Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Sociology > Chapter 2 - Education > Flashcards

Chapter 2 - Education Flashcards

You may prefer our related Brainscape-certified flashcards:
Sociology 101 flashcards
0
Q

How is contemporary education dealt with as opposed to traditional?

A

It’s not a family function anymore, it’s not institution based and obligatory till the age of 16 in many countries.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
1
Q

What is education?

A

It is an aspect of socialisation, it involves the acquisition or knowledge and learning skills. It also helps to shape norms and values.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What type of socialisation is associated with education?

A

Secondary socialisation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Malta’s educational system is based on what system?

A

The British educational system.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What is meritocracy?

A

Based on achievement, people’s success demands primarily on their talent, ability and success.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is functionalism’s perspective on education?

A

An assessment of the contribution made by education to the maintained of value consensus and social solidarity.

As with functionalist analysis in general, it tends to focus on the positive contributions make in maintaining social systems.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What did Durkheim see as the major function of education?

A

Transmission of society’s norms and values.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is social solidarity in Durkheim’s eyes?

A

A vital task for all societies in the welding of a mass of individuals into a united whole.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Why is homogeneity so important for Durkheim?

A

Without social consensus, society wouldn’t be as cohesive and united.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What does social solidarity result in? - Durkheim

A

This involves a comment to society, a sense of belonging, and a feeling that the social unit is more important than the individual.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Give a Durkheim quote.

A

School is society in miniature, a model of the social system.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Why are social rules important for Durkheim.

A

Individuals must learn to cooperate with those who are neither their kin not their friends, which school provides a context where these skills can be learnt.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Education provides division of labour, through specialisation. - Durkheim

A

Which is increasingly important for complex and specialised division of labour as is in industrial societies.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What criticism are there of Durkheim in education?

A
  1. Presents an ideal society.
  2. It’s debated whether a single culture still is transmitted through the educational system, with multi-cultural countries such as the UK.
  3. Marxism argues that it tends to promote a dominant culture which serves the interest of the ruling class.
  4. Hargreaves argues that education in modern Britain often fails to transmit shared values, promote self-discipline or cement social solidarity. He believes in reality education emphasises individual competition rather than social solidarity.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Talcott Parsons main ideology when it comes to education is that it acts as the focal socialising agency. In what way does it do so?

A

School acts as a bridge between the family and society as a whole, and it transmits particularistic standards and ascribed status to universalistic standards and achieved status in adult society.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What is particularistic standards? - Parsons

A

Treating the child, according to their individual ability rather than societies standards, as done in a family.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is universalistic standards? - Parsons

A

Equal standards regardless of kinship ties.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What is an ascribed status? - Parsons

A

The situation you are born into such as class or gender.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What is achieved status on the other hand? - Parsons

A

Is what you achieve in life, such as educational attainment.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Schools run on a meritocratic basis. What does this entail? - Parsons

A

A social system that gives the greatest power and highest social positions to people with the most ability.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

According to Parsons, schools instil 2 major values, what are they?

A

The value of achievement: by encouraging students to strive for high levels of educational attainment,
The value of equality of opportunity: equality to all since individuals are placed in the same situation so everyone competes on equal terms.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Parsons builds on Durkheims view, by stating value consensus is important.

A

It is essential for society to operate effectively.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What is role allocation? - Parsons

A

Testing and evaluating students for the jobs they are best suited.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Criticism of Parsons.

A
  1. Like Durkheim, the values transmitted are of a ruling minority rather than of society as a whole.
  2. Meritocracy is open to question.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What do Davis & Moore see education as?

A

A means or role allocation, but more directly linked with the system of social stratification.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What is social stratification? Davis & Moore

A

A mechanism for ensuring the most talented and able members of society are allocated to those positions that functionally most important for society.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Criticism of Davis & Moore.

A
  1. Relationship between academic credentials and occupational reward is not particularly close. Intelligence is not directly related with educational attainment.
  2. Feminist argue that patriarchal values are also being passed on.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

General criticism of Functionalism.

A
  1. Ignoring social inequalities and assuming that there are equal opportunities.
  2. Marxists argue that there isn’t value consensus, because the values being passed on are of the ruling class.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

What does the Marxist perspective represent?

A 
Regards education as a super structure which enforces inequalities, transmits ruling class ideologies.
Working class children become the type of workers required in capitalism. 
Education is capitalist society can never truly be equal for all.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Bowles and Gintis main perspective about education.

A

The major role of education is capitalist societies is the reproduction if labour power.

30
Q

How is the workforce reproduced? - Bowles & Gintis

A

Mainly through the hidden curriculum and social relationships, as well as through the role of education justifying inequality.

31
Q

What is the correspondence principle? - Bowles & Gintis

A

Schools are structured to mirror the workplace, preparing students for future exploitation.

32
Q

What is the hidden curriculum? - Bowles & Gintis

A

A side effect of education, in which norms, values and beliefs are conveyed to the classroom.
Something that is learnt in an indirect way.

33
Q

How does the hidden curriculum shape the future workforce? - Bowles & Gintis

A
  1. It helps to produce a subservient workforce of uncritical, passive and docile workers.
  2. Acceptance of the hierarchy. It prepares students for employment and taking orders.
  3. Students are motivated by external rewards rather than learning itself. This prepares students for the enjoyment if the wage rather than the job.
  4. Students are prepared for fragmented employment which corresponds to the divisions of labours in factories and little connections in lessons.
  5. Pupils are over taught, for more competition which results in surplus labour, which keeps wages low.
34
Q

What is schooling in capitalist America? - Bowles & Gintis

A

It provides capitalist with a reserve army of workers, which ensure low wages because students are over qualified.

35
Q

What does Bowles & Ginitis say about legitimation of inequality?

A

Education justifies inequality, by making society appear fair and just, class consciousness does not develop and stability of society is not threatened.

36
Q

What is false class consciousness?

A

Distorted perception of the reality of the class and it’s consequences.

37
Q

What is class consciousness?

A

People are aware of themselves as a class.

38
Q

What does Bowles & Gintis say about the myth of meritocracy?

A

The idea that we all compete on equal terms is an illusion.
Children of the wealthy and powerful tend to obtain high qualifications and highly rewarded jobs irrespective of their abilities.

Those who are denied success blame themselves and not the system which has condemned them to failure,

39
Q

Criticism of Bowles & Gintis.

A
  1. Hickox points out that compulsory education was introduced before the onset of industrialisation. Therefor how did capitalism mould it.
  2. Criticised for ignoring the influence of the formal curriculum. Reynolds claims that much of the British curriculum that does not promote the development of an ideal employee under capitalism.
  3. Failure to explain how the economy shakes the education system,
40
Q

What is learning to labour? - Paul Willis

A

He studied 12 white working class ‘lads’ in an industrial area for 18 months.

He disagrees with Bowles & Gintis, because he did not find a direct link between education and economy, also that education is not successful in producing docile and conformist workers.

41
Q

What is counter school culture? - Paul Willis

A

The lads formed a counter school culture, where they opposed school values and defied the rules. They identified with the adult world by smoking, drinking and not wearing a uniform.
Many had a part time job, and were looking forward to a full time job, since they glorified work.

The lads associated working with masculinity, and acted sexist and racist to those who paid attention to class.

Paradoxically, the boys were adapted to work due to their own rejection of self achievement.

42
Q

What is shop floor culture?

A

The development of counter school culture into the working world.
Whereby they remained sexist, racist disrespected authority yet gave emphasis on the worth of manual labour.

43
Q

How is capitalism related to the counter school culture? - Paul Willis

A
  1. They did not see education as relevant to their future work, and rejected it.
  2. They knew academic certificate could not improve their life much, they knew their limitations and lack of opportunities.
  3. In their own way, they understood the injustice of capitalism.
44
Q

Criticism of Paul Willis.

A
  1. Samples are too small to generalise working class.
  2. Willis does not question the boys world view.
  3. He takes their comments about the other pupils as accurate, but there is a variety of responses other than the 2 extremes.
  4. Willis can be accused of value bias, from assuming that the working class is a response to the capitalist society.
45
Q

What do symbolic interaction it’s say about education?

A 
They focus on what actually happens in the classroom.
The relationship between teachers and pupils. 
Details of everyday life in the class room.
46
Q

What is self-concept? - Symbolic interactionsm

A

A persons self concept, is their view of themselves, which developed from interactions with others.
It can have a significant effect on this educational attainment.

47
Q

What does Hargreaves et al, say about typing in education?

A

Also called labelling, is defining a person according to their behaviour.

He found that classification happens in 3 stages:
Speculation: tentative guesses using criteria such as appearance, conformity to discipline, ability, enthusiasm for work, & personality.
Elaboration: typing is refined, first impressions are tested are either confirmed or rejected.
Stabilisation: teacher feels confident, they knew their student. Students actions will be evaluated in terms of the label.

48
Q

What is Rist’s study on labelling? - Symbolic Interactionist

A 
Study was performed in an American kindergarten, showed that typing is not a slow process on the 8th day of school seating arraignments depended on how much the students fit into the teachers criteria of an ideal student. 
Teachers evaluated students on their social class not their ability shown in class.
49
Q

What is the study of Cicourel & Kitsuse of labelling? - symbolic integrationist

A

They analysed the decisions of career counsellors in an American high school.
Classification of students was influenced by non-academic factors. The main factor which influenced their decisions was social class.

50
Q

What does Rosenthal & Jacobson say about the self-fulfilling prophecy. - Symbolic Interactionism

A

They choose a sample of 80% of students, and told the teachers they had academic potential. A year later, their IQ scores improved.

Teachers expectations affected the pupils performance. Positive feedback produced a self-fulfilling prophecy.

51
Q

Margaret fuller criticises the self fulfilling prophecy. What evidence does she have to back this up?

A

In a study of a group of black girls in a London comprehensive school, she found that the girls resented the negative stereotypes associated with being both black and female.
They felt that many people expected them to fail, but, far from living up to those expectations, they tried to prove them wrong.

This weakens the forcefulness of the labelling theory, it seems labels have an effect, but the type of effect is not always predictable.

52
Q

What is an ability group? - Symbolic Interactionism.

A

Groups of students placed in their perceived ability.

53
Q

There are 4 types of ability groups. What are they? - Symbolic Interactionism.

A 
Streaming: involves grouping students based on their general ability, in which they remain in the class for most subjects.
Banding: a less rigid form of streaming, each band contains 2 or more classes which may be regrouped for different subjects. 
Setting: pupils are placed in classes on the basis of their attainment in particular subjects. 
Mixed ability: pupils are randomly or intentionally mixed in terms of their perceived ability.
54
Q

What does Stephen Ball say about banding? - Symbolic Interactionism

A

Factors are not based on academic criteria. Such as social class. He found a strong connection between banding and performance.

55
Q

What does Keddie say about streaming and knowledge? - Symbolic Interactionism.

A

Looked at streaming into a large London comprehensive school.

Found a relation between social class and streaming.
Teachers classified students according to their ideal. The middle class student in the A stream are closest to the ideal student. They were given access to superior knowledge.
56
Q

What does Jeannie Oakes say about streaming? - Symbolic Interactionist

A

Lower classed streams received inferior education from the teachers who taught them and the books available to them.

57
Q

Advantages of symbolic Interactionism on education.

A
  1. Involves far more detail than Marxist or functionalist. Has provided insight to day to day life.
  2. Shows that education and experiences are not determined by home background and IQ.
  3. It’s insights could help schools improve teaching and reduce deviance.
58
Q

Criticism of symbolic Interactionism.

A
  1. Many interactionists refer to class differences in education but fail to explain the origins of these differences.
  2. They have been accused of failing to take account factors outside the school which might influence what might happen in education.
59
Q

What is educational attainment?

A

The level of attainment reached by students.

60
Q

What DeBono, Debono, Caruana say about educational attainment?

A

Those whose fathers have a managerial, professional, technical or administrative job are more likely to continue to university.

The subcultures and the norms and values of social class structure, the more likely the child is to succeed in the educational system.

61
Q

What does Hyman say about value, class and educational attainment?

A

The value system of lower classes creates a self imposed barrier to an improved position. In general, people from the lower class place less value on education, give less importance to high occupational status and believe there is no room to personal advancement.

62
Q

What does Sugarman say about jobs attitudes and educational attainment?

A 
Middle class occupation provides opportunity for continuous advancement.
Working class jobs provide fewer promotion prospects and are less secure.

Individuals from the working class tend to be fatalistic, com emerged with immediate gratification, emphasise collectivism rather than individualism.

63
Q

What does Douglas say about the home and the school?

A

He found significant variations in educational achievement of students of different ability but coming from different classes.

The most important factor is the degree of parental interest in the children’s educations.

64
Q

What does Bernstein say about the linguistic codes?

A

Success in education depends on language because we express ourselves.
Elaborate code: is a type of language used by strangers, with a formal context. Where explanations and details are required, it is more complex, analytical and abstract.
Restricted code: is characterised by short and often unfinished sentences and is usually bound to a particular social context.

65
Q

Criticism of Bernstein.

A 
He was criticised for creating the myth, that the supposed middle class elaborated code, is superior to working class so each patterns. 
Lack of hard evidence for the existence of the elaborated and restrictive code.
His view on social class, is vague and ignores possible variety within classes.
66
Q

What is the cultural deprivation theory?

A

Emerged from the view that working class is inferior to middle or upper class.
It is assumed that subcultures lack certain elements which deprives children of a number of opportunities in life.
A child who is brought up deprived those not attain required values, attitudes and skills. This perspective blame educational failure or the child’s environment.

In order for children to have equal opportunities, social background would have to be eliminated. This led to positive discrimination.

67
Q

What does Pierre Bourdieu say about cultural reproduction?

A

School is mainly concerned with cultural reproduction, which involves the transmission of the culture of the dominant classes.
Children from upper classes would have acquired the necessary skills and knowledge even before they start school.

Bourdieu concludes with reproductive of relationships of power and privilege is between social classes. Social inequality is reproduced and legitimated.

68
Q

What does Bourdieu say about the habitus?

A

A habitus refers to the lifestyle, value, dispositions and expectations of particular social groups. This is developed through experience.
Individuals learn what to expect out of life.

Due to differing social groups, they have different experiences and chances in life thus the habitus of each group would be different.

69
Q

What does Raymond Boudon say about the primary effects of stratification?

A

Primary effects are the subcultural differences produced by the class structure, however subcultural differences produce inequality of opportunity and second effects have a stronger impact.

70
Q

What are the secondary effects of stratification? Ray Boudon.

A

Linked directly to ones position in class structure.

71
Q

How does gender effect education? In Becky Francis’s eyes?

A

Classroom are dominated by boys yet how boys were treated led to disadvantages in their education. They were more discipline and picked on.
Hence both sexs face problems.

72
Q

What does Anne Cooley say about the perception of gender roles?

A

Traditional definitions of masculinity and feminism influence choice of subjects.

73
Q

What are the reasons for boys underachievement?

A
  1. Teachers are less strict with boys.
  2. Boys are more likely to disrupt the class.
  3. More prone to develop an anti school culture.

Sociology (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions