Relationships and Processes within Education

Question 1

what is setting

Answer 1

• refers to a student being placed in an ability group based on their performance in a specific subject
• higher sets and lower sets

Question 2

What is streaming?

Answer 2

• refers to placing a student into a stream or a collection of classes
• based upon perceived ability
• example, a student is perceived to be high ability and is therefore olaced in high sets for all subjects

Question 3

what is banding

Answer 3

• having more than one class for a subject
• more common in larger school sixth forms

Question 4

who does setting and streaming affect/ what are the trends

Answer 4

• can affect all students
• but setting and streaming is more likely to have a negative affect on working class students as they are likely to be placed in the lower sets
• many china and Indian students are more likely to be in higher sets
  African and carribean students more likely to be placed in lower sets

Question 5

how does setting and streaming influence achievment

Answer 5

• according to Keddie,
• cough that students n lower sets were given less challenging work, and given dumb down resources
• they are discouraged over future aspirations
• whereas the opposite is said for higher set students and there is a more positive view on their education

Question 6

setting and streaming in contemporary education

Answer 6

• marketisation and the need for students to perform has increased setting and streaming
• facilitated the rise for vocational qualifications such as betas and t-levels

Question 7

evaluation of setting and streaming

Answer 7

-Ball, removal of setting and streaming lessened anti-school subcultures
- boale4r, lower set is a ‘psychological prison’
- education cuts, lower sets suffer most

Question 8

what are anti-school sub-cultures

Answer 8

• a group that has developed its own norms and values which is opposite to those of the schools

Question 9

why are anti-school subcultures formed

Answer 9

• Boaler, setting and streaming students are put in a ‘psychological prison’
  -Cohen, they form from students being denied legitimate oppotrtunities to succeed

Question 10

how do anti-school subculture

Answer 10

lacey - -hightown grammar- differentiation of students t atalistic attitudes to education
- Mac And Gmail - ‘mecho lads’ excessive discipline, rejections of normal norms and values

Question 11

what is the impact of anti-school sub-cultures

Answer 11

• rejection of the notion that school can be a means of success
• reinforcement of fatalistic attitudes
• exclusion and disiplinaty action

Question 12

evaluation of anti-school sub-cultures

Answer 12

• deterministic - anti-school does not necessarily mean anti-education
• is it internal or external factors that influence anti-school sub-cultures
• most students confirm to norms and values

Question 13

what is labelling?

Answer 13

• labelling refers to the process of attaching a label to somebody based upon the perceptions of others
• teachers place a series of labels consciously and unconsciously onto studrnyd

Question 14

who is labelled?

Answer 14

• students of different social class
• students of different ethnic groups
• students of different genders
• interectionallity of labeliling can have multiple impacts

Question 15

what theory was put forward surrounding labelling

Answer 15

• Becker - geh ‘ideal pupil’
• teachers had an idea of an ideal pupil that matched middle-class values
• ## judgments made upon presentation of work, appearance, conduct in classroom, language skills and personality traits.

Question 16

what is the order of the process of labelling?

Answer 16

q. behaviour is observed

2. label is attached
3. behaviour is reinforced
4. label is reinforced
5. student internalises label
6. student accepts or rejects label

Question 17

what is self fulfilling prophecy

Answer 17

• the. a student accepts their label and performs and acts accordingly to expectations

Question 18

what did Rosenthal and Jacobson say about labelling

Answer 18

• students labelled positively as ‘sputters’ achieved more progress than the control gr0oup

Question 19

evidence of labelling in contemporary education

Answer 19

• setting and streaming
• performance targets for students
• educational triage
• pupil premium

Question 20

evaluation/critisisms of labelling theory

Answer 20

• not all students of social class accept labels – external factors in determining what label is applied - - cultural backgrounds, materials deprivation .. .
• links to other concepts with education - setting and streaming ..

Question 21

what is institutional racism?

Answer 21

• practices and procedures within an institution that place now or more groups at disadvantage based upon their ethnicity and background
• synoptic link to crime and deviance

Question 22

how are schools institutionally racist?

Answer 22

• admission policies and procedures
• • ethnocentric curriculum and ethnocentrism in food, uniform, holidays
• racist abuse tolerated - teachers don’t actively challenge racismt behaviour.

Question 23

how does institutional racism impact achievment

Answer 23

• marketisation - manty minority ethnic groups unswore or unable to understand admissions policy
• higher education - less opportunities for black and Pakistani students
• lower expectations of black students leads to lower achievment and conflict

Question 24

research evidence o support institutional racism

Answer 24

• Gilbourn and Yodel (2000) lower expectations on black and working-class students
• Modood - Pakistani and black students less likely to be placed in higher education

Question 25

evaluation and criticisms of institutional racism - parents have higher cultural capital for students to succeed

Answer 25

• multicultural policies and zero tolerance policies towards racism
• black students more likely to be to be victims to educational triage
• does not explain why Italian and Chinese students more resilient to racism

Question 26

what is an ethnic sub-culture

Answer 26

• a subculture which has norms and values that do not align with the values of education

formed from a shared understanding of ethnicity and experiences

Question 27

examples of ethnic ubculutes

Answer 27

Asian girls (Shaun)

• muslim boys (Archer)

black carribean (Sewell)

Question 28

what is the ethnocentric curriculum

Answer 28

• focus of the curriculum to one particular ethnic group to the detriment or the exclusion of other groups
• Ball - ‘little Englandism’ in national curriculum, focuses on triumphs of the British Empire
• little to no reference to asian culture, African-Carribean culture represented by slavery and civil rights

Question 29

who is disadvantaged by ethnocentric curriculum?

Answer 29

• little representation of Asian, African, Carribean and. Chinese students
• nor is there representation of the working classes except from the negative contest of the Industrial Revolution
• many students are learning that there place n society is one of subservience or unimportant

Question 30

how does the ethnocentric curriculum disadvantage minority students

Answer 30

• when minority ethnic ic groups are of role models in the curriculum, often white British
• when minority ethnic groups are mentioned, often based upon negative experiences or being ‘civilised’ by white European
• outside of the curriculum focus on Christianholidays, western sports, uniforms reflecting cultural differences

Question 31

evidence of Ethnocentric curriculum

Answer 31

• policies in the 60s and 70s targeted assimilation rrather than integration
• Troyna and Williams (1986) and David (1993) curriculum provides advantages for White British students
• Board (1005) curriculum saw white as good and saw ‘Black as primitive’

Question 32

how policy reinforces the ethnocentric curriculem

Answer 32

• changes to National Curriculum in 2013, focused on history
• Micheal Gove ‘Island story’ from the Magna Carter to the developm,ent of the internet
  – drew critisism for its ethnocentrism
• multui-culturalism policies specifically targeting underachieving groups
• aims high and attempts to decolonise the curriculum

Question 33

evaluation of ethnocentric curriculum

Answer 33

from the data that we have seen the achievement of pupils form white background is lower than all ethnic groups with the exception of black- Carribean and Pakistani pupils
- when the ethnocentric curriculum revolves around white culture it is contradictory to suggest that it impacts on all social groups

• ethnocentric curriculem can lead to clashes with white wor,ing class and black African carribean as their habbitus is not being represented
• ethnocentric curriculem mayhace little impact on certain subject areas such as maths and science
• the impacts of globalisation policies may have softened the blow of the ethnocentric curri clem 4-7b

Question 34

what is social class identity?

Answer 34

• cultural background of an individual shapes their identity
• school reinforce or reject these identities of different social classes
• schools shape the identity of students in their own image - workign class identtity is rejected in favour of middle class identity

Question 35

how do schools shape identity of students

Answer 35

• according to Archer, one of the ways schools reject is by rejecting the working class habbitus in the education system,
• in her research of working class students she found they developed identities that were indipendant of the school
• They developed indentitites that were indipendant of the school only based upon branded sportswear, ‘nike identity’
• working class girls adopted hyper-heterosexual identities based upon wearing makeup, and gaingin status if they had a boyfriend.
• these were done in reaction to having the habits, that of the working class, rejected in schools - known as ‘Symbolic Violence’

working class students look to gain symbolic capitally claiming these identities

Question 36

teacher interactions and identity

Answer 36

• working class habits rejected or altered - and school subcultures
• in both cases, the identity of subculutre forms part of student identity
• middle class labelling reinforce pro-school subculutre
• teacher reactions to student reinforce or reject the student identity

Question 37

another way student identity can be formed, selection policies

Answer 37

• internal selection - lower class more likely to be in lower sets or streams
• external selection working class more likely to be rejected from top schools
• \\Reay, students see school as a reflection of themselves
• Boaler - lower sets are a from of psychological prison

Question 38

the curriculem and identity

Answer 38

• curriculum based upon the habits of the dominant middle class
• working class students tastes wand attitudes sees education as not a viable option for them
• Reay- working class see university as ‘not for them’

Question 39

contemporary application in the UK

Answer 39

• school uniform policies conflict nike identities for middle class clothing and hairstyles
• extra curricular activities such as museum trips alienates students as it does not reflect their culture
• Ousted - schools are required to develop cultural capital and cultural literacy whcih does nto align with the working class habbitus and identity

Question 40

evaluation of student identity

Answer 40

• working class underachievement
• formation of anti-school subcultures
• deterministic - identity is multi factored and school is one aspect of student identity
• internal and external interplay - how much of identity is shaped by the school and how much does the school reacts`