social groups and achievement (sociologists) Flashcards
(24 cards)
what sociologists talk about how social class and teacher expectations affect achievement?
BECKER;
- carried out interviews on 60 chicago high school teachers
- found teachers label students by comparing them to their ideal pupil; which the middle class more closely resembled
what sociologist talks about how social class and labelling affect achievement?
RIST: “Ghetto Education”
- carried out a study in a kindergarten, where on the fifth day teachers put students in groups on their perceived ability and behaviour
- found that 2 years later that the groups had remained unchanged with the middle class being on the “tigers” table and the working class being on the “clown”
ROSENTHAL AND JACOBSON: Pygmalion in the classroom
- found that 20% of the random spurters had greater progress
- realised it was because of teacher labelling
what sociologist talks about how social class and setting and streaming affects education?
DOUGLAS:
- students in the lower set sat an IQ test at 8 years old and a similar one at 11
- found that their IQ got worse after 3 years of being in the bottom set
- whilst students in the top sets IQ scores increased
GILBOURN AND YOUDELL:
- conducted a study in two london secondary schools
- found that teachers had racialised expectations towards black boys and asian girls
- working class and black pupils more likely to be placed in lower sets
what sociologist talks about how social class and subcultures affects educational attainment?
MAC N GHAIL:
- the different students in education ;
1. the academic achievers (positive view of education and working class)
2. the new enterprisers
3. the real englishmen (anti school and rude to teachers but still did well due to cultural capital)
4. the macho lads (anti school and working class)
5. the gay
what sociologist talks about the external factors of the three types of capital affect achievement?
BORDIEU:
- the working class lack capital to achieve social mobility as they dont have:;
1. economic capital (the money and property)
2. the cultural capital (the knowledge and skills)
3. the social capital (the connections and social circle)
what sociologists talk about how social class and material deprivation affects achievement?
FLAHERTY:
- money problems are the leading cause of non attendance amongst working class students; which stigmatise the working class
- working class are more likely to work part time which would affect their attendance
- 1/3 of persistent truants leave school with no qualifications
- nearly 90% of failing schools are located in “deprived areas”
what sociologists talk about how social class and cultural deprivation affects achievement?
BERNSTEIN:
- the middle class use the elaborated code whilst the working class use the restricted code
DOUGLAS:
- the working class placed lower values in education and were less ambitious
- working class parents placed a low value on education so visited schools less and as a result they had less opportunities in education to be successful
SUGARMAN:
- he found four features of lower class barriers to achievement:
1. fatalism (don’t attempt to change their situation)
2. collectivism (sacrifice their ambitions for their community)
3. immediate gratification (pleasure now rather than sacrifice for later)
4. present time orientation (the present is more important)
what sociologists talk about how ethnicity and teacher labelling affect achievement?
GILBOURN AND YOUDELL:
- teachers have racialised expectations so were quick to discipline black students
- teachers saw black boys as a “threat” and asian girls as a problem that they could just ignore
- as a result, pupils responded negatively to these expectations
MAC N GHAIL:
- conducted a study of black A level students who thought they were being negatively labelled
- in turn, they rejected the label
what sociologists talk about how ethnicity and the ethno-centric curriculum affect achievement?
DAVID:
- the national curriculum is specifically british and ignores non european languages and literacy
what sociologists talk about how ethnicity and institutional racism affect achievement
WRIGHT:
- found that teachers often had ethnocentric views
- teachers would use childish when talking to asian pupils as they assumed they didnt know good english
- teachers mispronounced their names and didnt like their customs so as a result, they didnt achieve as well as others
MIRZA:
- studied ambitious black girls who faced teacher racism and found that racism discouraged them from being ambitious
- much of their time in school was used avoiding racism by not trying to interact with the teacher; which in turn put them at a disadvantage by restricting their opportunities
what sociologists talk about how ethnicity and subcultures affect achievement?
FULLER:
- at a school where most black girls were placed in low streams, they were able to form a pro school subculture to ensure that they succeeded
what sociologists talk about how ethnicity and cultural deprivation/capital affect achievement?
BORDIEU:
- some cultures place a greater importance into education and some do not
- immigrant parents have a high work ethic as they aim to improve their social position
what sociologists talk about how ethnicity and language barriers affect achievement?
DRIVER AND BALLARD:
- “ a student who doesn’t speak english at age 4 has the same results by age 16 in comparison to a student who did”
- language doesn’t affect achievement
what sociologists talk about how ethnicity and family structures affect achievement?
SEWELL:
- african caribbean families tend to be single parent households which leads to them experiencing low income and poverty
what sociologists talk about how external factors such as the rise in feminism affect female achievement?
MCROBBIE:
- studied girls magazines from the 1970s till now and has seen they have shifted from emphasising the importance of getting married and having kids to now female independence
what sociologists talk about how external factors such as changes in women’s employment affects female achievement?
WEBB:
- the number of women in employment is increasing steadily
- there has been a fall in the gender pay gap
- more women than ever before are breaking through the glass ceiling
what sociologists talk about how external factors such as changing ambitions of girls affects female achievement?
SHARPE:
- interviewed girls in the 1970s and again in the 1990s
- found that their priorities had changed and concluded that this was due to the increased employment opportunities which has made women become extremely ambitious
FULLER:
- ambition and achievement in school has become a central aspect of a girls identity
- girls believe in meritocracy so they aimed for careers where they would be able to support themselves
what sociologists talk about how internal factors such as teachers attention affects female achievement?
FRENCH AND FRENCH:
- boys get more attention as they require to be told off more
-girls spend more time behaving and were less likely to have more negative interactions with teachers
what sociologists talk about how internal factors such as the curriculum has affected female achievement?
GORARD:
- gender gap in achievement increased sharply after GCSE and coursework was introduced; which girls did better in
what sociologists talk about how internal factors such as equal opportunity policies affect female achievement?
BOALER:
- the impact of equal opportunities is the key reason for the changes in girls achievement because barriers have been removed and school has become more meritocratic for females
what sociologists talk about how internal factors such as league tables affect female achievement?
JACKSON:
- schools are getting more competitive and looking to “recruit” more girls as they have better exam results
SLEE:
- boys are seen as a liability as they underachieve, misbehave and get excluded
what sociologists talk about how factors such as gender socialisation affect gender and subject choice?
LOBBAN:
- found that there is gender stereotyping in children’s books which pushed girls to do more nurturing subjects and boys more scientific subjects
what sociologists talk about how factors such as subject images, gender identity and peer pressure affect gender and subject choice?
SKELTON:
- students view certain subjects as more appropriate for their gender
what sociologists talk about factors such as gender domains affect subject choice?
MURPHY:
- even when boys and girls do the same task, they approach it differently
ARNOT:
- girls prefer talk that are open ended and realistic so choose humanities where its more debating responses
- in comparison to boys where they like commentary style answers and clear questions so choose subjects that are maths and science based where there is memorising and a correct answer
