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Sociology > Education Reverse > Flashcards

Education Reverse Flashcards

1
Q

Reversed

  • w/c girls felt inhibited from applying to top universities and moving away from home to study
  • Limiting future educational and career options
A

Evans

Class Differences in Achievement (External)

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2
Q

Reversed

ERA criticism

  • Marketisation created a two-tier system
  • Repatitve cycle of success or decline
A

Whitty

Social Policy

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3
Q

Reversed

•failure to integrate with British culture = low achievement levels

A

Scruton

Ethnic Differences in Achievement (External)

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4
Q

Reversed

•Asians are more resistant to racism than black Caribbean due colonialism •More culturally devastating

A

Pryce

Ethnic Differences in Achievement (External)

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5
Q

Reversed

Feminist

•Although boys received more attention, they were disciplined more harshly > felt teachers picked on them > had lower expectations of them

Analysis: Swann, teachers spend time telling boys off as opposed to helping them with their work

A

Francis

Gender Differences in Achievement (internal)

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6
Q

Reversed

Marxist

•Catchment area > poorer family have no choice in a marketized system

A

Gerwitz

Class Differences in Achievement (External)

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7
Q

Reversed

Functionalist

  • Role allocation: sorts jobs based on ability
  • Beneficial for the economy
  • Meritocratic

Evaluation: New Right > Education system fails to support the economy > They support vocational courses

A

Davis and Moore

Function of Education

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8
Q

Reversed

Feminist

•Girls now have high career aspirations and so needed education

Evaluation: Fuller > only some girls aimed for a career > w/c girls had poor job prospects > stereotyped aspirations for marriage

A

Francis

Gender Differences in Achievement (External)

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9
Q

Reversed

  • Culture of resistance of black pupils
  • Reject schooling
A

Hall

Ethnic Differences in Achievement (Internal)

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10
Q

Reversed

•Racial discrimination leads to social exclusion > causes poverty and material factors

A

Rex

Ethnic Differences in Achievement (External)

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11
Q

Reversed

•institutional racism > produces the failure of black boys

A

Gilborn

Ethnic Differences in Achievement (Internal)

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12
Q

Reversed

•Teacher’s racialised expectation i.e are quick to discipline black pupils for behaviour

A

Gillborn and Youdell

Ethnic Differences in Achievement (Internal)

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13
Q

Reversed

Cultural

•W/c parents value education less > less ambitious > less encouragement

Evaluation: W/c work longer hours and night shift > interpreted as less value

A

Douglas

Class Differences in Achievement (External)

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14
Q

Reversed

•Educational triage: Grammar school, comprehensive and technical school •Schools operate an ‘A*-C economy’

A

Gillborn and Youdell

Class Differences in Achievement (internal)

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15
Q

Reversed

interactionist

•Labelling: judging pupils on the idea of the ‘ideal pupil’ > conformist, well dressed > usually m/c

A

Becker

Class Differences in Achievement (internal)

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16
Q

Reversed

Functionalist

  • Bridge between family and society
  • Family= particularistic standards – School= universalistic standards
  • Meritocracy

Evaluation: Social class affect educational achievement

A

Parsons

Function of Education

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17
Q

Reversed

interactionist

•Setting and labelling > pro-school and anti-school subculture

A

Hargreaves

Class Differences in Achievement (internal)

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18
Q

Reversed

interactionist

  • m/c pupils over represented in higher sets
  • w/c under represented
A

Hargreaves and Lacy

Class Differences in Achievement (internal)

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19
Q

Reversed

New Right

  • Marketized System
  • Voucher system
  • Consumer choice

Evaluation: M/C have culture capital

A

Chubb and Moe

Function of Education

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20
Q

Reversed

Difference feminist

•Black sisters went against stereotypes teachers help of them

A

Mac an Ghail

Gender Differences in Achievement (internal)

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21
Q

Reversed

Feminist

  • Girls do better than boys in coursework
  • Gender gap increased sharply when GCSE was introduced in 1988

Evaluation: Elwood > exams > final grade. Coursework> only limited effect

A

Gorard

Gender Differences in Achievement (internal)

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22
Q

Reversed

Marxist/Cultural

•Cultural capital: the attitudes, values, skills, knowledge of the m/c

Analysis: material factors and cultural capital are linked together to produce class inequalities in achievement

A

Bourdieu

Class Differences in Achievement (External)

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23
Q

Reversed

Feminist

•Research into values of women have changed – 1970s women focus on family, later in 1990s, girls were focused on work.

A

Sharpe

Gender Differences in Achievement (External)

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24
Q

Reversed

  • Asian families are similar to school structure
  • I.e respecting authority
A

Lupton

Ethnic Differences in Achievement (External)

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25
Q

Reversed

New Right

  • “lone parenthood and lack of positive role models leads to underachievement”
  • 10% white - 25% black > lone parenthood

Evaluation: victim blaming

A

Murray

Ethnic Differences in Achievement (External)

26
Q

Reversed

Marxist

•Streaming: upper streams “warmed up” > Lower streams “cooled out”

Application: w/c end up in lower streams and m/c in higher ones because of teacher labelling

A

Ball

Class Differences in Achievement (internal)

27
Q

Reversed

Feminist

  • Bedroom Culture
  • Women more suited to classroom behaviour
A

McRobbie

Gender Differences in Achievement (internal)

28
Q

Reversed

Coalition government

  • Competition and privatisation driving up standards is a myth
  • its used to legitimise turning education into a source of private profit
A

Hall

Social Policy

29
Q

Reversed

New Labour critisism

  • New Labour policy could be seen as ‘cosmetic’
  • increase in marketization meant any policies to reduce inequality were ineffective as they did not get the root of the problem.

He called this the New Labour ‘paradox’.

A

Benn

Social Policy

30
Q

Reversed

Neo-Marxist

  • Marxist + interactionalism
  • Learning to labour > anti-school subculture
  • Sub-culture created by rejecting school values > not passively accepting

Evaluation: only studied 12 boys > not generalisable

A

Willis

Function of Education

31
Q

Reversed

interactionist

  • Peer pressure among boys is linked to showing masculinity> anti-school subculture
  • Boys are subject to homophobic bullying
A

Epstein

Gender Differences in Achievement (internal)

32
Q

Reversed

Marxist

  • The ideological state apparatus (maintain ruling class)
  • Reproduces class inequality
  • Justifies inequality (meritocracy)

Evaluation: too deterministic > assume pupils passively accept indoctrination

A

Althusser

Function of Education

33
Q

Reversed

•Teacher stereotypes > placed in lower sets

A

Foster

Ethnic Differences in Achievement (Internal)

34
Q

Reversed

Material

•Poorer homes have lower intake of energy, vitamins and minerals > poor diet > more absence and lower performance

Evaluation: Breakfast clubs, free school meals

A

Howard

Class Differences in Achievement (External)

35
Q

Reversed

Functionalist

  • Teaches social solidarity and specialist skills
  • School acts as ‘society in miniature’
  • Complex division of labour requires specialist knowledge and skills.

Evaluation: Most people are on courses which don’t lead to higher education or good jobs.

A

Durkheim

Function of Education

36
Q

Reversed

Cultural

  • W/c use restricted code
  • M/c use elaborated code

Analysis: the elaborated used in education by teachers, exams, textbooks, university interviews.

A

Bernstein

Class Differences in Achievement (External)

37
Q

Reversed

  • Intellectual and linguistic skills
  • Low income black families > low skills

Evaluation: Mirza, Indian pupil do well although English is second language

A

Bereiter and Engelmann

Ethnic Differences in Achievement (External)

38
Q

Reversed

Feminist

  • the decline of male employment opportunities •Led to ‘identity crisis for men’
  • Undermines motivation and self-esteem > give up on qualifications

Evaluation: manual w/c jobs requite few or no qualification > the disappearance unlikely to impact boys motivation

A

Mitsos and Browne

Gender Differences in Achievement (External)

39
Q

Reversed

Feminist

•Boys and girls are dressed differently, different toys and encouraged to take part in different activities

A

Norman

Gender role socialisation

40
Q

Reversed

Marxist

  • All social classes have habitus (culture)
  • Schools based on m/c habitus
  • M/c = culture capital, w/c = Culture clash

Evaluation: compensatory education (trips to museums)

A

Bourdieu

Function of Education

41
Q

Reversed

  • Minority identities demonised by teachers
  • i.e black students are deemed as loud, challenging and uninspirational
A

Archer

Ethnic Differences in Achievement (Internal)

42
Q

Reversed

•Due to the lack of fatherly nurturing, the socialisation of black boys comes from peer pressure and street gangs

Eval > Gillborn: institutional racism > produces the failure of black boys

A

Sewell

Ethnic Differences in Achievement (External)

43
Q

Reversed

New Labour critisism

•Despite policies to reduce inequality for the working classes the divide between working and middle class students under NL did not decrease.

A

Ball

Social Policy

44
Q

Reversed

Material

•Use of income: Educated parents spend their income to promote children’s development, e.g. on educational toys

Analysis: W/c pupils with educated parents preform better than M/c pupils without educated parents

A

Feinstein

Class Differences in Achievement (External)

45
Q

Reversed

Coalition government

•Free school > benefit only children from highly educated families

A

Allen

Social Policy

46
Q

Reversed

New Labour critisism

  • Private finance initiative (PFI)
  • more costly then anticipated > Many schools today are still paying off huge debts. •
A

Chitty

Social Policy

47
Q

Reversed

ERA criticism

•‘myth of parentocracy’>m/c parents > more advantaged > cultural capital.

^ m/c choice in a marketed system > catchment area

A

Gerwitz

Social Policy

48
Q

Reversed

Single-sex schooling

  • Girls schools more likely to take science and maths
  • Boys schools > take English and languages
  • Girls from girls school > study male-dominated subjects at university
A

Leanard

Gendered Subject images

49
Q

Reversed

  • Boys and girls pay attention to different details when tackling the same issue
  • Girls > focus on how people feel
  • Boys > focus on how things are made and work •Girls > humanities| Boys > science
A

Murphy

Gender domain

50
Q

Reversed

  • Ethnocentric curriculum
  • Ignores ethnic minority history
A

Ball

Ethnic Differences in Achievement (Internal)

51
Q

Reversed

  • Boys fall behind > education is ‘feminised’
  • Schools no longer nurture ’masculine’ traits, e.g. competitiveness and leadership
A

Sewell

Gender Differences in Achievement (internal)

52
Q

Reversed

Cultural

  • Fatalism: no matter what they do, the outcome will be the same because it’s predetermined
  • Immediate gratification
A

Sugarman

Class Differences in Achievement (External)

53
Q

Reversed

ERA criticism

  • w/c pupils more likely to end up in failing school
  • top schools are oversubscribed > more power to select students
A

Ball

Social Policy

54
Q

Reversed

Marxist

  • The correspondence principle (mirrors workplace)
  • Schooling takes place in the “long shadow of work”
  • Reproduces the workforce of capitalism > Hidden Curriculum
  • “Myth of meritocracy”

Evaluation: Ignores ethnic and gender disadvantages

A

Bowles and Gintis

Function of Education

55
Q

Reversed

  • ‘Little Englandism’.
  • the curriculum focuses on White British culture
  • tries to recreate ‘a mythical age of empire and past-glories while largely ignoring the history of Black & Asian people’.
A

Ball

Ethnic Differences in Achievement (Internal)

56
Q

Reversed

  • Biological difference
  • Girls brain is geared towards then education system.
  • Males (who used to be hunters and gatherers historically) are geared to doing/making things.
A

Gurain

Gender Differences in Achievement (External)

57
Q

Reversed

Feminist

•Teachers encourage boys to be tough and show initiative and no be weak •Girls expected to be quiet, helpful, clean and tidy

A

Byrne

Gender role socialisation

58
Q

Reversed

Marxist

•The Hidden Curriculum

A

Bowles and Gintis

Class Differences in Achievement (internal)

59
Q

Reversed

  • Language holds ethnic minorities back
  • 80% do not have English as their first language
A

Swann Report

Ethnic Differences in Achievement (External)

60
Q

Reversed

  • Discrimination persistent experience of ethnic minority in Britain
  • Leads to low self esteem
A

Mason

Ethnic Differences in Achievement (External)

Sociology (10 decks)

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