Soc education mock

Question 1

Topic 1 - Class differences in acheivement (EXTERNAL)

What are external factors in education?

Answer 1

Factors outside of the education sysyem.
Includes the influence of home, family background and wider society.

Question 2

Topic 1 - Class differences in acheivement (EXTERNAL)

What are examples of external factors in education?

Answer 2

• Cultural Deprivation
• Material Derprivation
• Cultural Capital

Question 3

Topic 1 - Class differences in acheivement (EXTERNAL)

What are examples of cultural deprivation?

Answer 3

• Language
• Parents education
• Working class subculture

Question 4

Topic 1 - Class differences in acheivement (EXTERNAL)

What are examples of material deprivation?

Answer 4

• Housing
• Diet and Health
• Financial support and cost of education
• Fear of debt

Question 5

Topic 1 - Class differences in acheivement (EXTERNAL)

What are examples of cultural capital?

Answer 5

• Knowledge
• Attitudes and values
• Language
• Lifestyle

Question 6

Topic 1 - Class differences in acheivement (EXTERNAL)

What did Bernstein say about cultural deprivation?

Answer 6

Speech Codes -
Differences in speech codes put WC children at a disadvantage and MC children at an advantage because teachers, textbooks and exams all use the elaborated code.

Question 7

Topic 1 - Class differences in acheivement (EXTERNAL)

What are the 2 different speech codes?

Answer 7

Restricted code - Used typically by WC. Limited vocab and is based on the use of short, often unfinished gramatically simple sentences.
Elaborated code - Used typically by MC. Wider vocab and based on longer, gramatically more complex sentences.

Question 8

Topic 1 - Class differences in acheivement (EXTERNAL)

What did Dogulas say about cultural deprivation?

Answer 8

Parents education - WC parents place less value on education.
They are less ambitious for their childeren.
Give them less encouragement to participate in educational activities.
Many WC parents do not attend parents evening.

Question 9

Topic 1 - Class differences in acheivement (EXTERNAL)

What did Sugarmann say about cultural deprivation?

Answer 9

WC subcultures - Identified 4 key acts that act as a barrier to educational acheivement for WC pupils.

Question 10

Topic 1 - Class differences in acheivement (EXTERNAL)

What where the 4 aspects Sugarmann identified that act as barriers to acheivement for WC pupils?

Answer 10

• Fatalism - There’s nothing you can do to change your status.
• Collectivism - Value being part of a group more than being an individual.
• Immediate Gratification - Seeking pleasure now rather than making sacrifices to get rewards in the future.
• Present time orientation - Seeing the present as ore importan t than the future: have no long-term goals.

Question 11

Topic 1 - Class differences in acheivement (EXTERNAL)

How can housing affect pupil acheivemnet?

Answer 11

• Overcrowded Homes - Greater risk of accidents and illness: Could lead to absences from school.
• Overcrowding - No room for educational activities, disturbed sleep and sharing rooms.
• Families living in temp accomodation - Move more frequently: disturbed education.

Question 12

Topic 1 - Class differences in acheivement (EXTERNAL)

What did Howard say about diet & health affecting educational acheivement?

Answer 12

WC pupils have lower intakes of energy, vitamins and minerals.
Poor nutrition affects health (weakens the child’s immune system) - this may result in more absences from school.

Question 13

Topic 1 - Class differences in acheivement (EXTERNAL)

Who studies Cultural Capital?

Answer 13

Bourdieu

Question 14

Topic 1 - Class differences in acheivement (EXTERNAL)

What does Bourdieu say about cultural Capital?

Answer 14

MC children with cultural capital are better equipped to meet demands on the school curriculum.
Parents can convert the cultural capital into economic capital: they can send their children to private schools

Question 15

Topic 2 - Class Differences in Achievement (INTERNAL)

What are internal factors?

Answer 15

Factors inside the school environment that affects a pupils ability to achieve.

Question 16

Topic 2 - Class Differences in Achievement (INTERNAL)

What are examples of internal factors?

Answer 16

Labelling
Streaming
Pupil subcultures
Pupil identities
Self-fulfilling prophecy.

Question 17

Topic 2 - Class Differences in Achievement (INTERNAL)

What does Becker say about labelling and its effects?

Answer 17

Teachers judge and label pupils according to how closely they fit the “ideal pupil”.
Will lower the motivation of students who did not suit the ideal pupil, due to how teachers putt off their time away from them and were unwilling to help.

Question 18

Topic 2 - Class Differences in Achievement (INTERNAL)

What is the self fullfilling prophecy?

Answer 18

When students are given a positive label, they react to it by creating a positive self-concept, which means they are motivated to work hard and improve their grades. This also works in reverse, with negative labels leading to negative self-concepts and less motivation.

Question 19

Topic 2 - Class Differences in Achievement (INTERNAL)

What did Rosenthal and Jacobson find from studying the self fullfilling prophecy?

Answer 19

• Informed teachers of students who scored highly on an IQ test and would be a quick learner.
• The catch was that these test results were fabricated.
• Teachers treated those who were falsely identified as ‘spurts’ differently.
• 47% of those who were identified to ‘spurt’ had made significant improvement due to how teachers paid more attention to them by giving them more feedback.

Question 20

Topic 2 - Class Differences in Achievement (INTERNAL)

What is streaming?

Answer 20

When pupils are placed in the same sets for all there subjects.
E.g., Set 3 for Maths, History and Science.

Question 21

Topic 2 - Class Differences in Achievement (INTERNAL)

What did Gilborn and Youdell find when studying streaming?

Answer 21

Teachers labelled working-class students as unintelligent, resulting in them being placed in lower streams and sets.

Question 22

Topic 2 - Class Differences in Achievement (INTERNAL)

What are pupil subcultures?

Answer 22

A group of pupils that share simillar values and behaviour patterns.

Question 23

Topic 2 - Class Differences in Achievement (INTERNAL)

What 2 ways did Lacey say pupil subcultures developed?

Answer 23

Polarisation - When pupils respond to streaming by either moving to a pro or anti-school subculture.
Differentiation - A form of streaming, those who are placed in higher streams gain a higher status.

​

Question 24

Topic 2 - Class Differences in Achievement (INTERNAL)

What did Hargreaves find about pupil subcultures?

Answer 24

Boys in lower streams were triple failures: they failed their 11+ exam; had been placed in lower streams; and then labelled as “worthless louts”.
Their soloution was to form a group which provided status to those who mocked the school rules and guaranteed their educational failure.

Question 25

# Topic 2 - Class Differences in Achievement (INTERNAL) What are nike identities?

Answer 25

Another way for the WC pupils to seek self-worth, status and value by investing in styles.

Question 26

# Topic 2 - Class Differences in Achievement (INTERNAL) What did Archer find out about nike identities?

Answer 26

WC pupils invest in ‘nike’ identities, leading to self-exclusion from education because it does not fit their identity and way of life; they see it as unrealistic (it is for richer and cleverer people) and they also see it as undesirable (it does not suit their habitus).

Question 27

# Topic 3 - Ethnic Differences in Achievement What do trends in statistics show about ethnic differences in acheivement?

Answer 27

* Chinese pupils achieve the best in education. * Black Caribbean and Gypsy Roma pupils have fallen behind.

Question 28

# Topic 3 - Ethnic Differences in Achievement What are examples of external factors causing ethnic differences in acheivement?

Answer 28

* Language skills * Family structure * Attitudes and values * Material deprivation

Question 29

# Topic 3 - Ethnic Differences in Achievement What are examples of internal factors causing ethnic differences in acheivement?

Answer 29

* Ethnocentric curriculum * Labelling * Pupil subcultures * Institutional racism

Question 30

# Topic 3 - Ethnic Differences in Achievement What are Linguistic skills?

Answer 30

Some pupils may speak a different language and some pupils speak an informal version of English.

Question 31

# Topic 3 - Ethnic Differences in Achievement What did Bereiter and Engelmann state about linguistic skills?

Answer 31

Black Caribbean language is ungrammatical and disjointed, which means they cannot convey abstract ideas.

Question 32

# Topic 3 - Ethnic Differences in Achievement What did Moynihan find about family structure?

Answer 32

Higher rates of lone-parent families in black ethnicities. Many black families are headed by a lone mother, leading to lower achievement of black boys due to how they do not have a male role model.

Question 33

# Topic 3 - Ethnic Differences in Achievement How might attitudes and values cause ethnic differences in acheivement?

Answer 33

Some black pupils have a fatalistic outlook on life, meaning they want immediate gratification and have limited motivation to achieve in the long term.

Question 34

# Topic 3 - Ethnic Differences in Achievement How might material deprivation cause ethnic differences in acheivement?

Answer 34

Many minority ethnic groups are victims of racism in wider society, they face direct or indirect discrimination at work and may be in low paid jobs or unemployed. This will impact upon the children's educational opportunities.

Question 35

# Topic 3 - Ethnic Differences in Achievement How did Gilborn and Youdell say labelling affects black pupils?

Answer 35

* Teachers had racialised expectations of black pupils. * Expected more discipline problems. * Saw their behaviour as threatening. * Black pupils were more likely than others to be punished for the same behaviour as white pupils.

Question 36

# Topic 3 - Ethnic Differences in Achievement How did Fuller say labelling affects black pupils?

Answer 36

* High achieving black girls maintained a positive self-image by rejecting teachers' stereotypes. * They did not seek teacher approval, but valued education.

Question 37

# Topic 3 - Ethnic Differences in Achievement How did Mirza say labelling affects black pupils?

Answer 37

Black girls' strategies for dealing with teacher racism still disadvantaged them. For Example, they would not ask for help.

Question 38

# Topic 3 - Ethnic Differences in Achievement How did Wright say labelling affects asian pupils?

Answer 38

* Asian primary school pupils were stereotyped and treated differently. * Teachers used simple language because they assumed they would speak poor English. * Became frustrated when pupils pronounced their names incorrectly.

Question 39

# Topic 3 - Ethnic Differences in Achievement What where the range of responses Sewell found black boys developed as a response to racist teacher labels?

Answer 39

* Conformists: keen to succeed, accepted the school's goals. * Innovators: pro-education, but anti-school. Valued success, but not teacher’s approval. * Retreatists: disconnected from the school and black subcultures outside of it. * Rebels: rejected the school's goals, and conformed to the stereotype of the ‘black macho lad’.

Question 40

# Topic 3 - Ethnic Differences in Achievement What did Tryona and Williams find?

Answer 40

The British curriculum prioritises white culture and the English language. For example, through holidays in line with the Christian calendar, and a focus on white leaders in History.

Question 41

# Topic 4 - Gender Differences in Achievement What have statistics over recent years shown about the gender differences in acheivement?

Answer 41

Girls outperform boys in educational attainment.

Question 42

# Topic 4 - Gender Differences in Achievement What are examples of external factors resulting in increased achievement in girls educational performance?

Answer 42

* Girls changing ambitions * Changes in the family * Changes in women's employment

Question 43

# Topic 4 - Gender Differences in Achievement What are examples of internal factors resulting in increased achievement in girls educational performance?

Answer 43

* Equal opportunities * Teacher attention * Coursework

Question 44

# Topic 4 - Gender Differences in Achievement What are the reasons for boys underachievement?

Answer 44

* Feminisation of schooling * The decline in manual labour * ‘Laddish’ subcultures

Question 45

# Topic 4 - Gender Differences in Achievement What reasons has McRobbie given for the impact of feminism affecting gender differences in acheivement?

Answer 45

Studied girls magazines and found that in the 1970s, they emphasised the importance of getting married. However, they now contain images of strong, assertive and independent women.

Question 46

# Topic 4 - Gender Differences in Achievement How have feminists caused a gender differnce in acheivement?

Answer 46

Campaigned for women's rights and changes in the law. E.g., Equal rights.

Question 47

# Topic 4 - Gender Differences in Achievement How has changes in women's employment led to gender difference in acheivement? ​

Answer 47

Changes in the law have improved the position of working women. For example the Equal Pay Act (1970) and the Sex Discrimination Act (1975).

Question 48

# Topic 4 - Gender Differences in Achievement What did Sharpe find about changing girls ambitions?

Answer 48

Interviewed girls and found that their ambitions in the 1970s were to marry and have children, and saw their future in terms of a domestic role. In the 1990s, the girls priorities had changed to careers and wanting to be independent.

Question 49

# Topic 4 - Gender Differences in Achievement Why do Mitos and Brown suggest GCSE and Coursework has led to gender differences in acheivement?

Answer 49

Girls do better than boys in coursework because they are more conscientious and better organised.

Question 50

# Topic 4 - Gender Differences in Achievement What did Gorad find about gender acheivement?

Answer 50

The gender gap in achievement increased sharply when GCSE was introduced in 1988.

Question 51

# Topic 4 - Gender Differences in Achievement How have equal oppertunity policies led to differnces in acheivement?

Answer 51

* GIST and WISE programmes encourage girls into science and technology. * National curriculum - girls and boys largely study the same subjects (eg. by making science compulsory).

Question 52

# Topic 4 - Gender Differences in Achievement How have role models created gender differences in acheivement?

Answer 52

More female teachers, feminising the learning environment and encouraging girls to see school as part of a ‘female gender domain’.

Question 53

# Topic 4 - Gender Differences in Achievement What did Swann find about gender differnces in acheivement?

Answer 53

Boys dominate class discussions, whereas girls are better at listening and cooperating. Teachers respond more positively to girls and give them more encouragement.

Question 54

# Topic 4 - Gender Differences in Achievement What did French and French find about gender differnces in acheivement?

Answer 54

Teachers paid boys and girls similar amounts of attention for academic reasons, but boys received more attention overall because they were disciplined more often.

Question 55

# Topic 4 - Gender Differences in Achievement What have Marketisation Policies led to?

Answer 55

Increased competition between schools.

Question 56

# Topic 4 - Gender Differences in Achievement What do schools want to recruit because of the marketisation of education?

Answer 56

More able students and generally girls are more successfull than boys.

Question 57

# Topic 4 - Gender Differences in Achievement How does boys litercy affect gender differences in acheivement?

Answer 57

Parents spend less time reading to sons because it is seen as a 'feminine' activity.

Question 58

# Topic 4 - Gender Differences in Achievement How do differences in boys and girls activities cause gender differences in acheivement?

Answer 58

Boys leisure interests do not encourage language and communication skills, whereas gitls ‘bedroom culture’ does.

Question 59

# Topic 4 - Gender Differences in Achievement How has a decline in manual labour led to gender differences in acheivement?

Answer 59

Globalisation has led to the decline in heavy industries in the UK. This has led to a male ‘identity crisis’, giving them little motivation to get qualifications for a job.

Question 60

# Topic 4 - Gender Differences in Achievement What does the feminisation of education mean?

Answer 60

Schools no longer nurture masculine traits.

Question 61

# Topic 4 - Gender Differences in Achievement How has the feminisation of education disadvantaged boys?

Answer 61

* Introduction of coursework has disadvantages boys. * Lack of male primary school teachers - only 1 in 6 primary school teachers are male.

Question 62

# Topic 4 - Gender Differences in Achievement What is laddish subculture?

Answer 62

Peer-pressure on boys to demonstrate their masculinity by being ‘anti-school’.

Question 63

# Topic 5 - The role of education How do functionalists view education?

Answer 63

View it positively as it provides functions for the rest of society.

Question 64

# Topic 5 - The role of education What is the New Right view on education?

Answer 64

In order to fullfill functions schools should be centered around the consumer and their choice.

Question 65

# Topic 5 - The role of education What is the Marxist view on Education?

Answer 65

Criticise Functionalists and the New Right arguing the education system serves the needs of capitalism, by ensuring the failure of WC pupils.

Question 66

# Topic 5 - The role of education What is the feminist view on education?

Answer 66

Reject the education system for producing gender inequalitites.

Question 67

# Topic 5 - The role of education Who are the Functionalist sociologists who look at education?

Answer 67

Emile Durkheim Parsons Davis and Moore

Question 68

# Topic 5 - The role of education What does Durkheim say the role of education is?

Answer 68

* 2 main functions of education: social solidarity and specialist skills. * The education system helps to create social solidarity by transmitting society's culture from one generation to the next. * Schools also act as a ‘society in miniature’ preparing us for life in wider society.

Question 69

# Topic 5 - The role of education What does Parsons say the role of education is?

Answer 69

* Schools are meritocratic - This is the belief that all pupils have an equal chance to succeed through talent and abilities, regardless of class, gender, ethnicity etc. * Also sees the school as an agent of socialisation, acting as a bridge between the family and wider society.

Question 70

# Topic 5 - The role of education What did Davis and Moore beleive the role of education is?

Answer 70

Schools perform the function of selecting and allocating pupils to their future work roles by assessing individuals attitudes and abilities, schools help to match them to the job they are best suited to.

Question 71

# Topic 5 - The role of education What Marxists sociologists studied the role of education?

Answer 71

Althuser Bowles & Gintis Willis (neo-marxist)

Question 72

# Topic 5 - The role of education What did Althusser say the role of education is?

Answer 72

Education system performs 2 functions for the ideological state apparatus (ISA): * Reproduction - the education system reproduces class inequality by failing each generation of working-class pupils * Legitimation - the education system tries to convince people that inequality is inevitable and failure is the fault of the individual, not the capitalist system

Question 73

# Topic 5 - The role of education What did Bowles and Gintis say the role of education is?

Answer 73

* Schools create the new generations of workers to serve the capitalist system. * Hidden curriculum in schools (lessons that are 'learned' but not taught), which is used to serve the capitalist system (Eg. pupils accept hierarchy, competition, alienation) * The functionalist idea of meritocracy is a myth; success is based on class background, not ability or educational achievement.

Question 74

# Topic 5 - The role of education What did Willis beleive the role of education is?

Answer 74

* Pupils can see through the ruling class ideology and resist attempts to beleive it in school. * Male working class pupils formed a distinct counterculture that flouted school rules.

Question 75

# Topic 5 - The role of education What do liberal feminists beleive the role of education is?

Answer 75

There has been a steady improvement in girls experience of school and girls achievement.

Question 76

# Topic 5 - The role of education What do radical feminists beleive the role of education is?

Answer 76

Radical feminists believe that one of the primary roles of education is to maintain gender inequality. Gendered Language - school teachers and textbooks use gendered language Gendered roles - textbooks present traditional gendered roles (for example, women as housewives) Gendered stereotypes - textbooks and teachers tend to stereotypes males and females (for example, girls are presented as more caring)

Question 77

# Topic 5 - The role of education What does the creation of an 'education market' force schools to do?

Answer 77

Respond to the needs of teachers, parents and pupils.

Question 78

# Topic 5 - The role of education What did Chubb and Moe state the role of education is?

Answer 78

State education has failed to create equal opportunity because it does not have to respond to pupil’s needs. Parents and communities cannot do anything about failing schools when the schools are controlled by the state. Private schools deliver higher quality education because they are answerable to paying consumers (parents).

Question 79

# Topic 6 - Educational policy Where was there a shift in educational policies?

Answer 79

From the 1940’s the tripartite system existed, (legitimising inequality in education), to the new system of comprehensive schooling introduced in 1965.

Question 80

# Topic 6 - Educational policy What is the difference between the new labour policies and the the conservative policies?

Answer 80

New Labour policies sought to reduce inequality. The conservative policies have reintroduced a system of inequality by encouraging privatisation and marketisation.

Question 81

# Topic 6 - Educational policy When was the tripate system introduced and what did it do?

Answer 81

1944. 2 main types of secondary school (grammar and secondary modern) with selection by the 11+ exam. Most MC pupils attended the grammar school, whereas most WC pupils attended the secondary modern.

Question 82

# Topic 6 - Educational policy When was the comprehensive system introduced and what did it do?

Answer 82

1965. Abolished the 11+ and all pupils attended the same local comprehensive school.

Question 83

# Topic 6 - Educational policy What was the marketisation policies?

Answer 83

League tables - schools with good results encourage the best (usually middle-class pupils). Less successful schools end up with less-able pupils. The funding formula - schools are funded on how many pupils they recruit, so good schools get more money, and can improve staffing/resources.

Question 84

# Topic 6 - Educational policy What where the new labour policies?

Answer 84

* Education Action Zones * Aim Higher programmes * Education Maintenance Allowance for poorer 16-18-year-olds * Increased funding for state education

Question 85

# Topic 6 - Educational policy What where the conservative policies post 2010?

Answer 85

* Academies - All schools encouraged to become academies, some funded by privately-owned chains, some funded by central government. * Free schools - State-funded but set up and run by parents, teachers, religious groups or businesses * Spending cuts -There have been cuts in government spending on education (Eg. in areas such as Sure Start, EMA, school building). * Grammar schools - parliament have discussed the reintroduction of grammar schools.