education 4+6m Flashcards
Outline two cultural factors tht may affect ethic differences in educational achievements
- One cultural factor linguistic skills.
- Berieter and Engelmann consider language spoken by low income black families as inadequate for educational success. = speak using the restricted code.
- parental support. Moynihan black families are headed by lone mothers which leaves their children deprived of adequate care, since the mother struggles financially in the absence of the male breadwinner.
- could cause a lack of motivation to achieve due to the lack of support and encouragement from their mothers.
Outline 3 reasons why some w/c boys join anti-school subculture (6)
- status frustration (1) = some may not achieve academically so then join anti- school subcultures o gain status with their peers (1)
- w/c attitudes and values (1) = such as fatalism & immediate gratification may result in feeling alienated & to join subcultures.
- w/c boys are less likely to be seen as ‘ideal students’ (1) joining an anti-skl sub and conform to negative label
Two cultural factors that may affect social class differences in educational achievements (4)
- parental attitudes towards education (1), m/c= more likely to value Ed
- economic capital (1) m/c parents may be able to afford the equipment tht contribute to high levels of educational achievement (1)
- linguists codes (1) m/c children are more likely to use the elaborate lc speech code which contributes
To high educational achievement
Outline two criticism of schools selecting pupils by ability (4)
- selection may benefit m/c children(1)
- m/c parents can provide tutors for their children to benefit them in their test
- test may be culturally biased (1)
- the language used may be biased against w/c and minority ethics groups (1)
Outline 3 ways in which the characteristics of school may be similar to the characteristics of work
- both based on competition (1)
- at school student compete for grades, at work: employees compete for high wages (1)
- both have a hierarchy of authority (1)
- skl: hierarchies between teachers& students, at work: hierarchies of management.
- both are based on rewards (1)
- students are rewarded with when they get good grades, work employees are rewarded through pay trainer than their work(1)
To implement uniformity
Based on capitalism
The correspondence principle applies to this
Outline two reasons why marketisation policies may produce inequality of educational achievement between social classes
- cream-skimming (1)
- successful schools can’t attract higher achievers who are more likely to be m/c (1)
- parentocracy (1)
- m/c parents can use their cultural capital of the education system to make more successful choices of school(1)
Outline 3 reasons for gender differences in educational achievements
- laddish subcultures (1)
- boys are more likely to join anti- school subcultures that prevent them from achieving (1)
- reduction of coursework (1)
- this reduces the advantage in achievement that girls had through better organised and taking care of their work(1)
- feminisation of education (1)
- more female role models = gives girls and advantage over boys (1)
Outline two factors external to schools that may affect social class differences in educational achievement
- Poor housing (1 mark); overcrowding in working class homes may mean there is no quiet place to study leading to lower levels of educational achievement
- Parental attitudes towards education (1 mark); middle class parents may be
more likely to value educational achievement for their children
Outline three functions that the education system performs for society
- Social solidarity (1 mark); through the teaching of history and culture, school helps to create a shared sense of identity (+1 mark).
- Role allocation (1 mark); selecting children for the most appropriate occupations
based on meritocratic principles (+1 mark). - To reproduce class inequality (1 mark); differences in cultural capital limits social mobility (+1 mark).
Using one example, briefly explain how schools may select pupils other than by their academic ability.
- geographical area (1 mark); schools may operate a catchment area which determines who can access the school (+1 mark)
- by sex (1 mark); single sex schools only take pupils of particular
sex (+1 mark)
Outline three criticisms of the functionalist view of education
- Assumes education is a meritocratic system (1 mark); achievement is greatly influenced by social backgrounds such as class or ethnicity. (+1 mark)
- It is deterministic (1 mark), many functionalists wrongly assume that pupils passively accept the values they are taught and never reject them. (+ 1 mark)
- assumes the education system transmits society’s values (1 mark); in fact it transmits ruling class ideology/patriarchy / any
alternative (+1 mark)
Outline two ways in which globalisation may have had an influence on educational policies in the UK.
- The UK has adopted marketisation / privatisation policies similar to those adopted in some other countries;
- This has led to the emergence of global education companies involved in curriculum and assessment development ( e.g. Pearson an American exam board)
- growth of the Internet offers new ways of accessing information and testing;
- some schools have policies on home-based learning
OUTLINE TWO WAYS IN WHICH POSTMODERNIST IDEAS ARE REFLECTED IN EDUCATION 4m
- Schools are more consumerist and provide more individual choice - marketisation means parents can browse and choose the school right for them.
- Teaching has become more individualised - sets and streams are taught with different teaching styles, more 1:1 tutoring etc.
Outline two criticisms of the comprehensive school system.
- Due to classrooms containing pupils of all abilities, the pupils who are brighter are held back by the lower ability pupils as they need to catch up with the pace of work.
- Working class pupils are usually found in the bottom streams due to negative labels that teachers give them.
Outline two problems with the interactionist view of education.
- Interactionists are too deterministic - they believe once a child is given a bad label they are stuck with it, however some pupils rebel against it.
- They fail to give enough consideration to factors outside of the school - they put the responsibility of children not doing well onto teachers instead of inequalities within society.
