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Sociology AQA A-Level > EDUCATION TOPIC TWO (paper 1) > Flashcards

EDUCATION TOPIC TWO (paper 1) Flashcards

1
Q

Labelling

A
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2
Q

How do teachers label?

A

Label on stereotypes
Label WC negatively and MC positively

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3
Q

What is interactionalism?

A

understand the meanings that social actors give to situations
Qualitative research methods

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4
Q

What was Beckers study?

A

interviews with 60 Chicago HS teachers
Found they judged how closely they fit the ‘ideal pupil’
Teachers saw students closer to ‘ideal pupil were the MC

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5
Q

What was Hempel-Jorgensen study?

A

2 English primary schools

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6
Q

What were her findings?

A

WC Schools:
Discipline was major problem, ‘Ideal pupil’ defined as quiet, passive and obedient, based on behaviour not ability
MC Schools:
‘Ideal pupil’ based on personality & academic ability

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7
Q

How is there labelling Secondary schools?

A

Dunne & Gazeley:
interviews from 9 state secondary schools
Teachers normalised underachievement of WC
Unconcerned about it, couldn’t do anything about it
Labeled WC parents as uninterested & MC as supportive

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8
Q

How do teachers act?

A

Set work for under achieving MC students
Entering underachieveing WC into easier exams
Underestimate WC potential

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9
Q

How doe Dunne and Gazeley conclude?

A

Teachers explain and deal with underachievement construct class differences

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10
Q

How is there labelling in Primary Schools?

A

Ray Rist:
American Kindergarden
Teachers use info about home background and appearance to place them into groups

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11
Q

How did the teachers do this?

A

Fast learners labelled tigers came from MC
Seated them nearest to her and showed them most encouragement
Cardinals were sat furthest away from her, tended to be MC, given low level books and few chances to show ability

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12
Q

Self Fulfilling Prophecy

A
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13
Q

What is SFP?

A

Prediction that comes true

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14
Q

Who believes in SFP?

A

Interactionist believe labelling causes SFP

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15
Q

How is SFP shown?

A
  1. Teacher labels, making predictions
  2. Teacher treats accordingly, like prediction is true
  3. Pupil internalises and become the type of pupil the teacher labelled them as, prediction is fulfilled
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16
Q

What was Rosenthal & Jacobson study?

A

Oak community school
Told school they were holding test to identify pupils who would ‘spurt’ ahead
Tested pupils and picked 20% randomly and identified them as ‘spurters’
Returned year later and found 47% identified as spurters made significant progress
Progress was on greater on younger children

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17
Q

What do Rosenthal & Jacobson suggest?

A

Teachers belief influenced through test results, they conveyed their beliefs through how they interacted with the students.

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18
Q

How does this demonstrate SFP?

A

Teachers bought the prediction of the ‘spurters’.

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19
Q

Streaming

A
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20
Q

What is streaming?

A

Splitting children into different ability groups
Difficult to move to a higher stream
Children are locked into their low expectations

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21
Q

What does Becker suggest?

A

Teachers see WC as lacking ability and have low expectations for them.
Resulting in WC putting themselves into a lower streams

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22
Q

How is streaming SFP?

A

Pupils live up to teachers low expectations by underachieving
Douglas:
Children in higher stream at 8 improved IQ score by 11

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23
Q

What was Gilbourn & Yodels study of streaming & A-C economy?

A

2 London secondary schools
Teachers use stereotypical notations of ‘ability’ to stream

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24
Q

What did Gilbourn & Yodel find about streaming?

A

Teachers are less likely to see WC (black pupils) as having ability resulting in them being put into lower streams and entered into Lower tier exams.
This denies them knowledge for good grades
Widens class gap in achievement

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25
Q

What do are league tables?

A

They rank schools according to exam performance.
Schools need a good position to attract pupils and funding

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26
Q

What do league tables create?

A

Create A-C economy
School focus on students who can achieve 5 grade Cs and boost league table position

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27
Q

What is the educational triage?

A

Gilbourn & Youdell:
A-C economy produces this
1. Those who will pass can be left with get on with it
2. Those with potential to be helped gaining a C grade
3. Hopless cases who will fail and be left alone.

28
Q

Pupil Subcultures

A
29
Q

What is a pupil subculture?

A

pupils who share similar values and behaviour patterns

30
Q

How do pupil subcultures develop?

A

Laceys:
Differentiation
Polarisation

31
Q

What is Differentiation?

A

Teacher categorising pupils accordinfing to ability, attitude or behaviour.
E,G; Streaming

32
Q

What is Polarisation?

A

Pupils respond to streaming by moving towards poles or extremes
Streaming cause pro school and anti-school subcultures

33
Q

What is pro-school subculture?

A

Pupils placed in high streams (MC)
remain committed to values
gain status through academic success

34
Q

What is anti-school subculture?

A

Placed in Lower streams (WC)
Label of failure pushes them to search for other ways of gaining status
Gain status from peers
Becomes SFP
Delinqueny subculture

35
Q

What was Stephen Balls study of abolishing streaming? Pg 30 Box 6

A

Banding produced polarisation
When banding was abolished pupils polarised was removed & anti school subculture declined
Differentiation continued:
Teachers continued to categorise
Class inequalities come from teachers

36
Q

What are Woods 4 Pupil responses

A

Ingratiation
Ritualism
Retreatism
Rebellion

37
Q

What ingratiation?

A

Being a teachers pet

38
Q

What is ritualism?

A

Staying out of trouble

39
Q

What is retreatism?

A

Mucking around

40
Q

What is rebellion?

A

Rejection the whole of school

41
Q

What does John Furlong observe about pupil responses?

A

Pupils move between, acting differently in different classes with different teachers

42
Q

What are criticisms of labelling theory?

A

Accused of determinism:
Assumes pupils labelled have no choice but to fulfil prophecy
Marxist:
Ignores wider structure of power, that teachers work in a system that produces class divisions

43
Q

Pupil class identities and the school

A
44
Q

What is Habitus?

A

Learned way of thinking that are shared by a social class

45
Q

What does school to influence Habitus?

A

Bourdieu:
Focus on MC habitus
Giving MC students advantage
WC cultue is regarded inferior

46
Q

What do the middle class have and how does this contrast with the working class?

A

Middle class gain symbolic capital and are deemed to have worth and value.
Contrast with WC values as the schools devalue them

47
Q

What is Symbolic Violence?

A

Defining WC as inferior it reproduces class structure and keeps WC in their places

48
Q

How do WC experience school?

A

Clash between 2 habitus which leaves WC in education feeling alienated
Archer:
WC pupils felt to be successful they would have to change the way they presented themselves. Process of ‘losing yourself’

49
Q

What do nike identities create for the WC?

A

WC conscious that society looked down on them
Seek alternative ways of creating self worth
Constructed class identities by investing in ‘styles’
Brands was a way of ‘being me’

50
Q

What did nike identity’s create for Pupils identities?

A

Girls adopted hyper-heterosexual feminine style
Social suicide if not conforming

51
Q

What did the right appearance create?

A

Symbolic capital
Approval from peer groups
Brought safety from bullying

52
Q

How did Nike identities cause conflict?

A

conflicted with school dress code
As schools reflected middle class habitus teachers opposed ‘street’ styles as showing as a threat
Labelled them as rebels

53
Q

What are the 2 rejections of higher education

A

Unrealistic
Undesirable

54
Q

Why do WC see higher education is Unrealistic?

A

not for ‘people like us’
for richer, posher cleaver people
unaffordable and risky investment

55
Q

Why do WC see higher education as Undesirable?

A

won’t suit their preferred lifestyle/habitus

56
Q

What does education create from Nike identities?

A

‘get the message’ that education isn’t for them
Actively choose yo reject as it doesn’t fit their way of life

57
Q

What does Archers study see the relationship of?

A

Between Working class identity and educational failure

58
Q

What is the relationship between education success & WC identity?

A

Ingram:
2 groups of WC Catholic boys from highly deprived area
One group passed 11+ and went to grammar school the other group failed and went to the local secondary
Grammar school had middle class habitus where the secondary school had habitus of low exectations

59
Q

What did Ingrams study find about the relationship between education success & WC identity?

A

WC identity was inseparable from belonging to a working class locality
Family & friends were key part of the boys’ habitus
Gave them a sense of belonging
(Archer: Sports wear gave boys habitus and sense of identity)

60
Q

What did Ingram find out about WC communities?

A

Emphasis on conformity.

61
Q

What did the boy experience?

A

Pressure to fit in, problem for grammar school boys who experienced tension between the 2 habitus they lived

62
Q

What happened to Callum?

A

Ridiculed by class mates for coming into non school uniform day in a tracksuit to fit in to WC habitus but was made to feel worthless by MC habitus
Example of symbolic violence, pupils have to abandoned their WC habitus if they want to succeed

63
Q

What is Sarah Evans study of WC girls from South London?

A

Evans:
21 WC girls doing A-levels in a comprehensive school
Found the girls were reluctant to apply to elite unis and those who did felt the sense of hidden barriers an d not fitting in

64
Q

What does Bordieu say about WC & university’s?

A

Thinks of oxbridge as ‘not of the likes of us
Feeling comes from they habitus
Thinking leads to WC excluding themselves from elite unis

65
Q

What did Evans find out about the girls?

A

Girls had attachment to locality
4/21 girls wanted to move away

66
Q

What did Evans, Ingram and Archer show?

A

They show a consistent pattern of MC education devaluing choices of WC resulting WC being forced to choosing between their WC identity or conforming to the MC to succeed

Sociology AQA A-Level (5 decks)

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