Hectic Teacher Test 10/03/25

Question 1

What is an internal factor?

Answer 1

The factors inside the school which influence educational achievement.

Question 2

What is an external factor?

Answer 2

Elements outside the school environment which affect educational achievement.

Question 3

What is an educational triage?

Answer 3

Putting students into 3 streams.
M/c in the top, C/D borderline, W/C in lower streams.

Question 4

What is an A-C economy?

Answer 4

Schools are judged based on the number of students who achieve A-C grades at GCSE.

Question 5

What does cultural deprivation mean?

Answer 5

Having inferior norms and values, skills and knowledge that make it difficult to access education.

Question 6

What does material deprivation mean?

Answer 6

Not having the resources/ space available to do well in school.

Question 7

What is the crisis of masculinity?

Answer 7

Due to globalisation there has been a decline in heavy industries e.g. iron and steel engineering.

Question 8

What did Fullers research in 1984 teach us about labelling?

Answer 8

That labels can be rejected and instead proven wrong.

Question 9

What shapes a pupils class identity? Whose habits is encouraged and whose is discouraged? How does this impact their educational achievement?

Answer 9

• Class
• M/C have power to set habits of the school giving them and advantage.
• W/C habits is devalued by schools and W/C students who felt they had to change who they are to be academically successful.
• W/C habitus is seen as undesirable and unrealistic.

Question 10

How have languages led to cultural deprivation? Give a relevant sociologist

Answer 10

Bernstein - W/C and M/C have different language codes - restricted code and elaborated code which puts m/c students at an advantage at school as teachers, textbooks and the education system use the elaborated code.

Question 11

How have parents education led to cultural deprivation? Give a relevant sociologist

Answer 11

Douglas - parental attitudes to education and their own levels of education have a big impact on educational achievement. W/c parents place less value on education and are less likely to push their children academically and visit schools less and as a result children have lower levels of motivation and achievement.

Question 12

How have working class subcultures led to cultural deprivation? Give a named sociologist

Answer 12

Sugarman - w/c have a different culture which is a barrier to educational achievement - 4 elects of cub culture:
1. Fatalism
2. Collectivism
3. Immediate gratification
4. Present time orientation
This leads to under achievement in education.

Question 13

Identify 2 sociologists and their research which shows the impact of the cost of education leading to material deprivation

Answer 13

Tanner - cost of transport, books, computers, uniforms, equipment and field trips can place a burden on w/c families.
Flaherty - there is a stigma attached to those on FMS which prevents some from taking up entitlements.

Question 14

Identify a sociologist and their research which shows the role of housing or health to material deprivation

Answer 14

Howard - children in poorer families have poorer diets and nutrition which leads to a lack of energy and higher absence rates.

Question 15

What are Bourdieu’s 3 types of capital?

Answer 15

• cultural capital - knowledge, attitudes, values, language and abilities of the m/c.
• economic capital - money and household income.
• educational capital.

Question 16

What method did Alice Sullivan use in her research on capital?

Answer 16

Questionnaires and got 456 pupils across 4 schools to complete them.

Question 17

What did Sullivan discover in her research?

Answer 17

Students who showed greater cultural capital were children of graduates and more likely to succeed at GCSE however cultural capital was only part of the reason for differences in educational achievement by social class, access to resources and greater aspirations also have an impact.

Question 18

Give 3 examples of sociologists with supporting evidence from their studies to support the view that ‘dysfunctional’ family types are to blame for under achievements in certain ethnic groups

Answer 18

• Murray - African-Caribbean lone parenthood to blame - lack of male role models means mothers struggle to socialise children.
• Pryce - Asian culture in the UK is more cohesive than black culture and as such they can ignore racism more effectively and as such aren’t affected by it as much.
• Hall - ‘culture of resistance’ - impact of slavery means much of Black culture has lost its language, religion, ancestry etc. the black sculpture is therefore less likely to integrate and assimilate with white m/c uk.

Question 19

What did 1985 Swan report say about language differences in achievement?

Answer 19

Language differences had little impact on achievement.

Question 20

What role did Arnot say the media has had in widening ethnic educational achievement?

Answer 20

Created a negative anti-school role model for black pupils in particular which he describes as the ultra tough ghetto superstar reinforced through rap lyrics and MTV videos.

Question 21

According to Flaherty 2004 which ethnic group are the poorest in the UK?

Answer 21

Pakistanis and Bangladeshis

Question 22

What did the Swan Report conclude about social class, ethnicity and achievement?

Answer 22

Social class differences accounts for a high proportion of differences in achievement between ethnic groups.

Question 23

Explain Noon’s research into racism in society, what he did and what the research concluded

Answer 23

Sent identical letters to 100 top UK companies but alternated between the names ‘Evans’ and ‘Patel’ - replies to the white candidate were more helpful and informative.

Question 24

Identify and explain with named sociologists 2 ways labelling of ethnic studies to can impact educational achievement

Answer 24

• Gillbourn and Youdell - racial expectations - tecahers were quick to discipline black pupils than others for similar behaviour.
• Osler - discipline - black students are more likely to be both officially and unofficially excluded.

Question 25

Identify 3 types of pupil identities according to Archer. Give 2 examples for each identity

Answer 25

- Ideal pupil - white, m/c. - Pathologized pupil identity - deserving poor, feminised identity. - Demonised pupil identity - black or white, w/c.

Question 26

Explain how pupils and subcultures respond to negative educational experiences - rejection of labels

Answer 26

Fuller - girls didn’t conform to all values of the school but valued educational success enough to push themselves. Mac an Ghaill - labelling doesnt always follow the same negative pattern.

Question 27

Explain how pupils and subcultures respond to negative educational experiences - failed coping strategies

Answer 27

- Mirza - some pupils aren’t able to develop coping strategies when faced with teacher racism and labelling. - Mirza - 3 types of teacher racism: Colour blind, liberal chauvinists, overt racists. - Black girls would avoid these teachers by being selective about who they asked for help getting on with their own work in lessons without taking part, avoiding certain options to avoid tecahers. - Put them at a disadvantage by restricting their opportunities causing under-achievement.

Question 28

Explain how pupils and subcultures respond to negative educational experiences - boys responses to racial stereotypes

Answer 28

Sewell: - Rebels - most influential but a minority - rejected values of schools and opposed school by joining a peer group. Reinforced negative stereotypes of black machismo. - conformists - majority of black pupils accepted values of school and were eager to succeed. - retreatists - small minority who isolated and disconnected with peer group subcultures and school - kept a low profile. - Innovators - second largest group - pro education but anti-school - distanced from conformists enough to keep credibility with rebels whilst valuing educational success.

Question 29

Identify and explain with named sociologists 3 ways institutional racism can impact educational achievement

Answer 29

- marketisation and segregation - gillbourn - marketisation allows for more covert selection to take place which leads to segregation. - ethnocentric curriculum - tronya and bell - lack of teaching of Asian languages. - assessment - sanders and horn - changing from a written test to teacher assessments led to black students underachieving.

Question 30

Gender gap in achievement - starting school

Answer 30

2013 teacher assessments showed girls were outperforming boys in literacy, language, maths and PSED.

Question 31

Gender gap in achievement - KS1-3

Answer 31

Girls continue to do better than boys especially in English where the gap continues to widen but the gap begins to narrow in the sciences and maths.

Question 32

Gender gap in achievement - KS4

Answer 32

The average gap at KS4 stands about 10 points but the gap is increasing.

Question 33

Gender gap in achievement - KS5

Answer 33

The gap at A-level is much narrower than GCSE but girls still outperform boys even in the ‘boys’ subjects like maths and science.

Question 34

Gender gap in achievement - vocational education

Answer 34

Although boys are likely to take vocational qualifications girls still more likely to receive a distinction.

Question 35

What impact did role models have on gender differential achievement?

Answer 35

If girls have a role model girls are more likely to work harder to achieve goals which leads to them achieving more educationally.

Question 36

What impact did GCSE and coursework have on gender differential achievement?

Answer 36

Mitsos and Browne - girls are more successful in coursework because they are more conscious and better organised which put them at an advantage.

Question 37

What impact did teacher attention have on gender differential achievement?

Answer 37

Negative interactions could explain why teachers respond more positively to girls which could lead to a self fulfilling prophecy allowing girls to achieve and boys to underachieve.

Question 38

What impact did challenging stereotypes have on gender differential achievement?

Answer 38

Weiner- since 1980’s there has been a change with teacher’s and textbooks challenging traditional stereotypes which has led to greater achievement in girls as they are presented with more positive images of what they can achieve.

Question 39

What impact did league tables/ selection have on gender differential achievement?

Answer 39

Jackson - links desire for high achieving girls to self fulfilling prophecy. League tables created greater opportunities for girls and the fact they are more desired by schools means girls take on a self fulfilling prophecy and master status of higher achievement.

Question 40

Identify and explain 2 reasons for the educational improvement of girls

Answer 40

- feminism - feminist movement has improved women’s rights and raised expectations, self esteem/ motivation of women. - changing girls ambitions - decline of traditional gender roles - stay at home dads, duel earning families.

Question 41

Identify and explain 2 reasons for limited development of educational achievement for boys

Answer 41

- literacy - DfCSF argue the ‘gender gap’ is the result of poor literacy amongst males. - lack of male primary teachers - teaching is a feminine profession and schools lack many real men role models. This is especially critical at primary schools were women dominate.

Question 42

Identify and explain 2 policies that have been implemented to improve boys achievement

Answer 42

- raising boys achievement project - focused on issues associated with the apparent differential academic achievement of boys and girls at KS2 and KS4. - Recruitment of Male Teachers - recruitment events at unis have been targeted particularly at male students in STEM subjects.