Tmr Is Exam Flashcards
(31 cards)
Positivist vs intrpretivist
Positivists require quantative data (numerical, trends and opattternsns - statistics, questionnaires, experiment, obevations . Scinctific
Interpretivists -a ualataie data - meaning interpretation. - interviews questionnaires documents observations.
Balls study - globalisation and social
a self fulfilling pricey were sudents internalised labels
Ball observed mixed ability classes and fostered more positive attitudes and better academic outcomes suggesting that streaming might be detrimental to sudents achievement.
He also found students placed in lower bands often from working class backgrounds, developed anti-school attitudes and dienaged from learning. This process contributed to the reproduction of class equality \
Ball - marktistionpoliis
- introduced by 1988 education reform acr, who aimed to increase compition and parental cpice ine dictation.- parentocracy
Endogenous and exogenous
Endogenous - in school
Exogenous - out of school
Rosenthal and jacbson - field experiment
Setting - it as conducted in a real elementry setting not a controlled lab
Manipulation - the researchers told teachers that certain randomly selected students were expecected to be academic bloomers
Natural environment - study took place in the students regular classrooms, with their regular teachers making it a naturalistic envrinomaent
Lack of ful control unlike lab experiments researchers has. Less control over extraneous variables.
Rosthenal and Jacobson is - field experiment as it manipulated expectations in real-world settings to observe the effects on student performance
Feminist perspective of education
Similar to gender differences in education.
Feminists make several contributions to our understanding of society.
1.feminism helps to explainapttern of achievement by gender - over past 40 years teh change
Prior to the 1980 girls started to achievement higher. Girls achievement was an issue now it is boysschieievement - not much was expected from Gris but they willleaveschool and go on to fo the traditional expressive role. Sue sharp 1980s
- Experience of different genders in education. Experiences is a term used on several papers = many different sects of a students time in education - self esteem, opurtuities, identity formation, opurtuities interactions and of course achievement. Objectification- talk about 2 or more of theese categories
Second way feminism - increased career spiratiobns - sue sharp 1990s - increase number of females involved in education and educational female role models in society all illustrate the 20 years
- Feminists stilll challenge the education system as patrichal and unequal - negative experince of firms in education system. Girls issue are often neglected seen s secondary to boys e.g - sexual harassment n school is often not treated with as seriousness of workplace - boys will be boys - teachers fail unwillingly to fully challenge boys for teh sexists behaviours. Often high expectations for girl. Boys soilalised into being boystorious leaving girls to be socialised through - girls take the blame for boys - sent home because they distract boys sending the message that their education is essential important to boys
3- gender socialisation - how gender socialisation improved girl achievement.
- feminists suggests that gender socialisation appears to put girls at a disadvantage in society. They are socialised int being passive, obedient - allows teachers and parents to have more control over them. - girls are often provided with less freedom compared to boys - control on their time pace and bodies more evident there xperinced by males
Furthermore girls are socialised through the process of canalisation expressive roles - toys books and learning a ctivities reinforce the position of female and exprssoive roles
Logan -found that children books and female toys afterisplay women as domestic role while males printed - as adverting daring
Reinforcing their position insociety critics -
However many critics would guest gender socialisation often gives girls an advantage in teh durations ysyetm - particular because teh ar socialised into conformity and ordinance - ideal pupil
Boys - lower expectation - oystorious natuure
4- gender identities, how school effect gender identities
Many would critiques education or enforcing traditional stereotypes of gender identities on the girls whilst they are in teh education sysytem. - this is reinforced through uniform regulations - girl need to be more feminine mor passive gender identities
- girls appearance is routinely controlled through being told what they can and cant wear - this is true for male girls ace more severely sanctioned. Makeup, jelweey, hair colour
- previously discussed students re sanctioned for wearing clothes taht may be distraction for boys - which suggests males are unable to control their actions therefore females must control there’s
- furthermore double standards of sexual behaviour exists in school as well as wider society boys are loyded fpor there sexual - reinfirms this hegemonic masculinity girls are disencouraged from discussing o condemned for discussing their sexual behaviour exists- mirrors wider social control of pupils identify
5- gendered subject choices and career choices- another area where feminist approaches are made significant changes taht have impacted girls experience of education and their career prospects - in 1980 - subjected choice reflected traditional gender job roles.
- sports another way in which gender identity is formed its gender differeces, with choice of sports and perception for girls who ingage with sports is ana Rea focuses for demisits
Male -s team
Female - arts humanity
Feminists aim is to challenge theese stereotypical images and make gendered steryotyped subject more accesibel for girls
GIST WISE - Girls in science and tech women in science and engineering
New right perspective of education
More of a poloictical view
- beleive educttion should promote social solidarity hrough teaching of shared heritage- functionalists
- agree with Durkheim on that education should teach speacilist skills
New right - neo liberal economic thinking also sgets that the mart principle of choice and competition should be appplied to education in order to maintain and improve standards - they beleive parents should make informed decisions should makes informed decision about their children education - rather then operating on a. System of local education athoritis to a sign students o their local school. They argue this would be insufficient as there is no insensitive for school to improv - a market lace sysytem with schools competing it home another to encourage high standards and innnovation - Chubb and Moore
- generating compition between schools to one another for sudents to ensure standards are raised. If schools are competing for students the most scessfull school would be more attractive.
Increase n parental choice
Suggest a voucher suystem for parents to choose their vouchers and schools a change more if they are successful - standardised testing stats, gcse, a level
- growth of childminder, education allowing people and parents make informed choices and raise standard
- increase rovistisationof education = establishment for profits and academy chain
Evaluation
- new ights approach to education is adopted by government in th uk for the past 20 years and has remained dominate despite critisms
- covert selection of students enrolment , - area they live in, mortgages, catchment area
Successful schools would want to ensure they remain standards in league tables thereforre, GERWITZ - suggested that new right polices such as marketisation have left group that don’t underhand admission ploiies at disadvantage. - a parent can influence the likely hood of being highlighted 3 different type of choosers
Skilled - we
Semi skilled - more knowledge
Processes within school
Pupil subcultures
Pupil identities -
Hidden curriculam
Setting streaming banding
Pupil identities
Subculture labelling identity
- a pupils identity might be partially shaped by labels plaaced on a stduent
- teachers, peers, pupills partially due to subcultures - due to labels placed on subculture by teachers - pupils may identify themselves based on the subculture they are in.
Pupil identities are very complex and are likely to be shaped by influences inside and outside school. - students start school with identities they ar born with - interactonists.
Families - ethnicity, gender, social class
Regarding education identities are formed based upon interactions with pupils and teachers.
Teacher play a significant role in shaping pupils identities through labelling - Rosenthal and Jacobson shows that teachers expectations can influence a students academic performance - students internlaiselabels
Subculture - pupils often develop their own subculture within schoools. In;uenxes b y their social class gender ethnicity and resistance to mainstream educational system.
- for instance some students may create and anti school identities , rejecting academic achievement and school rules while others adopt a pro school identities,e mphsizing academic success.
What are postmodernists nd what is their view on education?
- education should reflect iversity and choic
Tthe role of education has changed
Interactionists who are they
Pupils are no born with fixed abilities or behaviours, but are shaped by interactions in school.Labelling theorists beleive that once teachers assign a label - bright or lazy - pupils internalise this label,which can lead to a self-fulfilling prophecy.
Subculture summary
Definition - refers to a group of students or individuals within a larger educational setting such as school and university’s who share unique values, behaviors or beeeifs that are different from the daminant culture of the institution.
Teh academic subculture - characteristics - value academic ahievent proirotize studying and excel in subjects like totem. - often form strong bonds with teachers and academically focused peers
Teh goths or alternative subculture = value individuality, alternatemsuic
- studies found that people in theese groups ae likely to face social exclusion or bullying from students . Also have.a strong sense of identity that is different frommainstream culture
- can also influence academi and social experience.
Paul wills study - learning to labour
- 12 working class boys in a secondary school in England.
Formed a this choool subculture - rejected values and authority of school. - often labelled as lads who were disengaged from education mocking conformists - ear oles - those who folllowed schoo rules.
Lads valued manual wok and practical kills over academic sucesss, seeings choool s irrelevantt to their future working class job
- students saw school as rejecting middle class values - therefore irrelevant for their lives
- celebrated mssculiity rejected authority saw academic work as pointless saw schooolas a place to have a laugh
Summary although they rejected svalue s- their actions led them straight into working class jobs - reproducing inequalities
Conclusion
Q = Cultural deprivation and class differences in educational ahcievement
Conclusion
1.reaffirm your answer to the question - overall judgement or stance. Make it clear what your conclusion is
Example - in conclusion while cultura deprivation may partially explain class differences in education al achievement, material deprivation and wider structure inequalities are more signficant factors.
- Summarise key points
Briefly plain 2-3 main arguments you made in teh essay example
Exampl - this is shown through the impact o poor housing andnutrition on working class boys pupils, teh limited influence or parental attitudes,a nd teh role of internals choool processes like teacher labelling.
- Show awareness of debate or complexity
A good conclusion maya cay acknowledge limitation or show awareness of different perspectives
Hover it is importnt to recognise that no signs faorfulyexplains underachievement and a combination of hope and schoool factors must be considered
4.link back to sociological theory (if relevant)
- if yo discussed perspectives - Marxism, functionalism,feminism inequalitstt breifly mention their stance in teh conclusion
Example- from a Marxists perspective,e ducational inequality reflects wide class divisors inc apatalist society, suggesting tat systematic changes is needed.
Example of whole concuion- in conclusion, although cultural deprivation theories help explain some educational inequalities, especially regarding langauageus and support, materials and internal factors offer a more comprehensive explanation. This is evident in how poverty affects school performance and how teacher expectations shape outcomes. While cultural factors matter, structural inequalities rooted in capitalism , as arhuned by Marists, untimely substain class differences ine education.
Evaluation points for functionalist theories
Davi’s and Moore - role allocation, sifting a n sorting, setting and streaming,university entrance, vocational education,
- wage inequality and subject choice
Evaluatin 0- Marxists - meritocracy is a myth
- promote idea of meritocracy to help legitimise inqality as it shifts the blame of failure of teheducations system
Material deprivation - labelling,
- gender pay gap, female professionals payed less
Feminist suggests Davi’s ad. Ore place to muc emphasis on male traditional professions. - stem
- female dominated industries - nursing, teaching are given lower salaries in coparision to male dominated on professions
- oxford higher working class people
Evaluation points for Marxists - Althusser
Evaluation of Althusser
Functionalist view - disagree with Althusser because of the motives of theese actions. Suggest promotion of social solidarity, value consensus and meritocracy all have benefit is to society
Others have criticised Althusser for his lack of imperial evidence when suggesting the railing class o control teh we ideas are theoretical rather than evidence based
Deterministic - many working class students go onto succeed d - counter argument - 1/10 students in higher education.
Evaluation point for feminists
Pay gap - glass ceiling - sexism, disrimation - narrowing slightly still so much progress to be made
Liberal demises would suggest progression has been made yeah but needs to be quicker - undirected timing
Despite their educational issues males still hold the majority top position in society - earn more money and have great er access to power in society.
- Jackson suggests - despite this imbalance the concern of government policy is to tackle the underachievement of boys instead of tackiling inequality in wider society - however many feminists suggest progress will be made over mnay years to come - 80% of educational graduates being female there is more to suggest gender differences in equality in education rather - march of progress to equality in younger generations.
Feminist on and polices
1988reform act
Gist wise
Hidden curriculum
Definition - roles refers to teh unwritten informal lessons taht students learn through their experiences in choool. Which is completely different to other formal currriculams.
Obedience and conformity - teaches stduents to conform and accept authority schools typically operate with strict rules and regulations. Lessons in conformity prepare sudents for adult life - raise their hands follow strict timetables and avoid questioning teh teachers
Cultural capital and social class
- knowledge behaviours and skills taht help individuals succeed in society
- children from mc, ome to schoo with cultural capital tat is values- langauage skills, academic norms which gives advantages in terms of suceeeding within the hidden curriculam
Transmission of power and equality
Students from different social classes may experince school in different ways e.g we may be taught to be obedient
Example - children from different social classes may classes experience different expetations or support
- children from wealthier families might receive more support or change themselves vs students from poorer backgrounds who may receive more basic instructions.
Gender differences
Evaluate the view that gender differences in achievement are the result of factors inside school
Gender differences in educational a chievement have narrowed significantly or the last few decades. Girls now outperform boys at most levels of the education system. While some the education system. While some sociologistss argue that this is largely due to factors inside of schools, suhh as teacher levelling and feminists- influenced policies, other suggest that external factors like family influence and wider social changes are equally, if not more, important. This essay will amine the extent to which internal school factors explain gender inferences.
Para 1 - intrnal factor-feminist- inspired policies
Point -One reason girls have in proved in education is due to equal opportunity’s policies that followed the rise of feminism
Exampl. - for example policies like GIST AND WISE were introduced to encourage girls into traditionally make subjects.
Explain - The introduction of th the national curriculam in 1988 also ensured both boys and girls studied the same subjects.
These policies have raised female aspirations
Link and giving them grater confidence and opportunity in education.
Evaluation -however while policies might offer equally oppprtunites, they don’t guarantee ewlotcome, especially for the work class girls, who may stillfacelowaspirations and barriers outside of school so the impact of internal factors may ne limited by class and ethnicity.
- Internal factor, teacher labelling, girls as more mature, well-behaved and had working - selffulfillin prophecy now less female teachers and head teachers providing positive role models reinforcing the message that success is possible for girls
Evaluation - on the other handsome researchers Francis show teachers often have lower expectations for boys - suggests th issue is not just about the improvement of the girls, but also teh failing of teh boys
Paragraph 3 - extent factor - changing ambition sue sharp
Outside school,wider social changes have influences girls attitudes sue sharps research compare girls priorities in teh 1970 and then again in 1970. In the 70s girls priori see marriage and family.by teh1990s they focused more on career and independence. - this shift has raised femaleaspirations and encouraged more girls to achieve academically.
Paragraph 4 - external factors, gendered socialisation - gender role socialisation also affect teh attitudes to school.
- boys ar often socialised to be active, assertive and less disciplined - traits that can claswith lass roomexpectations. - girls - more likely to be encouraged to read, focus and behave - align with school success
Evaluation - doesn’t explain why girls out perform boys across all ethnicity and class groups
Internal factor - Paul wills 0
Pierre bourdeiu reproduction model
- suggests that cultural differences between individuals is a result of three factors
Habitus - bourdeiu term for the tastes, attitudes and attributes of n individual shaped bu their socialition and background
Habitus is influences by social claw- attributes, ethnic backgrounds and family
likes
- Bourdeiu argued that man fields in society, such as education, are structured by middle and upper classes. Field - term for te xocial contex in which an individuals habitus enters according to bourdeiu
- working class anyway have lower cultural capital than middle- class individuals in a lll field cultural capital refers to the vale of an individuals cultural kowledge
Working class field - in which type of field would a working class individuals habitus have higher cultural capital,, according to Bourdieu
Education can lead to cultural reproduction by flavourings studies wilts middle-class habitus
middle class students gain a similar habitus to teachers I the field of education - symboliccapital
Working classstudents may experience symboliv violence
Bersein - language ones elobord and restricted - puts www at a disadvantage
Summary
1 - individual develops habitus
2 habitus enters a field
3- cultural capital is determined by
4 - educational success varies.
Formal dress codes in education reflects middle class tastes and disadvantages teh we
Middle class cultural kwowledgge
School policies on uniform can reinforcemiddlec clas values and marginalise the working class
Habitus - tastes, attitudes and attributions
Field - social context
Iultural Capital - value of cultural knowledge
Alice Sullivan - middle class habitus influences success
- to deterministic
Francis
Teachers often have lower expectations for boys
Social class and parental attitudes
Douglas - lack of parental interest - mc parents showed more interest - attending parents evening - led to better result
We parents were likely to be involved - correlated with lower achievement - he also fount studenyts were likely to put in lower streams
Feinstein -mcparenys likly to havr higher aspirations- use in support for bourdeiu - middle class families pass on a cultural capital and a pro-school habitus - leads to higher aspirations and achievement
Facsimile
Immediate and differed gratification- - Barry superman
We students may feel alienated by the education sysytem de to it being MC therefore they feel they do not fit in
- early social action from mc parents includes cultura framework that benefit educatio
- mc are morbidly to contacts chool if their child is underachieving
- mc have knowledge of eucation due to hei parent back ground
- mcmotersaremorelikley toenagage in learning activities with their children during pre-school yerd
Ethnicity and achievement
What do Indians parents often promote as a mean off social mobility for their children - educational capital - Asian families universally prioritise their children’s education regardless of social class
1Cultral deprivation _ result of inadequate - not good enough
- a lack of intellect and linguistic skills - are not able to develop reasoning and problem solving skills which r required to fo well isn’t cool/.
E.g- langauges spoke by black American families in adequate as it is disjoined - Bourdieu speech cod
Black stduents are socialised into a culture live fo toy - fatalism do not posses the skills or attitudes to do well in education.
-many black mothers are matrifocal - family structure can be an issue —lone parent families,which means boys lack a male role model
Reynolds 2005 - criticizes cultural depitvationa nd say as - famil structure - lack. Of male role models-
- black families often very supportive of education - move to uk for this raon
- LAT - male art era but n yo at family home - provides support and takes active part in family life
- many black caribnamother are strong independent
RCAISM IN WIDER SOCIT - not as simple as saying r is in wider society causes children’s underachieve
Neeed a chin of reason in
Parents experince racial discrimination - therefore.a more likely to be found with jobs hat pay less. Which can lead to poverty casing children too underperforming chool
- racism in wider society = 1-poor motivation 2- low-self esteem
3 - bag behaviour 4- underachievement
Hegemoni masculinity - Epstein, ward
Evaluation
Vincent et al - black middle class parents fund that they were highly involved in their children’s education- use their class to navigate through the school system, and also get tutors
- blavkmiddleclassparenst were aware people viewed them as a restive so they altered their behaviour
Research methods ad Hawthorne effect
Level1 - strengths and weaknesses of answer
Level 2- appply them to education settings - children not speaking English - questionaires - gatekeeps
Level 3 - specific content - 1 0r 2 times
A strength of using non - part observation is that ou can see what behaviours is really likeinchool. However pupils might chnagtehir behaviours behaviour when being watched - HORNTHORNE EFFECT -PPILS MIGHT SEE THE =researcher n disuse as a teacher. Herefrtheyay alter behaviour
Kiddies critics on cultural deprivation
1973 - challenged the cultural deprivation theory, his perspective shifts the blame from students ackgrounds ro critical examining ho institutional basis contribut to education a inequalities
- internal factors
