paper 1- education Flashcards
(41 cards)
Outline 2 similarities between functionalist and Marxist views of education (4)
Both see it as Agency of secondary socialisation eg functionalists argue that it teachers students norms and values
Education has selective role eg both see education to filter people into fitting jobs
Education perform economic role eg students learn skills needed in workplace
Outline 3 criticisms of marketisation (6)
- Assume league tables can measure school performance + league tables use narrow range of data ignoring wider context
- Assume comp between schools is desirable + may discourage cooperation of schools in area
- Fewer resources on learning + money spent on marketing and publicity
2 ways hidden curriculum may help to reproduce social class structure (10)
P- prepares for workplace
E- Bowles and Gintis
E- hierarchy
L- students struggle to challenge hierarchy which solidifies position in social class
P- role allocation
E- Davis and Moore
E- WC students will be filtered into WC jobs
L- reproduces class as won’t be able to achieve higher
Evaluate importance of cultural factors in explaining educational achievement (30)
P- accesss to resources
E- maternal dep
E- racism= no jobs= no money
L- disadvantages them compared to others
E- pupil premium
P- linguistic skills
E- Beretier+ englemann and Bernstein (elaborate and restrictive code)
E- no info understood, textbooks
L- won’t do as well as students who English is first language
E- won’t be an issue if schools provide early support
P- labelling
E- Gilbournt and Youdell
E- black students are seen to need more discipline as expected to act badly
L- punished for same activity as white
E- fuller- high achieving black girls rejected stereotypes
P- family structure
E- moynihan
E-high rates of lone parent families in blacks, lead by mother means low achievement of black boys as no role model
L- financial struggles
Strengths and limitations of self completion questionnaires (20)
S- anonymous
S- insight
S- can cover large samples fast
S- identifies trends
L- subjectivity and interpretation
L- social desirability and Hawthorne effect
L- low response rate (validity)
L- practicality- time, money
L- can cause distress
Outline 3 criticisms of Marxist views of the role of education in capitalist society (6)
Schools are meritocratic and do not discriminate working class + functionalists say schools are meritocracies so there is equal opportunity
Marxists neglect the study of factors other than class + factors such as gender and ethnicity are undermined
Marxism is too deterministic so leaves no room for free will + working class students can succeed and achieve highly
Explain how streaming may affect pupil achievement in schools (2)
Pupils in higher streams may have increased self esteem and confidence + so may invest more in their work
Vice versa
Outline and explain 2 ways government educational policies may reflect the needs of the economy (10)
P- Marketisation of education
- competition- more skilled and educated work force,
-innovation- lead to improved ways of teaching and learning to produce better workers
P- increase in school leaving age
-reduce unemployment as fewer young ppl are entering job market- stop benefits
- skilled workforce
-social benefit- reduce crime and poor health, limiting costs to do with them
Strengths and limitations of unstructured interviews (20)
S- gain more insight
S- lots of data gained
S- allows relationship to be built
S- flexible questions- more valid
S- higher response rate
L- subjective opinion will be formed based off data- not supported by positivists
L- practical - time consuming (if shorter less data)
L- harder to analyse
L- low in reliability as questions will change based on answers
L- access
L- if parents are needed only MC will accept
Bernstein on class achievement
different speech codes (elaborate and restrictive)
Douglas on class achievement
parents education
WC encourage kids less
role models
sugarmann on class achievement
WC subcultures that act as barriers:
fatalism, collectivism, immediate gratification, present time orientation
sugarmann- fatalism
nothing you can do to change your status
sugarmann- collectivism
valuing being apart of a group more than having individuality
sugarmann- immediate gratification
seeking the pleasure now rather than making sacrifices for bigger gain in future
sugarmann- present time orientation
no long term goals as present is more important than future
bourdieu on class achievement
cultural capital and social capital
mcrobbie- gender differences on achievement
studied girls magazines in 1970s- marriage
now- strong, assertive women
changes in women employment (gender)
Equal pay act
sex discrimination act
sharpe- gender differences in achievement
interviewed girls ambitions in 1970s- marry and kids
1990s- careers and independence
mitos and brown- gender differences
girls do better than boys in coursework as more organised
gorad- gender differences
gender gap increased when GCSEs were introduced
equal opportunities policy- gender differences
GIST and WISE
national curriculum- girls and boys study same topics
role models- gender differences
more female teachers encourages girls to see school as part of a ‘female gender domain’
