prediction qs paper 1 Flashcards
(20 cards)
evaluate the strengths and limitations of secondary sources for the study of social class differences in achievement (20m)
PARA 1
Point: One strength of using secondary sources is access to large-scale, quantitative data.
Evidence: For example, government education statistics, Ofsted reports, or census data can show patterns of achievement across different social classes.
Explanation: This allows researchers to identify trends and correlations between social class and achievement.
Link: Such data can provide a strong foundation for analyzing social class differences in education.
Evaluation: However, secondary data may lack context and fail to explain the reasons behind observed trends.
evaluate the strengths and limitations of secondary sources for the study of social class differences in achievement (20m)
PARA 2
Point: A key limitation of secondary sources is the potential for bias and inaccuracy.
Evidence: For instance, school performance tables may be influenced by government policies or selective reporting.
Explanation: This means that the data may reflect institutional priorities rather than true educational outcomes across social classes.
Link: This can mislead researchers studying social class differences.
Evaluation: Nevertheless, cross-referencing multiple secondary sources can help mitigate this issue.
evaluate the strengths and limitations of secondary sources for the study of social class differences in achievement (20m)
PARA 3
Point: Another strength of secondary sources is that they are time-efficient and cost-effective for researchers.
Evidence: Researchers can quickly access large datasets from government websites, educational reports, or published studies.
Explanation: This allows for a broad analysis of social class differences in achievement without the need for primary data collection.
Link: This is particularly useful for large-scale sociological studies.
Evaluation: However, the reliance on existing data may limit the researcher’s ability to explore new or emerging issues.
evaluate the strengths and limitations of secondary sources for the study of social class differences in achievement (20m)
PARA 4
Point: Finally, secondary sources may lack the detail needed to fully understand social class differences in achievement.
Evidence: For example, statistics can show achievement gaps but do not explain why they exist.
Explanation: This means that secondary sources may overlook qualitative factors like teacher-student relationships or parental support.
Link: Such factors are crucial for understanding the impact of social class on achievement.
Evaluation: Using secondary data alongside primary qualitative data can provide a more balanced understanding.
evaluate the strengths and limitations of using structured interviews for investigating the study of teacher attitudes and ethnic minority management
(20m) PARA 1
Point: One strength of structured interviews is that they are highly reliable.
Evidence: For example, using the same set of questions for all teachers ensures consistency.
Explanation: This allows for easy replication of the study to check for similar results.
Link: This is valuable for studying teacher attitudes, ensuring that data can be compared across different schools.
Evaluation: However, rigid questions may prevent teachers from fully expressing their attitudes, limiting insight.
evaluate the strengths and limitations of using structured interviews for investigating the study of teacher attitudes and ethnic minority management
(20m) PARA 2
Point: A key limitation of structured interviews is their lack of depth.
Evidence: For instance, teachers may give brief, socially desirable answers rather than detailed, honest opinions.
Explanation: This restricts the researcher’s ability to explore complex attitudes towards ethnic minority management.
Link: Such depth is crucial for understanding sensitive topics like teacher perceptions and biases.
Evaluation: Semi-structured interviews can offer a better balance between consistency and depth.
evaluate the strengths and limitations of using structured interviews for investigating the study of teacher attitudes and ethnic minority management
(20m) PARA 3
Point: Another strength is that structured interviews are time-efficient and cost-effective.
Evidence: For example, a researcher can quickly interview multiple teachers within a short period.
Explanation: This allows for the collection of a large sample of teacher attitudes, enhancing representativeness.
Link: This is useful for gaining an overview of attitudes across different schools.
Evaluation: However, this may lead to superficial understanding if teachers rush their responses.
evaluate the strengths and limitations of using structured interviews for investigating the study of teacher attitudes and ethnic minority management
(20m) PARA 4
Point: Finally, structured interviews can introduce researcher bias.
Evidence: The wording and order of questions may influence teachers’ responses.
Explanation: This can lead to socially desirable answers, particularly on sensitive topics like ethnicity.
Link: This is problematic for studying attitudes, as teachers may hide prejudices.
Evaluation: Clear, neutral wording and interviewer training can help minimize this bias.
outline and explain 2 functionalist concepts (10m)
Paragraph 1: Social Solidarity
Point: One key functionalist concept is social solidarity, which refers to the sense of belonging and unity within society.
Evidence: Emile Durkheim argued that education plays a crucial role in promoting social solidarity by teaching shared values and norms.
Explanation: For example, subjects like history and citizenship help students understand their cultural heritage, creating a sense of collective identity.
Link: This ensures that individuals are integrated into society, maintaining social order and cohesion.
outline and explain 2 functionalist concepts (10m)
Paragraph 2: Role Allocation
Point: Another important functionalist concept is role allocation, which refers to the process of sorting individuals into appropriate roles in society.
Evidence: Talcott Parsons emphasized that education functions as a meritocratic system, where students are assessed based on their talents and abilities.
Explanation: This means that the most capable individuals are selected for the most important roles in the workforce, ensuring that society functions efficiently.
Link: This concept supports the idea that education is essential for matching individuals with suitable careers, benefiting both individuals and society as a whole.
outline and explain 2 reasons why experiments are often associated with a positivist approach (10m)
Point: One reason why experiments are often associated with the positivist approach is their emphasis on quantifiable data.
Evidence: Positivists, like Auguste Comte, believe that sociology should adopt the methods of natural sciences, focusing on observable, measurable phenomena.
Explanation: Experiments allow researchers to collect numerical data, such as reaction times or behavior frequencies, which can be easily analyzed and compared.
Link: This aligns with the positivist aim of producing objective, scientific knowledge about social behavior.
outline and explain 2 reasons why experiments are often associated with a positivist approach (10m)
Point: Another reason is that experiments provide control over variables, which positivists value for establishing cause-and-effect relationships.
Evidence: In a laboratory experiment, researchers can manipulate independent variables (e.g., teaching methods) to observe their effect on dependent variables (e.g., student performance).
Explanation: This controlled environment allows for reliable and replicable findings, which positivists consider essential for scientific sociology.
Link: Such control ensures that findings are valid and can be used to make generalisable conclusions about social behaviour.
outline and explain 2 practical problems with covert observation (10m)
Point: One practical problem with covert observation is the difficulty in gaining access to the group being studied without raising suspicion.
Evidence: For example, in James Patrick’s covert study of a Glasgow gang, he had to be introduced by an insider and carefully maintain his cover.
Explanation: This means researchers must carefully manage their identity and behavior, which can be time-consuming and stressful.
Link: If access is lost or suspicion is raised, the research may be compromised, wasting time and resources.
outline and explain 2 practical problems with covert observation (10m)
Point: Another practical problem is the inability to take notes openly during covert observation.
Evidence: Covert observers cannot be seen writing observations, as this would reveal their true purpose.
Explanation: This forces them to rely on memory, which may lead to incomplete or inaccurate data collection.
Link: As a result, the reliability and validity of the findings can be affected, limiting the overall quality of the research.
outline and explain 2 disadvantages of using experiments in sociological research (10m)
Point: One disadvantage of using experiments in sociological research is the lack of ecological validity.
Evidence: For example, laboratory experiments take place in artificial settings that do not reflect real-life social situations.
Explanation: This means that participants may behave differently than they would in natural environments, leading to distorted findings.
Link: As a result, the findings may not accurately represent real-world social behavior.
outline and explain 2 disadvantages of using experiments in sociological research (10m)
Point: Another disadvantage of experiments is that they can raise ethical concerns.
Evidence: For instance, participants may be deceived about the true purpose of the study, as seen in Milgram’s obedience experiment.
Explanation: Deception can harm participants by causing stress or anxiety, and they may feel pressured to continue.
Link: Such ethical issues can damage trust between researchers and participants, limiting the acceptance of experimental findings.
analyse 2 factors inside schools that contribute to working class underachievement (10m w/item)
Point: One factor inside schools that contributes to working-class underachievement is teacher labelling, which can lead to a self-fulfilling prophecy.
Evidence: Becker’s study of labelling found that teachers often judged students based on their social class, seeing middle-class students as “ideal” and working-class students as less capable.
Explanation: This means that working-class students may internalize these negative labels, leading to lower self-esteem and reduced motivation.
Link: As a result, they may underperform, confirming the teacher’s initial expectations.
Evaluation: However, not all students accept their labels; some working-class students may adopt a “rebellious” attitude, resisting the label and striving for success.
analyse 2 factors inside schools that contribute to working class underachievement (10m w/item)
Point: Another factor is the use of the restricted language code within schools, which disadvantages working-class students.
Evidence: Bernstein distinguished between the restricted code (used by working-class students) and the elaborated code (preferred by teachers and exams).
Explanation: Since lessons, textbooks, and exams are often written in the elaborated code, working-class students may struggle to fully understand and express their knowledge.
Link: This puts them at a disadvantage compared to middle-class students who are more familiar with the elaborated code.
Evaluation: However, schools can reduce this disadvantage by explicitly teaching students the elaborated code and developing their language skills due to the speech hierarchy- troyna + williams (only value m/c habitus)
analyse 2 explanations for why children from lower social classes may underachieve (10m w/ item)
Point: One explanation for why children from lower social classes may underachieve is cultural deprivation theory.
Evidence: Sociologists like Douglas argue that working-class parents may place less emphasis on educational success, providing less support with homework or reading.
Explanation: This lack of parental encouragement can lead to lower educational aspirations and poor academic performance among working-class children.
Link: As a result, these children may enter school less prepared and struggle to catch up.
Evaluation: However, this explanation has been criticized for being culturally biased, as it blames working-class parents without considering structural factors like economic hardship.
analyse 2 explanations for why children from lower social classes may underachieve (10m w/ item)
Point: Another explanation is material deprivation, which refers to the lack of financial resources necessary for educational success.
Evidence: Smith and Noble highlight that children from low-income families may lack access to resources like textbooks, a quiet study space, or private tuition.
Explanation: This means that these children are at a disadvantage compared to their middle-class peers, who can afford better educational support.
Link: As a result, their academic achievement is often lower.
Evaluation: While material deprivation is a significant factor, it does not account for the success of some low-income students who achieve through resilience and support from teachers.
