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Sociology > Eductation: Section 2 Social class > Flashcards

Eductation: Section 2 Social class Flashcards

need to do cards for external factors!!!!!! (83 cards)

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1
Q

What are the external factors affecting education?

A

Material deprivation
Cultural deprivation
Three types of capital

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2
Q

What are the material deprivation factors?

A

Home environment
Overcrowding
Nutrition
Costs of education
Elite self-recruitment

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3
Q

What are the cultural deprivation factors?

A

Language
Parental values
Cultural values

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4
Q

What are the three types of capital?

A

Cultural
Economic
Educational
Parental skills of choice

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5
Q

What are the internal factors affecting education?

A

Labelling
Normalisatin of working-class underachievement
Self-fulfilling prophecy
Streaming/setting
Subcultures
Habitus, symbolic capital and symbolic violence
Working-class ‘Nike’ identities
Self-exclusion

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6
Q

What approach have Interactionist (action theory) take?

A

Micro perspective

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7
Q

How do Interactionists take a micro approach?

A

Examined interactions between students and teachers-focusing on how pupils ‘see things.’ They aim to understand teacher’s labels and stereotypes and interpretive procedures.

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8
Q

Who came up with the labelling theory?

A

Becker 1971 and Rist 1970

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9
Q

What does it mean to label someone?

A

Attach a meaning or definition to them, which can be negative or positive.

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10
Q

What do studies show about teachers labelling?

A

Attach lables regardless of pupil’s actual ability or attitude, Instead base labels off sterotyped assumptions, often labelling working class negatively and middle-class positively.

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11
Q

What did Becker do/find?

A

Interviewed high-school teachers and found teachers saw children from middle class backgrounds as the closest to the ideal and working class as furthest from the ideal. Teachers from different schools however had different views of the ideal pupil depending on behaviour within schools. Eg. bad behaved kids means ideal pupil is well behaved whereas well behaved kids means high achievers are ideal.

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12
Q

What did Rist do/find?

A

Study of an American kindergarden found teachers use information about a child’s home background and appearance to seperate groups. Fast learners were labelled ‘tigers,’ often were middle class and they were sat closest to teacher. Other groups labelled ‘cardinals’ and ‘clowns’ and they sat further away and were often of the lower class. They were given lower level work and had fewer chances to show ability.

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13
Q

How qualities did the teachers use to create labels?

A

Social class
Appearance
Home background
Personality

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14
Q

Who came up with the normalisation of working-class underachievement?

A

Dunne and Gazeley 2008

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15
Q

What do Dunne and Gazeley argue?

A

‘Schools persistently produce wokring-class underachievement’ because of labels and assumptions of teachers.

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16
Q

What did Dunne and Gazeley argue teachers do?

A

Normalised the underachievemnt of working-class pupils and felt as though they could do nothing about it whereas they could overcome the underachievement of middle-class pupils.

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17
Q

Acording to Dunne and Gazeley what was the reason for teachers beliefs?

A

Role of pupil’s home backgrounds: they labelled working class parents as uninterested but middle-class parents as supportive. Which led to class differences between how teachers dealt with pupils who were underachieving.

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18
Q

Acording to Dunne and Gazeley how did teachers overcome underachievement?

A

Setting extension work for underachieving middle class pupils but entering working-class pupils into easier exams.

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19
Q

Acording to Dunne and Gazeley how did teachers treat working-class pupils?

A

Ignored their potential and those who were doing well were seen as overachieving.

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20
Q

What did Dunne and Gazeley conclude?

A

The way teachers explained and dealt with underachievement itself, constructed class differences in levels of attainment.

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21
Q

What is a self-fulfilling prophecy?

A

Prediction that comes true.

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22
Q

What do interactionists believe labelling causes?

A

Educational achievement by creating a self-fulfilling prophecy.

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23
Q

Who came up with the self-fulfilling prophecy?

A

Rosenthal and Jacobsen 1968

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24
Q

What is step 1 of the self-fulfilling prophecy?

A

Teacher labels a pupil and on the basis of this label makes predictions.

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25
What is step 2 of the self-fulfilling prophecy?
Teacher treats the pupil accordingly to their label and act as though the prediction is already true.
26
What is step 3 of the self-fulfilling prophecy?
Pupil internalises the teachers expectations and it becomes part of their self image. They now become the pupil the teacher expected them to become and the prediction is fulfilled.
27
How did Rosenthal and Jacobsen show the self-fulfilling prophecy?
Study of a California primary school- they told teachers they had designed a test to identity pupils who would 'spurt' ahead. It was actually an IQ test. All pupils were randomly tested and 20% were randomly identified as 'spurters' and school was told who they were. A year later almost half of the 'spurters' had made significant progress. Th effect was greater on younger children.
28
What do Rosenthal and Jacobsen suggest about teachers beliefs?
They had been influenced by the supposed test results. Their beliefs were conveyed through the way they interacted with pupils.
29
What is suggested by the pupils being randomly selected in Rosenthal and Jacobsen's study?
If teachers believe a pupil to be a certain type they can actually make them into that type. Suppoting the interactionist principle-what people believe to be true has real effects even if belief isn't true.
30
What can the self-fulfilling prophecy produce?
Underachievement if students are negatively labelled.
31
Who came up with streaming/setting?
Gillborn and Youdell 2001
32
What is streaming?
Seperating children into different ability groups or classes. Each ability group is taught seperately for all subjects.
33
What is setting?
Grouping children on ability per subject eg. top set in english but bottom set in maths.
34
What is the link between the self-fulfilling prohecy and streaming?
More likely to occur when children are streamed.
35
Is it easy to move up streams?
No
36
What is the effect of being in a lower stream?
Children believe teachers have lower expectations of them which creates a self-fulfilling prohecy.
37
What did Douglas find regarding streaming?
Children placed in a lower stream at age 8 suffered a lower IQ score at 11 but children from the middle class benefited and were more likely to be in a higher stream and developed a positive self-image and worked harder to improve. Those placed in a higher stream at age 8 improved their IQ score by age 11.
38
What did Gillborn and Youdell find about working class and black pupils?
Teachers are less likely to see them as able so they are more likely to be placed in lower streams and entered for lower tiered GCSEs. This denies them the knowledge and opportunity to gain good grades and widens the class gap in achievement.
39
How did Gillborn and Yodell link streaming to the policy of publishing exam league tables?
Schools are ranked via their exam performance and they need a good position to attract pupils and funding. Meaning schools focus time and energy to pupils who have the potential to do well and boost the schools position. They call this 'educational triage.'
40
According to Gillborn and Yodell what are the three ways pupils are categorised?
Pupils who will pass without extra support Pupils with potential but need help Pupils who are doomed to fail/hopeless
41
What is educational triage a basis for?
Streaming as tecahers beliefs about less able pupils are used to segregate them into lower sets where they recieve less support, resulting in lower achievement.
42
What is a subculture?
Group of people within society who have different values to the main society.
43
Who came up with the idea of subcultures?
Lacey 1970 Hargreaves 1967 Ball 1981
44
How do pupil subcultures emerge?
Response to labelling and streaming.
45
What two process does Lacey use to explain how pupil subcultures develop?
Differentiation Polaristaion
46
What is differentiation (Lacey)?
Teachers categorising pupils on their perceived ability, attitude and behaviour. THose deemed more able are given a higher status and those who are deemed less able are given an inferior status.
47
What is polarisation (Lacey)?
Pupils respond to streaming by moving towards one of the extremes eg. pro or anti school
48
What do pupils in higher streams tend to be?
Comitted to school values, gain status via educational achievemnt and develop a pro-school subculture.
49
What do pupils in lower streams tend to be?
Suffer a loss of self-esteem, they feel labelled as a failure. This may motivate them to gain status other ways eg. peers and anti-school subcultures. They reject the schools values.
50
What did Hargreaves find about boys in lower streams?
Triple failures: Failed 11+ In low streams Labelled as worthless Their solution was to seek each other and form a delinquent sub-culture which may provide a sense of comfort but resukted in educational failure.
51
Who did Ball 1981 investigate?
Beachside comprehensive school
52
What was beachside doing?
Abolishing streaming in favour of teaching mixed-ability groups.
53
What was the result of beachside abolishing streaming?
Basis for pupils to polarise into subcultures was largely removed and the influence of an anti-school subculture declined. Differentiation still continued.
54
What did teachers continue to do at beachside?
Categorise pupils differently and were more likely to label middle-class pupils as cooperative and able. This positive labelling was reflected in exam results suggesting the self-fulfilling prohecy occured.
55
What did Ball's study of beachside show?
Class inequalities continue as a result of teachers labelling even without the effects of subcultures or streaming. Subcultures are possible responses to labelling and streaming but other responses are possible.
56
Evaluation of subcultures?
Studis show schools aren't fair or neutral institutions as cultrual deprivation theories assume. Interactions within school can actively create social class inequalities.
57
Evaluation of labelling theory?
Accused of determinism as it assumes pupils who are labelled have no choice but to fulfill the prohecy and will inevitably fail.
58
Marxists views of labelling?
Stem from the fact teachers work in a system which reproduces class differences. They say the wider structures of power are ignored and teachers are blamed without explaining why they do it.
59
What is habitus?
Refers to the dispositions or learned, taken for granted ways of thinking, eing and acting that are shared by a particular social class.
60
What does a habitus include?
Tastes and preferences about lifestyle and consumption, their outlook on life and expectations on what is normal or realistic.
61
Why is a habitus formed?
Response to its position in the class structure.
62
Which habitus is the best?
No class' habitus is intrinsically better but the middle classes one has the power to define its habitus as superior and impose it on the class system.
63
What is the result of schools having a middle class habitus?
Middle class pupils have an advantage whilst the working class are viewed as inferior. Middle class pupils are deemed as worthy and have symbolic capital but working class pupils tastes are viewed as tastless and this symbolic violence maintains the class structure.
64
Who's habitus' clash?
Middle and working class.
65
How may working class pupils feel due to their habitus in school?
Their experience of education may be seen as alien and unnatural.
66
What did Archer find about working class pupils?
Felt they to be educationally successful they had to change how they talked and presented themselves. So educational success came from losing themselves.
67
What is identity?
How individuals or groups see themselves and how others see them.
68
Who did Archer study? (Working class Nike identites)
Longitudinal interviews with 53 students and group interviews with a further 36 students across 6 schools. Focus groups with teachers. Students were year 10 and 11 working class boys.
69
What did Archer suggest about less working class pupils in higher education?
Cultural clash between habitus of working class and environment of higher education which was better suited to the white middle classes.
70
What did Archer find working class identities were based off?
Wearing branded sportswear that differentiated them from the middle classes. Specifically nike compared to the gucci of the middle classes.
71
What did pupils gain from wearing these clothes?
Symbolic capital
72
According to Archer how was style performance judged?
Policied by peer groups, not conforming was social suicide and the right appearance earned safety from bullying
73
What did Archer find pupils got from wearing specific things?
For boys worth was drawn from clothing by being associated with black masculinity from sports stars. For females this part of identity was linked to wearing jewellery.
74
What did Nike identities lead to?
Clash with teachers over clothing, makeup and jewellery. Which led them to be further marginalised within education.
75
What did staff interviewed by Archer fear?
Consumer lifestyle of working class pupils would draw them into illegal activities.
76
What did Archer find pupils were aware of?
Financial pressures so higher education was unrealistic as it was unaffordable and a risky investment. It was undesirable and wouldn't suit their lifestyle.
77
According to Archer what did working class pupils actively do?
Actively rejected higher education as it didn't fit their identity.
78
Who came up with the theory of self-exclusion?
Evans
79
Who did Evans study?
21 working class girls studying for their A-Levels.
80
What did Evans find?
Girls were reluctant to apply to elite universitiesas they felt a sense of hidden barriers and a fear of not fitting in. This thinking became part of their identity and so they chose to slef-exclude themselves.
81
What did Evans find the girls had?
Strong attachment to their locality. So 4/21 girls intended to move away from home.
82
What is the result of self exclusion?
Narrows options and limits success
83
What is the result of a middle class education system?
Devalues the experiences and choices of the working class and as a result they are often forced to choose between maintaining their identities or abondening them and adopting the middle class habitus in order to succeed.

Sociology (5 decks)

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