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sociology and history > sociology- education > Flashcards

sociology- education Flashcards

1
Q

what is meritocracy

definition

A

a society in which is based upon individual achievement, everyone has equal opportunity to succeed.

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2
Q

what is cultural deprivation

definition

A

not having the ‘right’ culture to succeed

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3
Q

what are the 3 external factors (cultural deprivation theorist/ class)

A

language, parental education and working class subcultures

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4
Q

what does Bernstein argue

argument A02

A

m.c use the elaborated code (wider vocab and more complex) which is also used by schools, teachers, exams and more giving them an advantage
w.c use the restricted code (grammatical errors and short sentences) which is not used by schools disadvantaging them

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5
Q

Bernstein evaluation

evaluation AO3

A

not all w.c use the restricted code (Alan Sugar)
the curriculum should be more inclusive

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6
Q

what does Douglas argue

argument

A

m.c children are more likely to have parents who achieved better and therefore have higher expectations for their kids, they can also help with homework and buy in to the education system e.g. private tutors

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7
Q

Douglas evaluation

evaluation AO3

A

not all m.c parents are involved and enforce discipline
latch key children
not all money is spent on their child’s education

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8
Q

what does Sugarman argue

argument A02

A

4 key barriers to education (immediate gratification, fatalism, collectivism and present time orientation)

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9
Q

Douglas evaluation (further)

evaluation AO3

A

w.c students can and do go on to further education
w.c care just as much on their education as m.c students

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10
Q

cultural deprivation theorist evaluation (class)

A

right wing- blame the w.c
Keddie (73) sees it as victim blaming
Troyna and Williams (86) argues schools should change attitudes towards w.c students

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11
Q

keddie (73) argues (class)

A

its victim blaming, w.c children are different not deprived

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12
Q

Troyna and Williams (86) argue (class)

A

schools should change their attitudes towards w.c students

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13
Q

posh kids go to state school showed us…

A

private school educated people dominate the highest paying jobs in society
private school children’s parents are more involved in their education
w.c students don’t have the environment to succeed
private schools have dinners in which they make connections with important people
private schools have more extra curricular activities
private schools have no anti-school subcultures

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14
Q

what is material deprivation

A

not having enough wealth and income

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15
Q

Flaherty (04) argues (class)

A

lower incomes affect nutrition, lack of space and likelihood of being bullied

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16
Q

tanner et al (03) argues (class)

A

items such as uniform, books etc are a burden to w.c families

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17
Q

Ridge argues (class)

A

children with lower income families take on part time work which can have a negative impact on school work

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18
Q

ridge evaluation (class)

A

part time work comes with positives (income, confidence, self esteem)

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19
Q

Howard (04) (class)

A

children from lower income families have lower intakes of energy, minerals and vitamins (lack of concentration, mood swings and behavioural problems)

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20
Q

housing

A

w.c are more likely to live in cold, damp, small and overcrowded houses

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21
Q

university fees

A

w.c are less likely to receive financial support from families to go to university

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22
Q

material deprivation evaluation (general)

A

ignores internal factors
the government tries to help- pupil premium, social housing etc

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23
Q

what is cultural capital

A

having the wealth and the right culture to succeed

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24
Q

what does Bourdieu (84) argue

A

material and cultural deprivation are interlinked
the education system favours and transmits m.c culture

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25
Q

what are some activities needed for cultural capital (Robson)

A

extracurriculars, educational trips and holidays, museums, theatre, art galleries

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26
Q

what are the 4 internal factors (class)

A

labelling, sets and streams, subcultures and class identities

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27
Q

who argues the theory labelling

A

Becker

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28
Q

what does Becker argue about teacher’s ideal students

A

ideal pupils are middle class

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29
Q

explain labelling theory’s’ impact on education

A

middle class may be labelled as hard working, giving them more motivation and may be asked to do extra work etc
however working class students may be labelled as naughty and treat them with less motivation to succeed

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30
Q

labelling evaluation

A

not everybody becomes their label (too deterministic)
teachers argue they dont label

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31
Q

sets and streams in education

A

w.c students may be labelled as low ability and be placed in lower sets
higher sets have a better environment and enable students to stretch themselves

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32
Q

what are the 2 subcultures

A

pro- school subcultures and anti-school subcultures

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33
Q

what does Lacey argue (subcultures)

A

if students cant gain status through school and grades they gain through anti-school subcultures

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34
Q

how can all three (labelling, sets and streams and subcultures) interact

A

Chris is labelled as lazy and dumb as he is not the ideal student (Becker)
Chris gets put in to a lower set and stream as he’s been labelled as low ability
Chris is resentful towards the school and his teachers
Chris joins an anti school subculture after copying others in his new classes

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35
Q

what is a habitus

A

the cultural framework of a class
a class’s preference of lifestyle, fashion, leisure, tv, programmes, good and bad tastes and more

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36
Q

how is habitus taught

A

through socialisation within the family

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37
Q

what is symbolic violence

A

the power to attack and devalue another social group

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38
Q

what does Bourdieu argue about habitus

A

middle class have the ability to impose their habitus on education and schools will attack the w.c by devaluing who they are and their habitus

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39
Q

what does archer ague about class identities

A

w.c do not have the correct cultural capitol to succeed due to symbolic violence therefore they will change their habitus in order to fit in

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40
Q

who argues the theory of Nike identities

A

Archer

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41
Q

what are nike identities

A

w.c students will invest in certain styles to give themselves a sense of identity however the m.c stigmatises it and view it as tasteless

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42
Q

evaluation of archer’s nike identities (3)

A

high standards for all= equality between social classes
some schools have systems in place to help w.c families
prepares you for the working world

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43
Q

ethnicity and education statistics (2)

A

white and Asian students on average achieve higher than black students
unemployment for ethnic minorities was 12.9% double white 6.3%

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44
Q

ethnicity on education (5)

A

linguistic skills, attitudes and values, family structure and parental support, material deprivation, racism in wider society

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45
Q

what do cultural deprivation theorists argue about ethnic minorities and linguistic skills

A

that many ethnic minorities lack adequate stimulation and enriching experiences leaving them poorly equipped for school

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46
Q

what do Bereiter and Engleman argue

A

low income black American families are ungrammatical, disjointed and incapable of expressing abstract ideas

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47
Q

what is an evaluation of linguistic skills (3)

A

racist
w.c white males also use the restricted code
Swann Report (85) language differences had little impact on achievement

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48
Q

attitudes and values argument

A

CDT believe black children are socialised to have fatalistic attitudes

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49
Q

family structure and parental support arguments

A

‘dysfunctional’ family types are to blame

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50
Q

what 2 sociologists argue about family structure and parental support (ethnicity)

A

Moynihan and Scruton

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51
Q

Moynihan (65) argument

A

African- Caribbean lone mothers to blame, lack of male role models

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52
Q

scruton (86) argument

A

low achievemnt is due to ethnic minorities failing to conform to british culture

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53
Q

general evaluation of CDT (3) (ethnicity)

A

Moon and Ivins found parental involvement in ethnic minorities was higher
single mothers (lone parent) are positive role models
victim blames

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54
Q

are ethnic minorities more or less likely to suffer from material deprivation

A

more

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55
Q

what is a statistic to support material deprivation within ethnic minorities

A

2/5 of the population of ethnic minorities are living in poverty- double of white British population (2012-13)

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56
Q

what are 5 reasons for material deprivation in ethnic minorities

A

live in deprived areas
lack of language skills
foreign qualifications
asylum seekers unable to work
racism

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57
Q

material deprivation- evaluation (ethnicity)

A

Gilborn and Mirza- social class doesn’t override ethnic inequalities
not all ethnic minorities face material deprivation (Asian and Chinese students are likely to come from a middle class background)

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58
Q

what does Rex argue about racism in wider society

A

racism leads to social exclusion which worsens poverty faced by ethnic minorities

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59
Q

housing for ethnic minorities

A

minorities are forced into sub-standard accommodation

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60
Q

what does Wood argue about employment for ethnic minorities

A

job applications from a white person are more likely to be offered an interview

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61
Q

contemporary society examples of racism

A

BLM movement following the death of George Floyd
Stephen Lawrence
ethnocentric curriculums and institutional racism

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62
Q

what does Will.I.Am’s documentary ‘the black print’ show us (4)

A

young black men are 7x more likely to be stopped and searched
discrimination in the workplace
Bristol Bus Boycott- missed out in history etc
a school with no ethnocentric curriculum allows students to realise they can achieve anything

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63
Q

what is an ethnocentric curriculum

A

an attitude or policy that gives priority to the culture and viewpoint of one ethnic group while disregarding others

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64
Q

what do Troyna and Williams argue about schools and discrimination

A

schools unconsciously discriminate against ethnic minorities

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65
Q

what does Gilborn (97) argue about marketisation

A

that it gives schools more scope to select pupils and allows negative stereotypes to influence decisions

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66
Q

what do Moore and Davenport (90) argue about marketisation

A

school selection mans some minorities fail to get in to better schools
EXAMPLE primary schools screen out pupils with language difficulties

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67
Q

The Commission for Racial Equality (93) found… (2)

A

racial bias in interviews, lack of applications in foreign languages etc

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68
Q

what did Gillborn and Mirza find for black pupils

A

they are the highest achievers in primary yet have the worst GCSE results

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69
Q

what does Gillborn and Mirza’s study show us

A

that their achievement must be hindered by internal factors not external

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70
Q

what do Gillborn and Youdell find on teacher racism

A

teachers are quicker too discipline black pupils and see black students as threatening and more likely to misbehave

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71
Q

what did Wright (92) find/ argue- ethnicity

A

Asian students in primary schools were negatively labelled as having bad English skills therefore their teachers spoke to them patronisingly and simplistically. Asian students also felt isolated when teachers disapproved of names or customs

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72
Q

what did Fuller (84) find/ argue- ethnicity

A

studied high achieving black girls who rejected their negative labels but did it for themselves, not teacher approval

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73
Q

what did Mirza (92) find/ argue- ethnicity

A

studied ambitious black girls who didn’t achieve due to racism
Mirza identified 3 teacher types:
-colour blind teachers, all students are equal but allowed for racism to go unchallenged
-liberal chauvinists, low expectations of black students as they are culturally deprived
-overt racists, actively discriminate, black students are inferior

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74
Q

what did Sewell (98) find/ argue- ethnicity

A

studied black boys’ strategies to cope with racism, found 4 groups:
the rebels, small and influential, openly hate school
the conformists, largest group, wanted to fit in and avoid stereotypes
the retreatists, smallest groups isolated by school and subcultures
the innovators, anti-school but pro-education

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75
Q

labelling and teacher racism evaluation (4)

A

shows how teachers can be a cause of failure
not all pupils accept their labels (fuller)
policies to prevent this
teachers may be a result of the education system as a whole

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76
Q

gender differences overall trends (2)

A

more girls stay on for A-levels
girls do better than boys in their GCSE’s

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77
Q

what are the three external factors for gender difference in achievement

A

rise in feminism/ changes in ambition, changing families, changing employment

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78
Q

changing ambitions/ a rise in feminism (3)

A

Sue Sharpe- a change in female priorities from the 70’s compared to the 90’s (from wife to career driven)
women now realise their education is not a waste and they can actually use it to work, not just be a housewife
acts such as the Equal Pay Act, free contraception etc

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79
Q

changing ambitions/ a rise in feminism evaluation (3)

A

doesnt explain why girls do better
policies put in place arent fully implemented e.g. there is still a pay gap between men and women
just because girls are more ambitious doesnt mean they can achieve more

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80
Q

changing families (4)

A

increase in divorce- realise they don’t have to stay in unhappy marriages
decrease in birth rate- female headed lone parent families- positive role models
women staying single- other lifestyles are possible

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81
Q

changing employment (2 acts and 1 point)

A

Equal Pay Act 1970
sex discrimination act 1975
these acts make it more equal for women giving them more motivation to work

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82
Q

changing employment evaluation (2)

A

men continue to earn more in their lifetime than women
children are a social pressure and are discriminated against in the workplace

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83
Q

what are the 5 reasons for gender differences internal

A

equal opportunities policy, coursework, role models, teacher attention and league tables

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84
Q

why does equal opportunities policy lead to differences in achievement

A

national curriculum 1988- m=boys and girls take the same subjects- no gender bias/ gender stereotyping
GIST and WISE set up to encourage girls in to STEM subjects
a more meritocratic system

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85
Q

why does role models lead to differences in achievement

A

more female teachers providing a pro- education role model for girls
this may mean girls get more positive labelling which may lead to better achievement

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86
Q

role models evaluation

A

boys can have female role models
female teachers can provide a positive role model for girls (Sharpe)

87
Q

why does coursework lead to differences in achievement

A

Mitsos and Browne (98) believe girls are more organised and conscientious and therefore do better in coursework

88
Q

what is an evaluation of coursework

A

boys can have the same attributes girls have
stereotypical ‘feminine’ qualities

89
Q

why does teacher attention lead to differences in achievement

A

French and French (83) boys and girls receive equal attention however boys get more through misbehaviour
Swan (98) boys dominate class discussions and teachers respond more positively to girls behaviour

90
Q

why do league tables lead to differences in achievement

A

girls are seen as ‘more able’ and get in to better schools therefore receive a better education

91
Q

what are the 5 reasons for boys underachievement

A

feminisation of schooling, laddish subcultures, globalisation and literacy skills, boys overconfidece

92
Q

what sociologist argues about feminisation of schooling

A

Sewell

93
Q

feminisation of schooling

A

argued by Sewell (06) that traditional masculine traits e.g. competition and leadership are no longer being taught
there is also an argument for a lack of male role models

94
Q

feminisation of schooling evaluation (3)

A

Francis (06) boys+girls aged 7/8 dont care about their teachers gender
reinforces the patriarchy
Haase (08) found that education is male dominated

95
Q

what is a ‘laddish’ subculture

A

when boys are encouraged to be anti-school

96
Q

what 2 sociologists argue about laddish subcultures

A

Francis and Epstein

97
Q

what does Francis argue about laddish subcultures

A

boys see smart as ‘unmasculine’ and w.c boys see non manual work as feminine

98
Q

what does Epstein argue about laddish subcultures

A

boys who are pro-school are subject to harassment and verbal abuse such as being called gay

99
Q

what is an evaluation of laddish subcultures (1)

A

some boys want to succeed and don’t see being smart as a weakness or as feminine

100
Q

Mirza (92) subcultures argument (girls)

A

evidence of pro-school female subcultures who actively encourage each other to study.

101
Q

how has globalisation impacted on boys underachievement

A

a decline in traditional industries
Mitsos and Browne argue that the decline in heavy industry employment leads to an ‘identity crisis’
this means boys struggle to see where they will go after education and lack the motivation to work hard

102
Q

evaluation of globalisation (1)

A

girls can also suffer from identity crises as it is not all men that do these jobs

103
Q

how has literacy skills impacted on boys underachievement

A

parents spend less time reading to their sons and do not develop a ‘bedroom culture’ therefore they cant develop their communication and language skills
boys read for info, girls read fiction

104
Q

literacy evaluation (1)

A

some boys read fiction as well

105
Q

how has boys overconfidence impacted upon their underachievement

A

Francis research in 3 schools (98-9) found boys thought exams were easy and didn’t revise, when they failed they then blamed their teachers or their own lack of trying not their ability

106
Q

overconfidence evaluations (2)

A

some boys do try hard for their exams and may still fail
some boys take accountability for failing their exams

107
Q

what are the 5 reasons for gender choice

A

early socialisation, peer pressure, subject gender, gendered careers, gender domain

108
Q

which 3 sociologists argue about early socialisation (subject choice)

A

Bryne (79)
Murphy and Elwood (98)

109
Q

explain early socialisation on subject choice (1 point 2 sociologist argument)

A

family dresses and gives different toys to different genders
Bryne (79) argues teachers encourage boys to be tough and girls to be quiet and helpful
Murphy and Elwood (98) girls read fictions boys read non fiction

110
Q

which 2 sociologists argue on peer pressure

A

Skeleton (07) and Paechter (98)

111
Q

explain peer pressure on subject choice

A

children pressure each other to conform to gender stereotypes. boys will drop out of music and girls wont take P.E. out of fear of being labelled as ‘butch’

112
Q

what does Skeleton (07) argue on subject choice

A

students pick subjects appropriate for their gender stereotypes

113
Q

what does Paechter (98) argue on subject choice

A

girls who choose P.E. had to find other ways to express their femininity in fear of being called a lesbian or butch

114
Q

what is a gender domain

A

activities seen as male and female

115
Q

who argues about gender domains

A

Browne and Ross (91)

116
Q

what do Browne and Ross argue (91)

A

children are more confident when a subject is a part of their gender domains e.g. boys doing a mats question which includes cars

117
Q

what is gendered subject image

A

subjects are seen as male or female, for example more male teachers teach science and images used in textbooks are more likely to be male therefore science is seen as a ‘male’ subject

118
Q

who argues about gendered subject image

A

Colley (80s)

119
Q

what does Colley (80s) argue

A

computer science is seen as masculine as it involves machines and the way it is taught is off putting to girls

120
Q

what is gendered careers

A

jobs dominated by certain genders are classed as a feminine career or a masculine career e.g. nurses and construction

121
Q

doc- no more boys and girls- can out kids go gender free? showed us… (5)

A

-students already know about gendered careers from as young as 7
-students see boys as strong and girls as weak
-girls underestimate their strength and intelligence while boys overestimate
-they believe boys cant cry
-experiment, when boys and girls swapped clothes (babies) strangers gave them ‘boys’ the robots and ‘girls’ the dolls and teddies

122
Q

what does Connell (95) argue about gender identities

A

schools reproduce hegemonic masculinity, the dominance of heterosexual masculinity and female and gay identities as subordinate

123
Q

what do feminists argue on education

A

patriarchy is reinforced throughout education

124
Q

what 4 sociologists argue about verbal abuse

A

Mac and Ghaill (92), Lees (86), Paechter, Parker

125
Q

what do Mac and Ghaill argue on verbal abuse

A

anti-school w.c. boys would call pro-school w.c. boys dick-head achievers

126
Q

what does Lees argue on verbal abuse

A

if girls were sexually available they were called slags but if they weren’t they were called drags by boys, but there is no equivalent for men

127
Q

what does Paechter argue on verbal abuse

A

name calling maintains male power, negative labels such as ‘gay’ and ‘queer’ are used to police students sexualities

128
Q

what does parker argue on verbal abuse

A

boys who were nice/ friendly towards girls were labelled as gay however BOTH lees and Paechter found this held no relation to sexuality

129
Q

how do boys reinforce the patriarchy in education (verbal abuse)

A

by belittling behaviour seen as ‘gay’ or ‘girly’ and using abusive terms relating to women’s bodies

130
Q

who argues about teachers impact on gender identities (2)

A

Haywood, Mac and Ghaill
Askew and Ross (88)

131
Q

what do Haywood Mac and Ghaill argue on teachers

A

male teachers would tell boys off for ‘acting like girls’

132
Q

what do Askew and Ross argue on teachers

A

male teachers have a protective attitude towards female colleagues

133
Q

what does Lees (93) argue on double standards

A

boys boast about their own sexual exploits but if girl do it they get labelled negatively

134
Q

what’s the impact of double standards

A

keeps females subordinate and reinforces gender inequality

135
Q

what does the male gaze do

A

reinforces dominant heterosexual masculinity and devalues femininity.
boys will prove their masculinity through retelling sexual conquests and boys that don’t are ‘gay’

136
Q

who argues that the male gaze is a form of social control in which boys and male teachers view girls as sexual objects

A

Mac and Ghaill

137
Q

what do Mac and Ghaill (93) argue about male peer groups

A

w.c. boys were macho and dismissive of working hard
m.c. boys who did well had to act like it was easy and they didn’t try ‘real Englishmen’

138
Q

what does Ringrose (13) argue about female peer groups

A

being popular was crucial, they had to be loyal friends but nice to everyone, be competitive but also compete for the attention of boys

139
Q

what does Currie et al (07) argue about female peer groups

A

balancing between being a ‘slut’ and being ‘frigid’ when dating. shaming =social control

140
Q

what does Durkheim think the 2 functions of education are

A
  1. promotes social solidarity 2. prepares students for work
141
Q

what does promotes social solidarity mean

A

teaches norms, values, common history and shared rituals. teaches students to follow the same universalistic rules

142
Q

what does prepares students for work mean

A

equips individuals with the specialist skills needed to participate in modern society

143
Q

evaluation of Durkheim

A

doesn’t consider students with learning difficulties
could take away aspects of personality and characteristics
there should be more time to be a child

144
Q

what does Parsons think the 2 functions of education are

A
  1. secondary socialisation 2.meritocracy
145
Q

what does parsons believes school teaches

A

universalistic values, acts as a bridge from school to home as at home you’re taught you’re special but school teaches you you aren’t any more special than anyone else

146
Q

evaluation of parsons (2)

A

not everyone has equal chances
ignores external factors and inequalities

147
Q

what do Davis and Moore argue

A

role allocation

148
Q

what are the 4 stages of role allocation according to Davis and Moore

A
  1. some people are naturally more talented and intelligent
  2. the most talented need the more complex jobs for society to function
  3. higher pay for more complex jobs (motivating)
  4. meritocracy means everyone can compete for the complex jobs the most talented getting the qualifications and then the job
149
Q

evaluation of role allocation (Davis and Moore)

A

not always the highest paid jobs are the most complex e.g. actors
women and ethnic minorities are less likely to be in the ‘top’ jobs

150
Q

what does Althusser believe the role of education is (2)

A

reproduction and legitimation

151
Q

what is reproduction (Althusser)

A

the next generation of workers is reproduced through failing w.c. students

152
Q

what is legitimation (Althusser)

A

lies, making meritocracy appear as truth, blaming the individual not the capitalist’s system

153
Q

evaluation of Althusser

A

not all w.c. students fail and do w.c. jobs (Alan sugar)

154
Q

what do Bowles and Gintis argue

A

what you learn at school teaches you how to become the proletariat capitalism needs ‘the long shadow of work’
the myth of meritocracy
role allocation, the most obedient students get the best grades and work

155
Q

what is role allocation Bowles and Gintis

A

the most obedient students get the best grades, carrying out capitalism

156
Q

what is the correspondence principle Bowles and Gintis

A

education teaches students to be the workers capitalism needs

157
Q

what is the myth of meritocracy Bowles and Gintis

A

success is down to your class background not your achievement and talent

158
Q

who argues about the correspondence principle, the myth of meritocracy and role allocation

A

Bowles and Gintis

159
Q

evaluation of Bowles and Gintis

A

functionalists believes education preparing you for work is a positive
not all students become controlled (behavioural issues)
success is a balance between hard success and class background

160
Q

what does Willis argue

A

w.c. students don’t passively accept the system but know they are set up to fail, they see through the myth of meritocracy and join anti school subs eventually aspiring to manual jobs

161
Q

what two groups does Willis identify

A

‘lads’ w.c. anti school subcultures and ‘earioles’ pro school m.c.

162
Q

evaluation of Willis (2)

A

outdated
he only studied 12 w.c. boys in one location

163
Q

general Marxism evaluation

A

feminists argue education reproduces patriarchy not capitalism
romanticises w.c. students, they are seen sympathetically not as poorly behaved students who can make bad decisions

164
Q

what is marketisation

A

making schools compete against one another to be the best school, therefore getting more students (like a business)

165
Q

what theorists believe in marketisation

A

the new right

166
Q

what is marketisation similar to/ also known as

A

neoliberalism

167
Q

what do the new right think the function of education is

A

education is meritocratic, some people are more gifted, prepares students for work and socialises norms and values

168
Q

who are the main sociologists for the new right

A

Chubb and Moe

169
Q

what do Chubb and Moe believe

A

the government cant run a good education system
state run education is the same for everyone and individuals and communities have needs the state cant cater for

170
Q

an example of state run education not being able to cater for specific needs is

A

rural areas need aspirations raised
urban areas need to manage behaviour

171
Q

explain the new right and lower standards in schools

A

they believe state run schools cant be accountable for students and parents
therefore schools who don’t get good results don’t need to change meaning lower standards and a less qualified workforce

172
Q

evaluation of lower standards

A

most teachers want their students to succeed and achieve
offsted examinations

173
Q

what do Chubb and Moe suggest as a solution

A

private schools, each family are given a voucher per student to spend on the private school they want

174
Q

evaluation of Chubb and Moe’s solution

A

how will this be funded?
what will upper classes do
not practical, education is already financially struggling

175
Q

what do the new right believe schools should ‘promote’ and what do they ‘oppose’ (the national currciulum)

A

schools should teach ‘Britishness’ and positive British history
the new right oppose multiculturism as it fails to promote shared values and culture

176
Q

evaluation of the national curriculum

A

can lead to an ethnocentric curriculum

177
Q

overall evaluation of the new right

A

the new right are contradictory, want parents to have a choice but demand a national curriculum from the state
the new right ignore external factors for education failure e.g. poverty, discrimination and more

178
Q

evaluation of the new right- what do Ball and Gerwitz argue

A

marketisation only benefits the m.c. as they have the cultural capitol to recieve the benefits

179
Q

EY- where is the proof of Bowles and Gintis’s theory

A

there isnt proof, Tom often talks back and doesnt respect authority

180
Q

EY- proof of Durkheim, preparing students for work

A

Robbie-Joe told off for being late
Tom still has to go school despite grieving his step brother
Robbie-Joe’s mum called in for lateness and lack of respect

181
Q

EY- is it true boys get more attention for their misbehaviour rather than their academic achievement?

A

Robbie-Joe and Tom both struggle with their behaviour
being late, not doing work, not going class, singing etc
parents are called in/ meetings are arranged

182
Q

what educational policy was in 1918

A

the fisher act

183
Q

what did the fisher act introduce (4)

A

leaving age raised to 14
education was free
the state was responsible for secondary education
the system was divided through class, a fee for m.c

184
Q

what act was shaped through meritocracy

A

the 1944 education act

185
Q

what year was the first education act

A

1944

186
Q

what did the 1944 education act introduce

A

the tripartite system

187
Q

what 3 schools were introduced under the 1944 education act

A

grammar schools, secondary moderns and technical schools

188
Q

who were grammar schools for

A

‘bright’ and ‘academic’ 20% of the population

189
Q

what term was used for the tripartite system, specifically grammar schools

A

‘cream skimming’

190
Q

who were secondary moderns for

A

the majority of the population, only sat CSE’s

191
Q

who were technical schools for

A

5% of the population, those with interests in vocational skills and training

192
Q

evaluation of the tripartite system/ 1944 education act

A

the schools did not have equal staffing, equipment etc
grammar schools were seen as the best and m.c. parents would pay for tutors
social class divide remained
11 plus test IQ which isn’t reliable
denied many education past the age of 18

193
Q

what was the comprehensive system

A

replaced the 3 schools with one comprehensive school (high quality and provided for all classes and abilities)

194
Q

what was the problem with the comprehensive system

A

the 11+ was to be abolished as well as the 3 schools however it was up to the local education authority to decide if they wanted to ‘go comprehensive’

195
Q

evaluation of the comprehensive system

A

private school remained
not all grammar schools were abolished
streaming and setting

196
Q

what is marketisation

A

making schools compete like businesses for customers (pupils) and increasing parental choice

197
Q

what are some marketisation policies

A

open enrolment, ofsted, league tables, national curriculum

198
Q

what is open enrolment and what is an evaluation

A

being able to choose your school instead of the one in your area
E- Ball et al argue this could lead to parentocracy in which their child’s school is dependent on the wealth and wishes of the parents instead of their ability

199
Q

what is ofsted and what is an evaluation

A

regular inspections of state run schools and (sixth form) colleges
identifies areas of improvement
E- only inspects every 4 years, not an accurate representation
good E- drives up standards

200
Q

what are league tables and what is an evaluation

A

comparing schools absence rates, exams and achievement. ranks all schools
E- parentocracy, students are taught to pass the test, not the info

201
Q

what is the national curriculum and what is an evaluation

A

5-16 students must study maths, english, science and 7 foundation subjects
pupils are tested in those subjects and results are given to parents
E-takes away from teacher autonomy and student creativity
good E- drives up standards

202
Q

when were new labour in power

A

1997-2010

203
Q

who was the new labour pm

A

Tony Blair

204
Q

what were the new labour’s aim

A

continued marketisation policies
drive and increase diversity, parental choice and raise standards
reduce inequality and help disadvantaged areas

205
Q

what were some new labour policies

A

education action zones, EMA payments, sure start centres and academies

206
Q

what are education action zones

A

provided more funding and resources for deprived areas

207
Q

what were EMA payments

A

gave money to low income families (means tested)

208
Q

what were sure start centres

A

centres set up in disadvantaged areas designed to help and provide support for parents and carers of pre-school children

209
Q

what were academies

A

sponsored by a business, independant in order to tackle underachievement

210
Q

what government followed new labour

A

the coalition Cameron and Clegg

211
Q

what were some policies the coalition introduced

A

free schools, academies, pupil premium and tougher performance targets

212
Q

what are free schools

A

funded by the state but are ran by parents, teachers, businesses etc.

213
Q

what is pupil premium

A

extra money from the government allocated to disadvantaged families
aimed to reduce inequality

214
Q
A

sociology and history (6 decks)

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