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sociology (education) Flashcards

1
Q

what is Functionalism?

A

it is the school of thought that sees society as one body that operates based on peoples roles and is held together by shared norms and values, each part e.g. education carries out functions to maintain society.

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2
Q

what is the purpose of education for functionalists?

A

for functionalists the two main functions of education are to create a sense of social solidarity and to teach specialist knowledge and skills.

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3
Q

what does Durkheim believe about education?

A

he believes the two functions are to create social solidarity and to teach skills for the future, in order to feel a part of the body. the education system does this through transmitting society’s shared beliefs and core values. he also says that society is miniature as 9it prepares for wider society.

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4
Q

what does Parsons say about education?

A

the main functions are to act as a bridge between family life and wider society which operate on different principals, the bridge ensures that children are used to the world of work and the roles they have to play.

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5
Q

what is the difference between particularistic and universalistic?

A
  • particularistic is where some rules in a family only apply to certain children based on age or gender, they may have different rights and duties.
  • universalistic means when we are all judged by the same standards e.g. the law or pass marks on exams.
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6
Q

what do davis and moore say about education?

A

they say that education sifts and sorts children according to ability, it picks and chooses them to go into certain employment and others for less important roles. this is also through meritocracy, which means that everyone has an equal opportunity to succeed and are rewarded by their efforts.

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7
Q

CRITICISM: Durkheim of education

A

says the problem is that the education system does not teach skills properly. STUDY shows 1/3 of 16-19 year olds are on courses that do not lead to higher education or good jobs.

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8
Q

CRITICISM: Marxism

A

Marxism counteracts the functionalist belief as although it claims meritocracy that everyone has equal opportunity, marxim says that in modern society education only transmits the ideology of the ruling class which is a minority, = not everyone has an equal chance.

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9
Q

DEFINITION: culture

A

all things learnt or shared between a group of people through socialisation.

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10
Q

DEFINITION: socialisation

A

the process by which an individual learns the culture of society

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11
Q

DEFINITION: social control

A

the way society controls and ensures people behave as expected.

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12
Q

DEFINITION: subculture

A

a group of people who have shared values and beliefs which oppose mainstream culture

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13
Q

DEFINITION: structural sociology

A

see individuals as entirely shaped by the way society is structured or organised.

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14
Q

DEFINITION: social action theories

A

see that individuals have the power to create society through their actions and interactions.

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15
Q

POSITIVISM: August Comte

A

interested in quantative research and data, wanted to achieve an ‘atheist’ religion, positivism means - only believe the evidence of your senses

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16
Q

Durkheim: division of labour

A
  • focused on the shift in societies from more simple to more complex.
  • argued that traditional societies were made up of homogenous people, the same in values, beliefs and backgrounds.
  • in contrast, modern society made of a complex division of labour, beliefs and backgrounds.
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17
Q

DEFINITION: Anomie

A

normlessness, feeling separated from society

18
Q

Durkheim and modernity

A

thinks it produces anomie, individualised - disruptive decisions of collective behaviour. anomie results in: mental health problems, self destructive behaviour, criminal behaviour and becoming marginalised.

19
Q

NEOLIBERALISM

A

an economic doctrine that argues that the state should not provide services like healthcare, education or welfare. links to their belief that the state should not control how people dispose of their property and the free market should be embraced.

20
Q

NEOLIBERALISM and education

A

the value of education to neoliberals is found in how well it enables the country to compete in the global marketplace, say it can only be achieved through schools becoming more business like so they compete against each other.

21
Q

THE NEW RIGHT and education

A

they do not believe that the education system is currently achieving their goals and they believe that it is failing because it is run by the state.

22
Q

THE NEW RIGHT and education pt. 2

A

education should shape the national identity through affirming the national identity of Britain’s history an of Christianity being practiced on a daily basis in order to integrate pupils into a single set of traditional and cultural values.

23
Q

MARXISM and education. BOURDIEU and cultural capital.

A
  • middle class students do better than working class students in education.
  • middle class students are part of the dominant culture.
  • middle class people have an advantage in education and be extension society because their social position is passed on from generation to generation. its a cycle!
24
Q

forms of capital (BOURDIEU)

A
  • economic, social and cultural.
25
Q

MARXISM: Paul Willis: learning to labour

A
  • observed 12 boys for 18 months at a non selective secondary school in the midlands (mainly white boys)
  • he used participant observation.
  • saw how school prepare pupils for work (the lads and the ear oles)
  • the ‘lads’ had a counter culture as they had no interest in school and school had not prepared them for life.
26
Q

MARXISM and education: Bowles and Gintis

A

say there is a hidden curriculum, to keep you obedient an in line - punctuality, obey authority, conform to rules, dress codes.

27
Q

MARXISM and education: Althusser

A

ideological state apparatus and repressive. main function of education is to justify capitalist society. justifies the big inequalities between the ruling and working classes. argues that education along with family, religion and media etc. are a part of this.

28
Q

CRITICISM OF MARXISM

A

it is too simplistic, there is a lot more to society than that.

29
Q

GENDER and education

A

looking at how gender influences choices of education and how people are treated.

30
Q

UK statistical patterns

A
  • girls do better in both GCSE and A - Level than boys.
  • boys are improving
  • vocational courses: girls achieved distinctions more often than boys, including in subjects such as engineering and construction.
31
Q

why do girls do better than boys in education? EXTERNAL FACTORS

A
  • FEMINISM: second wave feminism, challenged traditional women’s roles in society, now seen as independent women. mc Robbie studied the differences between magazines in the 70s and those in the 90s
  • CHANGES IN THE FAMILY: since the 70s, increase in divorce and cohabitation, increase in lone parent families mother is a role model, smaller families so less need to stay at home.
  • CHANGES IN WOMEN’S EMPLOYMENT: 1970- equal pay act, 1975- sexual discrimination act, since 1975- pay gap reduced from 30% to 15%.
  • GIRLS CHANGING AMBITIONS: Sharpe (1994) in 1974, girls had low aspirations, priorities of love, children etc, 1990, aspirations were careers and supporting themselves.
32
Q

why do girls do better than boys in education? INTERNAL FACTORS

A
  • EQUAL OPPORTUNITIES POLICIES: teachers are more sensitive to the need to avoid stereotyping. National Curriculum 1988 changed so that both genders did the same subjects.
  • POSITIVE ROLE MODELS IN SCHOOLS: increase in amount of female teachers and heads, positive role models. female teachers show how a successful future can be.
  • GCSE AND COURSEWORK: (2005) mitsos and browne: girls are more conscientious and organised so do better in coursework.(taught in early socialisation)
  • TEACHER ATTENTION: French(1993) boys receive less attention and more punishment, Swann(1998) boys dominate class discussion, girls prefer pair or group work. so teachers respond more positively to girls.
  • CHALLENGING STEREOTYPES IN THE CURRICULUM: removal of stereotypes in textbooks which removed a barrier to girls achievement.
33
Q

what influences subject choice?

A
  • EARLY SOCIALISATION: Ann Oakley, learning our gendered characteristics, boys and girls develop different reading tastes. Browne and Ross, subjects taught differently, shows what boys and girls are meant to do, respectively.
  • GENDERED SUBJECT IMAGES: Kelly, boys choose science as they use the apparatus as if it were their own, teachers are predominantly male. pupils who attend single sex schools tend to hold les stereotypical subject images.
  • PEER PRESSURE: boys less likely to choose dance as it falls out of the gender domains. Paetcher, girls choose sport less because they might have to face an unfeminine image.
  • GENDERED CAREER OPPORTUNITIES: 1/6 men have ‘feminine’ jobs. less than 10 women own the top 100 businesses in the world.
34
Q

why is there a decreasing male attainment?

A
  • VERBAL ABUSE: boys use name calling to put girls down if they behave or dress in certain ways. Lees, boys call girls slags if they appear sexually available. Paetcher, name calling shapes gender identity.
  • MALE PEER GROUPS: also use verbal abuse to reinforce masculinity. Epstein and Willis, boys in anti-school subcultures often accuse boys who want to do well as being gay.
  • TEACHERS AND DISCIPLINE: Haywood and Mac an Ghaill, male teachers told boys off for ‘behaving like girls’ and teasing them when they got lower marks than girls in tests.
  • THE MALE GAZE: Mac an Ghaill’s term, male pupils and teachers look at girls in a sexual way, dominating heterosexual masculinity, combined with telling friends about sexual conquests means they will not be labelled gay.
  • DOUBLE STANDARDS: Lees, double standard of sexual morality where boys boast about sexual exploits but call a girl a slag if they dress a certain way or don’t have a steady relationship.
35
Q

EDUCATION POLICY: 1870 Forster Act (education act)

A
  • one of the first acts in the UK to create compulsory education for children between the ages of 5-13.
  • before this, only the church provided education for the poor.
36
Q

EDUCATIONAL POLICY: 1944 Tripartite System (education act)

A
  • idea of meritocracy
  • 11+ test decided your educational fate and consequently widened the class gap
  • 3 school types: grammar, secondary modern and technical.
37
Q

EDUCATIONAL POLICY: 1965 introduction of Comprehensive Schools

A
  • to overcome tripartite divide
  • make education more meritocratic
  • 11+exam abolished as well as grammar school etc. which were replaced by comprehensives for all.
  • however, local education board did not have to choose comprehensive so there was still a divide in some areas.
38
Q

EDUCATIONAL POLICY: 1988 marketization begins

A
  • reduced state control and introduction of market and consumer choice
  • competing for students, and increasing both competition and choice of school.
  • Ofsted & league tables along with tuition fees.
39
Q

EDUCATIONAL POLICY: 1997-2010 New Labour

A

-introduction of policies to reduce inequality
-providing malnourished areas with additional resources (education action zones)
-e.g. Aim Higher, raise aspirations of under represented groups
introduction of national literacy strategy and reduction of primary class sizes
-city academies for a fresh start and more funding for state education.

40
Q

EDUCATIONAL POLICY: 2010 Coalition policy

A
  • schools encouraged to leave local authorities and become academies
  • funding cuts from local education authority and given to academies.
  • 2012: 50% of schools = academies
  • some run by private education businesses or free schools where funding comes directly from the state.
41
Q

ETHNICITY & EDUCATION: factors influencing ethnicity and attainment INTERNAL

A

-subcultures
-pupil identities
-Asian pupils
-marketization and segregation
setting and streaming
labelling

42
Q

ETHNICITY & EDUCATION: factors influencing ethnicity and attainment EXTERNAL

A

-compensatory education
-Asian families
cultural deprivation
-material deprivation
-racism in wider society (institutional racism)
-family structure (possible lack of male role model)

sociology (3 decks)

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