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Sociology > Rs and processes within schools > Flashcards

Rs and processes within schools Flashcards

1
Q

what is the interactionalists perspective?

A

-look at what actually goes on in schools
-e.g interactions between teachers and pupils

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2
Q

what kind of things would be included in ‘ school organisation’, teaching and learning context?

A

-school ethos
-hidden curriculum
-teacher expectations
-setting and streaming
-pupil subcultures

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3
Q

what is meant by the ethos of a school?

A

-characters,values, atmosphere and climate of a school
-emphasis on academic success
-equal opportunity

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4
Q

ethos of a school and hidden curriculum

A

schl reward or punish certain behaviours
-schl can emphasise sport or faith ethos
-displayed through hidddn curriculum e,g religious artefacts and trophies

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5
Q

what is the ethos of GSFG? & how is it supported through hidddn curriculum

A

-christian= faith based- assemblies, prayers, crosses
-service points- christian values “service” , “community”
-diversity fortnight
-“let your light shine “. (schl song)

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6
Q

what do functionalists say on the hidden curriculum?

A

-parsons says it transmits society’s core values
-graded exams
-achievements= reward
-value achievement

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7
Q

what do marxists say ab hidden curriculum?

A

-Bowles and gintis produce workers to accept role in society
-submit to control
- disregard creativity and independence
-transmit ruling class ideology

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8
Q

what do postmodernists say ab hidden curriculum?

A

-Giroux
-neo liberal ideology(winning at all costs even in ruthless competitiveness)
-schls want to be top of league tables
-climb educational ladder to succeed.

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8
Q

what ab feminists in the hidden curriculum?

A

-patriarchal ideology(male dominance)
-boys underachieve
-males higher jobs e.g business
-vocational e.g childcare lower paid
-59% experience sexual harassment
-suffering goes un noticed

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9
Q

Why do teachers label students?

A

-race, ethnicity
-uniform
-social class
-gender
-behaviour

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10
Q

what is teacher labelling?

A

-actively judge their pupils
-gain impressions of them
- group into ideal or trouble maker
e.g hardworking, lazy, bright or slow

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11
Q

positive label

A

-positive produces the halo effect
, extra encouragement and support

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12
Q

negative label

A

-disruptive or lazy
-pupils can under achieve

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13
Q

what is the self fulfilling prophecy?

A

-waterhouse
-positive or negative labels can lead to ‘pivotal identity’
-when bad student behaves normal it’s temporary
-when good student behaves bad it’s out of character
- labelling leads to one accepting it and acting in accordance .

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14
Q

what are the characteristics of an ideal pupil?(Becker)

A

-hempel-jorgensen said its
-hardwork
-concentrating
-listen to teacher

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15
Q

what other factors are part of an ‘ideal pupil’?

A

-motivated by education
-helpful
-aspirations
-academic attainment

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16
Q

social class, ethnicity and ideal pupil?

A

-white middle class more likely sucessful
-teachers expect less from non white
-didnt see black as sucessful
-asian girls more successful

16
Q

how did rosenthal and jacobson provide evidence for self fulfilling prophecy?

A

-chose grp of students which teachers told were bright
-expected to make good progress
-altho they werent diff from other students
-they acc did make great progress than the others due to the label

17
Q

what were the issues with rosenthal and jacobsons research?

A

-deception and tampering with the childrens success

17
Q

how hartley and suttons research be problematic?

A

not representative- only kent

17
Q

how did hartley and sutton carry out their research and what was their conclusion?

A
  • gender
    -140 kids and primary schls
    -first grp told boys dont do aswell as girls
    and 2nd group not told
    -first grp performed worse
18
Q

what did Ball(1981) say?(academic vs vocational)

A

-top stream students found were encouraged to achieve high
-encouraged to be more academic
-lower stream encouraged to follow vocational

19
Q

what did symth et al say(2006)?(working class zone out)

A

-lower stream ppl have more negative attitude towards schl
-more likely to disengage from schl
-find it too slow
-negative effect on their aspirtations

20
Q

what did sutton trust say (2010)?( not enough disadvantaged reaching high)

A

-while setting help to strecth bright pupils from poor backgrounds
-not enough reached top set
-streaming pupils favoured the middle class

21
Q

what did keddie say?(lower vs higher sets)

A

-not all students given same knowledge
-teachers taught higher stream kids differently to lower stream(had to also behave and do more work)
-lower stream students can underachieve as arent given the same knowledge

22
Q

what did gilborn and youdell say?

A

-working class & black kids more likely to be lower stream
-unlikely to be higher tiers
-limited achievement

23
Q

Evaluation of these peoples opinions?

A

-its not fully known why working class are labelled negative and middle class positive
-small sample - 1 or 2 schls

24
Q

(pro and anti schl subclutures)
what is a subculture?

A

-grp w diff norms and values to mainstream
-smaller group within larger grp

25
Q

pro school subculture behaviour?

A

-punctual
-hw on time
-after school clubs
-well dressed

26
Q

anti schl subculture behvaiour?

A

-fight
-smoke
-bunk
-swear
-not well dressed

27
Q

why might pupils behave anti or pro schl?

A

-teacher labels
-older sibling/peer pressure/friends
-parents attitude

28
Q

Mac an Ghail pro school subculture?

A

-found the ‘academic achievers’ and the ‘new enterprisers’
-‘academic achievers were a grp of white middle class boys supported by parents and encouraged
-their grp cared about achieving high and being best
-‘new enterprisers’= mix of white working class and asian boys who wanted to b better than their parents
-did subjects like tech and computers to gain a career and bring financial gain.

29
Q

(anti school subcultures)
what is a subculture of resistance?

A

-opposititon of academic aims
-disrupt smooth running of school system
-in return labelled as a failure

30
Q

how is willis study of the lads an example of anti schl subculture?

A

-opposed academic schooling
-jus wanted a laugh
-wanted to escape

31
Q

what did woods say on pupil adaptations?

A
  • not all pupils respond the same to labels
    -intgration = become teachers pet
    -rebellion= reject school as a whole
32
Q

evaluation of interactionist
(positive)

A

-recognise what happens IN school rather just pupils background,culture

33
Q

negatives of interactionist explaination?

A

-too deterministic= claim negative labels always hv negative effect
-FULLER found that negative labels to black pupils made them want to work harder
-dont explain why certain grps are negatively labelled e.g working class and black
-dont account for outisde factors e.g culture, economic

34
Q

what is woods 1979 pupil adaptations scale?

A

-intgratiation(fully ideal pupil)
-compliance(behaves well even when not happy)
-opportunism(mostly good but takes chances)
-ritualism(jus goes thru the motions)
-retreatism
-colonization(generally rejects school)
-intransigence(trouble maker)
-rebellion(againist school)

35
Q

1.labelling
2.stereotype
3.halo effect
4.hidden curriculum

A

1.attaching a meaning to an individual e.g troublemaker
2.simplified view or generalisation of a social grp
3.viewed favourably
4.not part of offcial curriculum

36
Q

5.ideal pupil
6.pivotal identity
7.streaming
8.setting

A

5.BECKER = pupils seen a the perfect pupil - normally middle class
6.identity pupil adopts as a result of being labelled
7.seperate kids of similar ability classes and teach seperate
8.students divided into grp of same ability in certain subjects

37
Q

9.self fulfilling prophecy
10.differentiation
11.polarisation

12.pupil adaptations

A

9.teacher gives label which becomes accepted
10.LACEY= how schls categorise pupils on basis of ability
11.Lacey= the affect of students being seperated into bottom and top and how it affects their outcome
12.WOODS= students may fall in between pro and anti school

38
Q

13.pro schl subculture
14.anti schl
15.subculture of resistance

A

13.grp which focus on ED
14.reject education, dont work hard
15.oppose mainstream culture

Sociology (19 decks)

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