Education sociologists Flashcards
(82 cards)
1
Q
class
Hubbs-tait
A
cognitive skills improve with evaluative questions (more likely from middle class)
2
Q
class
Bereiter & Engelmann
A
language in working-class homes is deficient
3
Q
class
Bernstein
A
speech codes (elaborated & restricted)
-working-class aren’t taught elab. code –> failure
4
Q
class
Douglas
A
working-class parents place less value on education
5
Q
class
Berstein & Young
A
middle-class mothers are more likely to buy educational toys
6
Q
class
Sugarman
A
working class values (fatalism, present-time orientation, immediate gratification, and collectivism)
7
Q
class
An example of compensatory education
A
Operation Head Start –> Sesame Street
8
Q
class
Keddie
A
myth of cultural deprivation
9
Q
class
Troyna & Williams
A
teachers have a speech hierarchy
10
Q
class
Howard
A
working-class –> poor homes –> poor nutrience –> absence from school
11
Q
class
Wilkinson
A
working-class more likely to have emotional problems
12
Q
class
Blanden & Machin
A
working-class more likely to get involved with externalising behaviour
13
Q
class
Bull
A
costs of free schooling
14
Q
class
Flaherty
A
fear of stigmatisation –> 20% don’t take free school meals
15
Q
class
Smith & Noble
A
poverty is a barrier to learning
16
Q
class
Callender & Jackson
A
working-class students are debt averse
17
Q
class
Reay
A
working-class students more likely to attend local unis
18
Q
class
Feinstein
A
regardless of income, educated parents make an impact
19
Q
class
Robinson
A
tackling child poverty –> most useful way to boost achievement
20
Q
class
Bourdieu
A
three types of capital (economic, educational, cultural)
21
Q
class
Leech & Campos
A
selection by mortgage
22
Q
class
Sullivan experiment in schools?
A
used questionnaires to assess pupils cultural capital, found it only accounted for class difference, resources and aspirations of the middle class create the difference
23
Q
class
Becker (interactionist)
A
labelling (study surrounding the image of an ‘ideal pupil’)
24
Q
class
Dunne & Gazeley
A
schools create underachievement through labels and assumptions of teachers
25
# class
Rist
children from different classes in kindergarten were placed in separate groups --> differences in achievement
26
# class
Rosenthal & Jacobson
show the self-fulfilling prophecy at work, gave fake test results to teachers, the students with the fake best results made a large improvement in comparison to those who weren't labelled as 'able'
27
# class
Douglas
children placed in lower streams at age 8 suffered a drop in IQ score by the age of 11
28
# class
Gillborn & Youdell
publishing league tables creates an A-to-C economy in schools --> focus their attention on those who could gain a C and above
29
# class
Gillborn & Youdell
Educational Triage, suggest the A-to-C economy led to this 'triage' where students are catagorised into ability groups --> produced a self-fulfilling prophecy --> links to marketisation stratagies
30
# class
Lacey
differentiation (catagorising on perceived ability, streeaming is a from this)
polarisation (the process in which pupils respond to the streaming)
31
# class
Hargreaves
boys in lower streams are triple failures --> fail 11+, then placed in low streams, then labelled worthless youts
32
# class
Ball
the positives of abolishing streaming --> less opportunity for students to polarise --> less subcultures
33
# class
Woods
pupil responses to streaming:
-ingratiation, ritualism, retreatism, rebellion
34
# class
Criticisms of labelling theory
-deterministic
-Marxists: ignores the wider structures of power, doesn't explain why teachers label
-Marxists: labels don't just arise from teacher prejudices, teachers work in a system that reproduces class divisions
35
# class
Bourdieu, Archer
habitus --> the middle-class believe their habitus is superior -->schools have a middle class habitus --> links to cultural capital
36
# class
Bourdieu
symbolic violence: the witholding of symbolic capital --> working-class kept 'in their place' --> clash between the habitus'
37
# class
Archer
WC pupils have to 'lose themselves' in order to become educationally successful
38
# class
Nike identities --> an alternate way to create self-worth --> strongly gendered --> styles policed by peer groups --> gain symbolic capital --> conflicts with the school dress code --> labelled as rebels --> eventual rejection of higher education
39
# class
Archer (habitus)
middle-class school habitus stigmatises working class pupils' identities --> nike identities are a way of self-excluding
40
# class
Ingram
working class identity --> inseparable from belonging to a working class locality --> gives them a sense of belonging --> however, there is a pressure to 'fit in' --> tension betweeen WC identity & schools middle class habitus
41
# class
Evans
WC girls didn't want to apply to oxbridge unis --> won't fit in --> strong attachment to locality
42
# Ethnic Differences start
Bereiter & Engelmann
language from low income black families in inadequate for educational success
43
# ethnicity
Gillborn & Mirza
indian pupils do well, despite english possibly not being their first spoken language
44
# ethnicity
Moynihan
many black families are headed by a lone single mother, children deprived of care --> cultural deprivation is a cycle
45
# ethnicity
New Right, Murray
lone parenthood and lack of positive male role models creates underachievement
46
# ethnicity
Pryce
black family structure also contribute to underachievement --> asians achieve better as they are more resistant to racism --> differing impacts of colonialism on the two groups
47
# ethnicity
Sewell
boys without a father don't receive 'tough love', rely on media inspired role models of an anti-school black masculinity --> greatest barrier to learning is peer pressure from other boys --> black boys do worse than asian boys due to socialisation & attitudes to education
48
# ethnicity
Gillborn
not peer pressure but institutional racism that produces the large number of failures for black boys
49
# ethnicity
Lupton
adult authority in asian households is similar to schools
50
# ethnicity
Criticisms of cultural deprivation linked to ethnicity
Driver: ignore the positive effects of ethnicity on achievement
-Lawrence: challenges Pryce's view, black pupils underachieve due to low self-esteem not racsim
51
# ethnicity
Palmer
ethnic minorities are more likely to see educational failure due to substandard housing and a low income --> ethnic minorities are more likely to engage in shift work
52
# ethnicity
Rex
racial discrimination leads to social exclusion --> worsens poverty --> housing & employment
53
# ethnicity
Wood et al
only 1 in 16 ethnic minority applicants were offered an interview
54
# ethnicity
Gillborn & Mirza
when entering primary school black children were the best achievers, however, had the worst results of any ethnic group by the GCSEs
55
# ethnicity
Strand
Black pupils fall behind in education --> challenges cultural deprivation that black children come into education unprepared and then become the worst achievers
56
# ethnicity
Gillborn & Youdell
racialised expectations: teachers quicker to discipline black students --> conflict between teachers and black pupils due to stereotypes
57
# ethnicity
Bourne
schools see black boys as a threat, leading to their exclusion
58
# ethnicity
Osler
black boys have more unrecorded official exclusions on top of the ones that are recorded --> more likely to be placed in pupil referal units, exclusion from mainstream curriculum
59
# ethnicity
Foster
black pupils placed in lower streams due to pupil stereotypes
60
# ethnicity
Wright
teachers hold an ethnocentric view --> believe British culture is superior --> affected interaction with asian pupils --> seen as a 'problem to be ignored' and were marginalised
61
# ethnicity
Archer
pupil identities (ideal pupil, pathologised pupil identitiy, demonised pupil identity) --> ethnic minorities more likely to be seen as demonised or pathologised --> Asian girls often viewed as quiet
62
# ethnicity
Archer & Francis
negative positive stereotype around chinese pupils --> achieve success but in the 'wrong' way --> the success of any ethnic minority is seen as an overachievement
63
# ethnicity
Fuller
-study on black girls --> channelled their anger into the pursuit of educational success --> were able to maintain a positive self-image
-therefore, pupils can still succeed if they don't conform & a negative label does not always lead to failure
64
# ethnicity
Mac an Ghail
found that a label does not inevitably produce a self-fulfilling prophecy, where the black and asian students he studied did not necessarily accept the label given to them
65
# ethnicity
Mirza
found in her study that teachers discouraged black pupils from being ambitious
66
# ethnicity
Mirza
three types of teacher racism:
-colour-blind, liberal chauvinists, overt racists
67
# ethnicity
Sewell
4 student responses to teacher's racist stereotyping:
-rebels, conformists, innovators, retreatists
-teachers see all black pupils as rebels --> contributes to underachievement
68
# ethnicity
Troyna & Williams
make the distinction between institutional and individual racism
69
# ethnicity
Critical race theory --> institutional racism is ingrained into society
70
# ethnicity
Roithmayr (critical race theorist)
institutional racism is a 'locked in inequality', inequalit is self-perpetuating
71
# ethnicity
Gillborn
applies the idea of 'locked-in inequality' into education
72
# ethnicity
Gillborn (marketisation)
marketisation gives schools more scope to select pupils, stereotypes can influence admissions
73
# ethnicity
Moore & Davenport
due to marketisation, there is ethnic segregation --> minorities fail to get into better schools due to discrimination
-selection leads to a ethnically stratified education system
74
# ethnicity
The school curriculum is ethnocentric --> priority is given to one particular culture and the others are disregarded --> languages and literature (Troyna & Williams) --> history (Ball)
75
# ethnicity
Gillborn (assessment)
'the assessment game' validates dominant culture's superiority --> if black pupils succeed the terms for success may alter
76
# ethnicity
Tikly et al
despite the 'aiming high' initiative installed into schools for ethnic minorities, they were still more likely to be entered for lower tier GCSEs
77
# ethnicity
Strand (test tiers)
ethnic differences into entry test tiers reflect teachers' expectations, leading to a self-fulfilling prophecy
78
# ethnicity
Gillborn & Youdell
teachers have 'racialised expectations' --> the 'new IQism' where teachers make false assumptions about the nature of pupils' abilities --> potential is seen as a fixed quality --> the education system is institutionally racist
79
# ethnicity
Criticisms of Gillborn
Sewell: argues that racism is not strong enough to stop students succeeding --> need to focus on external factors
80
# ethnicity
Evans
in order to fully understand the relationship between ethnicity and achievement, need to look at how ethnicity interacts with gender and class
81
# ethnicity
Connoly
-pupils and teachers construct masculinity differently depending on a child's ethnicity
-'interactions effect': class and gender interact differently with ethnicity depending on the ethnic group
82
# gender
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