Q

Compensatory education:
Definition

A

Aims to tackle the problem of cultural dep by providing extra resources to schs and communities in deprived areas.

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13
Q

Compensatory education:
Ex1- operation head start in US, what is it?

A

Introduced in 1960s, aimed at deprived preschool children to develop skills and motivation. Included parent classes, nursery classes, and house visits from Ed psychologists

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14
Q

Compensatory ed-
Ex2- Sesame Street, what is it?

A

A tv show aimed to instil educational values attitudes and skills, like numeracy, literacy and punctuality.

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15
Q

Ao3- Cult dep-
Keddie

A

Cult dep is a myth, and it blames the victims. Says underachievement is not bc they are culturally deprived, it’s bc they are all culturally different, and sch should cater their needs.

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16
Q

AO3- Cult dep
Blackstone and mortimore

A

Criticise the idea that wc parents place less value on education. They attend parents evenings less as they work longer hours, and they want to help their children but they lack the knowledge to do so.

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17
Q

Material deprivation:
definition

A

Poverty and lack of material necessities needed to succeed such as housing and income.

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18
Q

Material deprivation:
Statistics

A

Barely 1/3 of pupils eligible for free sch meals achieve 5 or more GCSEs between A*- C

90% of failing schs are in deprived areas

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19
Q

Mat dep- housing (direct)

A

Overcrowding- hard to study, no quiet space, less room to do hw, disrupted sleep

Development- can be impaired for children who have no space to play and explore

Families in temp accommodation- move more often, and change schs, disrupting achievement

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20
Q

Mat dep- housing (indirect)

A

Poor housing- impacts health and wellbeing

Crowded homes- more risk of accidents

Cold and damp- more illness

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21
Q

Mat dep- diet and health
Howard-

A

Young ppl in poorer homes have a lower intake of energy, vitamins and minerals. Poor nutrition= weak immune system. Also means they don’t concentrate at well as they are hungry.

More likely to have emotional and behavioural problems like hyperactivity or anxiety

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22
Q

Mat dep- financial support and cost of education
- Tanner

A

Cost of transport, books, computers, calculators, sports, music and art equipment placed a heavy burden on poor families.
They often receive hand me downs, which leads them to be bullied or stigmatised.

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23
Q

Mat dep- cost of education and financial support
-Flaherty

A

Fear of stigmatisation is the reason why only 20% of children entitled to free sch meals take them up.

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24
Q

May dep- financial support and cost of education
How else does poverty impact ed?

A

Poverty acts as a barrier as they can’t afford priv schs and extra tuition.
Children take up jobs bc of a lack of money, this has a neg impact on their education.

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25
Mat dep- fear of debt How does going to uni put ppl off?
Going to uni involves going into debt to cover tuition fees, books, and living expenses, putting off wc students.
26
Mat dep- fear of debt Callendar and Jackson-
Wc students are more debt adverse, they see it as bad and something to avoid. They see more costs than benefits of going to uni. They are 5x less likely to apply for uni.
27
Mat dep- fear of debt Wc students at uni?
Only 30% are wc. More likely to go to local unis to reduce costs. Higher drop out rates
28
Ao3- Mat dep
Material factors don’t explain why some students still succeed when they are materially deprived
29
Ao3- Mat dep Fernstein
Despite income level the parents who are better educated have a positive contribution to a child’s achievement.
30
Cultural capital Definition
The knowledge, values, attitudes, language, taste, and abilities of the mc.
31
Cult cap- bourdieu What does he say?
Both cultural and material factors contribute to Ed achievement.
32
Cult cap- bourdieu What 3 types of capital do mc possess?
Economic, educational and cultural capital
33
Cult cap- Bourdieu How does cult cap give advantages?
Mc culture (habitus) is a type of culture as like wealth, it gives them an advantage to those who possess it. Wc lack this leading to exam failure.
34
Cult cap- benefits of having educational and economical capital- bourdieu
Paying for extra tuition, sending children to private schs, able to afford housing in catchment areas of good schools (catchment by mortgage)
35
Cult cap- Bernstein
Mc are at an advantage as the ed system transmits the dominant mc culture. Wc are seen as inferior and they lack the cult cap needed resulting in failure
36
Cult cap- Bernstein
Mc are at an advantage as the ed system transmits the dominant mc culture. Wc are seen as inferior and they lack the cult cap needed resulting in failure
37
Cult cap- Sullivan
Conducted a questionnaire with 465 pupils in 4 schs. She assessed their cult cap by saki g them about reading and tv viewing habits. Found those who read complex fiction and watched documentaries had greater capital. They were children of graduates and more likely to do well at GCSEs. But… also found that pupils of different social classes with the same cult cap mc students still did better.
38
Internal factors What are the internal factors of class differences in achievement?
Labelling, self fulfilling prophecy, streaming, pupil subcultures, pupil identities.
39
Labelling- Definition
To attach meaning or definition to an individual
40
Labelling- Becker
Interviewed 60 high sch teachers. Found they judged pupils based on how far they fit into the image of the ideal pupil. Judged by work, appearance, and conduct
41
Labelling Ao3 of Becker
The image of an ideal pupil varied depending on the social class of the sch: Largely wc schs with discipline problems defined an ideal pupil as quiet, obedient and passive. (Judged on behaviour instead of ability) Largely mc schs with fewer discipline issues defined ideal pupils on the personality and academic ability
42
Labelling- Rist
Begins at the start of education in primary sch. Teachers use info of the child’s home background, and appearance to place them on tables. The tigers- sat near the teacher- mc with clean appearance The clowns and cardinals- sat furthest away, lower level work and less opportunities to show their ability- wc
43
Pupil subcultures- Definition
A group of students who share similar values and behaviour patterns. They often merge as a response to labelling and streaming
44
Pupil subcultures- Lacey (differentiation and polarisation)
Uses this to show how they emerge- Differentiation: the process where teachers categorise pupils according to perceived ability and attitude. (This is a form of streaming) Polarisation: in the process which pupils respond to streaming by moving towards one of the two poles, pro-sch or anti-sch subcultures
45
Pupil subcultures: Lacey; two subculture types
Pro-school- pupils in high streams, mainly mc, remain committed to the schs values. Gain status from approved channels like academic success Anti-school- lower streams, mainly wc, seen as inferior which causes them to loose self esteem, don’t achieve status through approved channels so they: don’t follow rules, get status from peers (ex- not doing hw, cheekiness to teacher) instead of gaining status by the teacher
46
Ao3- Pupil subcultures: Woods
Pupils don’t just respond in two ways, there’s actually 4 ways: Ingratiation- teachers pet Ritualism- going through the motions staying out of trouble Retreatism- daydreaming and mucking about Rebellion- outright rejection of the school. They move in and out of these categories for different teachers and subjects.
47
Self fulfilling prophecy- Definition
A prediction that comes true because it has been made, so they act out the given label
48
Sfp- How it occurs
1- teacher labels the pupil 2- teacher treats pupil accordingly 3- pupil internalises and acts it out
49
Sfp- Rosenthal and Jacobsen
Did an experiment in a school saying they had a new test to identify pupils who will ‘spurt’ ahead. Tested all pupils and picked 20% at random, saying they were spurters. The next yr those who were picked at random had made significant progress (47%) - teachers beliefs on a pupil has a significant impact on the achievement, and the student has internalised that belief
50
Ao3- sfp Fuller
Studied black girls in school and found that negative labels don’t always lead to failure, instead, they can reject the label and work harder for educational success
51
Streaming- Definition
To out children into ability groups or classes called streams, where each class is then taught sepetately.
52
Streaming- What happens when streamed?
Lower streams- find it hard to move up to higher streams, locked into their teachers low expectations of them Higher streams- teachers see them as ideal and have higher expectations, they gain higher levels of confidence and work harder to improve grades
53
Streaming- ed triage Gillborn and Youdell
schools perform a educational triage categorising pupils into 3 groups: Those who will achieve anyway (and therefore don't require too much input), hopeless cases (who would be a waste of effort) borderline cases who require attention and input to get their 5 Cs at GCSE.
54
Streaming- Gillborn and Youdell- league tables
The educational triage put children into the categories so they know who to focus their time and efforts on to boost the league tables. The league tables ranks schs on performance, if it’s high up on the table more students will be attracted to the sch, and the sch will receive more funding
55
Pupil class identities- Archer: symbolic capital/violence
Those who have similar habitus to the teacher (mc) revieve symbolic capital as they share the same values as the school. Those who do not (mc) experience symbolic violence whose tastes and views are seen as inferior. For a wc to be successful they had to change the way they presented themselves and talked
56
Pupil identities- Archer- Nike identities
The symbolic violence led them to create their own identities by investing in brands like Nike. Styles were policed by peers and could lead to a ‘social suicide’ if they didn’t conform. The right appearance brought symbolic capital and made them safe from bullying.
57
Gender differences- Statistic
The gender gap stands at around 10% difference in GCSE
58
Girls achievement- ext Impact of feminism & McRobbie
Has improved women’s rights and opportunities through laws and raised expectations. McRobbie- compared 70s magazines emphasising the importance of marriage to 90s magazines that portrayed strong independent women. Affects girls self image and ambitions explaining the improvements in ed
59
Girls achievement- ext Changes in the family
Changes in families since 1970s. Want to be strong independent woman and so they need a well paid job and good qualifications. A rise in divorces shows girls also don’t need to rely on the husband as the breadwinner
60
Girls achievement- ext Changed in women employment
1970 EPA made it illegal to lay women less than a man for the same work. Some women are breaking through the glass ceiling (invisible barrier that keeps women out of high level professional and managerial jobs
61
Girls achievement- ext Changing attitudes- sharpe
Interviewed girls in 70s and 90s. Found girls in the 70s had low expectations, prioritising love, marriage, husbands, children, jobs (in that order). In the 90s they prioritised their career and being able to support themselves.
62
Ao3- Girls achievement- ext Reay
Limited aspirations of wc girls reflect the limited jobs they perceive as being available to them. Traditional gender identify is seen as attainable and offers status. Go for jobs like beauty, hair and makeup
63
Girls achievement- int Equal opportunities policies, examples?
Feminists ideas have impacted the ed system and is reflected in the education policy: GIST (girls into science and technology) WISE (women into science and engineering) Encourages girls to go into non traditional career areas
64
Girls achievement- int Equal opportunities policies- national curriculum
Introduction of national curriculum in 1988 removed one way of gender inequality as boys and girls would have to study mostly the same subjects
65
Girls achievement- positive role models in sch- int
A increase if female teachers and heads showing women can achieve positions of importance. The teacher has to undergo a lengthy and successful education herself and so the teacher will also encourage Ed success
66
Girls achievement- GCSEs and coursework- Gorard
Gender gap in achievement was fairly constant till from 1975-89 when there was a sharp increase when gcses and coursework were introduced. He says gender gap is because of the change in assessments and not the failing of boys
67
Girls achievement- GCSEs and coursework- int- oral exams
Increased use of oral exams which girls do better at as they usually have better developed language skills
68
Ao3- girls achievement GCSEs and coursework - Elwood
Coursework may have some impact yet it can’t be the only influence to the gender gap as exams have lore influence on the final grade

Sociology (5 decks)

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