Education Reverse Flashcards by Anas Dayeh

Reversed

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

Evans

Class Differences in Achievement (External)

How well did you know this?

Not at all

Perfectly

Reversed

ERA criticism

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

Whitty

Social Policy

How well did you know this?

Not at all

Perfectly

Reversed

•failure to integrate with British culture = low achievement levels

Scruton

Ethnic Differences in Achievement (External)

How well did you know this?

Not at all

Perfectly

Reversed

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

Pryce

Ethnic Differences in Achievement (External)

How well did you know this?

Not at all

Perfectly

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

Francis

Gender Differences in Achievement (internal)

How well did you know this?

Not at all

Perfectly

Reversed

Marxist

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

Gerwitz

Class Differences in Achievement (External)

How well did you know this?

Not at all

Perfectly

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

Davis and Moore

Function of Education

How well did you know this?

Not at all

Perfectly

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

Francis

Gender Differences in Achievement (External)

How well did you know this?

Not at all

Perfectly

Reversed

Culture of resistance of black pupils
Reject schooling

Hall

Ethnic Differences in Achievement (Internal)

How well did you know this?

Not at all

Perfectly

Reversed

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

Rex

Ethnic Differences in Achievement (External)

How well did you know this?

Not at all

Perfectly

Reversed

•institutional racism > produces the failure of black boys

Gilborn

Ethnic Differences in Achievement (Internal)

How well did you know this?

Not at all

Perfectly

Reversed

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

Gillborn and Youdell

Ethnic Differences in Achievement (Internal)

How well did you know this?

Not at all

Perfectly

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

Douglas

Class Differences in Achievement (External)

How well did you know this?

Not at all

Perfectly

Reversed

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

Gillborn and Youdell

Class Differences in Achievement (internal)

How well did you know this?

Not at all

Perfectly

Reversed

interactionist

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

Becker

Class Differences in Achievement (internal)

How well did you know this?

Not at all

Perfectly

Reversed

Functionalist

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

Evaluation: Social class affect educational achievement

Parsons

Function of Education

How well did you know this?

Not at all

Perfectly

Reversed

interactionist

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

Hargreaves

Class Differences in Achievement (internal)

How well did you know this?

Not at all

Perfectly

Reversed

interactionist

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

Hargreaves and Lacy

Class Differences in Achievement (internal)

How well did you know this?

Not at all

Perfectly

Reversed

New Right

Marketized System
Voucher system
Consumer choice

Evaluation: M/C have culture capital

Chubb and Moe

Function of Education

How well did you know this?

Not at all

Perfectly

Reversed

Difference feminist

•Black sisters went against stereotypes teachers help of them

Mac an Ghail

Gender Differences in Achievement (internal)

How well did you know this?

Not at all

Perfectly

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

Gorard

Gender Differences in Achievement (internal)

How well did you know this?

Not at all

Perfectly

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

Bourdieu

Class Differences in Achievement (External)

How well did you know this?

Not at all

Perfectly

Reversed

Feminist

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

Sharpe

Gender Differences in Achievement (External)

How well did you know this?

Not at all

Perfectly

Reversed

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

Lupton

Ethnic Differences in Achievement (External)

How well did you know this?

Not at all

Perfectly

# Reversed New Right * “lone parenthood and lack of positive role models leads to underachievement” * 10% white - 25% black \> lone parenthood Evaluation: victim blaming

Murray Ethnic Differences in Achievement (External)

# 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

Ball Class Differences in Achievement (internal)

# Reversed Feminist * Bedroom Culture * Women more suited to classroom behaviour

McRobbie Gender Differences in Achievement (internal)

# Reversed Coalition government * Competition and privatisation driving up standards is a myth * its used to legitimise turning education into a source of private profit

Hall Social Policy

# 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’.

Benn Social Policy

# 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

Willis Function of Education

# Reversed interactionist * Peer pressure among boys is linked to showing masculinity\> anti-school subculture * Boys are subject to homophobic bullying

Epstein Gender Differences in Achievement (internal)

# Reversed Marxist * The ideological state apparatus (maintain ruling class) * Reproduces class inequality * Justifies inequality (meritocracy) Evaluation: too deterministic \> assume pupils passively accept indoctrination

Althusser Function of Education

# Reversed •Teacher stereotypes \> placed in lower sets

Foster Ethnic Differences in Achievement (Internal)

# 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

Howard Class Differences in Achievement (External)

# 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.

Durkheim Function of Education

# Reversed Cultural * W/c use restricted code * M/c use elaborated code Analysis: the elaborated used in education by teachers, exams, textbooks, university interviews.

Bernstein Class Differences in Achievement (External)

# Reversed * Intellectual and linguistic skills * Low income black families \> low skills Evaluation: Mirza, Indian pupil do well although English is second language

Bereiter and Engelmann Ethnic Differences in Achievement (External)

# 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

Mitsos and Browne Gender Differences in Achievement (External)

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

Norman Gender role socialisation

# 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)

Bourdieu Function of Education

# Reversed * Minority identities demonised by teachers * i.e black students are deemed as loud, challenging and uninspirational

Archer Ethnic Differences in Achievement (Internal)

# 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

Sewell Ethnic Differences in Achievement (External)

# 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.

Ball Social Policy

# 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

Feinstein Class Differences in Achievement (External)

# Reversed Coalition government •Free school \> benefit only children from highly educated families

Allen Social Policy

# Reversed New Labour critisism * Private finance initiative (PFI) * more costly then anticipated \> Many schools today are still paying off huge debts. •

Chitty Social Policy

# Reversed ERA criticism •‘myth of parentocracy’\>m/c parents \> more advantaged \> cultural capital. ^ m/c choice in a marketed system \> catchment area

Gerwitz Social Policy

# 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

Leanard Gendered Subject images

# 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

Murphy Gender domain

# Reversed * Ethnocentric curriculum * Ignores ethnic minority history

Ball Ethnic Differences in Achievement (Internal)

# Reversed * Boys fall behind \> education is ‘feminised’ * Schools no longer nurture ’masculine’ traits, e.g. competitiveness and leadership

Sewell Gender Differences in Achievement (internal)

# Reversed Cultural * Fatalism: no matter what they do, the outcome will be the same because it's predetermined * Immediate gratification

Sugarman Class Differences in Achievement (External)

# Reversed ERA criticism * w/c pupils more likely to end up in failing school * top schools are oversubscribed \> more power to select students

Ball Social Policy

# 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

Bowles and Gintis Function of Education

# 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’.

Ball Ethnic Differences in Achievement (Internal)

# 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.

Gurain Gender Differences in Achievement (External)

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

Byrne Gender role socialisation

# Reversed Marxist •The Hidden Curriculum

Bowles and Gintis Class Differences in Achievement (internal)

# Reversed * Language holds ethnic minorities back * 80% do not have English as their first language

Swann Report Ethnic Differences in Achievement (External)

# Reversed * Discrimination persistent experience of ethnic minority in Britain * Leads to low self esteem

Mason Ethnic Differences in Achievement (External)

Education Reverse Flashcards

(60 cards)