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Sociology A Level- Education AQA > Class And Education > Flashcards

Class And Education Flashcards

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1
Q

Class in education- the problem:

A
  • Pass rate of disadvantaged students decreased by 1.6% after the pandemic
  • Advantaged students pass rate by 0.6%
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2
Q

What are internal factors?

A
  • Factors within schools and education
  • Affected by schools, change depending on the school
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3
Q

What are external factors?

A
  • Factors outside the education system
  • Cannot be influenced by school
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4
Q

What are the 3 external class factors in education?

A
  • Cultural deprivation
  • Cultural capital
  • Material deprivation
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5
Q

What is cultural deprivation?

A
  • Socialisation of language, self discipline and reasoning
  • Working class aren’t socialised as well
  • By 3 years old, disadvantaged children are 1 year behind in reading compared to privileged children
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6
Q

Cultural deprivation- language:

A
  • Bereiter and Engelmann
  • Working class families communicate with simple, single words
  • Upper class use complex words and full sentences
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7
Q

What is restricted code?

A
  • Short, grammatically simple sentences
  • Predictable
  • Single words or gestures (616 words per hour)
  • Context bound- depends on listen sharing same experiences as speaker
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8
Q

What is elaborate code?

A
  • Longer, grammatically complex sentences
  • Complex and varied
  • Wider vocabulary (2,153 words per hour)
  • Context free- make things explicit so having the same experiences is not important
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9
Q

Cultural deprivation- parents’ education:

A
  • Douglas
  • Working class parent place less value on education
  • Less ambition, encouragement, interest in child’s learning, attendance to meetings
  • Less likely to support children’s intellectual development
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10
Q

Cultural deprivation- use of income

A
  • Wealthier parents have higher income to spend on education
  • Bernstein and Young- middle class mothers more likely to buy educational toys and books
  • Wealthier parents give children nutritional diets
  • Feinstein- parental education impacts child’s achievement
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11
Q

What is a subculture?

A

A breakaway group from mainstream society with individual norms and values

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12
Q

What did Sugarman say about working class subcultures?

A
  • Working class learners subcultures through socialisation
  • Working class values don’t properly prepare children for education
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13
Q

What did Sugarman say are the main barriers to educational achievement?

A
  • Fatalism- belief in fate, can’t change status so don’t try
  • Collectivism- value being part of a group, held back by loyalties
  • Immediate gratification- want pleasure now instead of sacrificing for pleasure in the future
  • Present time orientation- see present as more important than future so lack long term plans
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14
Q

Evaluation of cultural deprivation:

A
  • Keddie says it is a myth
  • Failure at school can’t be blame on deprived background
  • Working class are culturally different not deprived
  • Blackstone and Mortimore- they attend less parents evenings because they work longer hours or are put off by middle class atmosphere
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15
Q

Who said cultural deprivation is a myth?

A

Keddie

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16
Q

What is material deprivation?

A
  • Poverty
  • Lack of material objects
  • Working class families less likely to have high disposable income
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17
Q

What are the 4 main features of material deprivation?

A
  • Housing
  • Diet
  • Costs of education
  • Fear of debt
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18
Q

Material deprivation- housing:

A
  • Low income means big families in small houses
  • Overcrowding so no quiet place to work
  • Moving around rented/ council houses means changing schools
  • Poor house quality causes illness
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19
Q

Material deprivation- diet and health

A
  • Howard- poorer children have lower energy intake
  • Wilkinson- working class 10 year olds have higher rate of hyperactivity, anxiety, and conduct disorders
  • Blanden and Machin- working class students are more likely to fight
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20
Q

What did Howard say about diet and health?

A

Working class children have lower intakes of energy

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21
Q

What does Wilkinson say about diet and health?

A

Higher rates of hyperactivity, anxiety, and conduct disorders in working class 10 year olds

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22
Q

What did Blanden and Machin say about diet and health?

A

Working class students are more likely to fight and throw temper tantrums

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23
Q

Material deprivation- cost of education:

A
  • Extra textbooks, excercise books etc can cost lots of money
  • Tanner- the cost of transport, uniform, books etc places a heavy burden on families
  • Families buy cheaper, low quality items which can cause bullying
  • Students might have to work as well as school
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24
Q

What did Tanner say about the cost of education?

A

The cost of items such as transport, books, uniforms etc places a heavy burden on families

25
Q

What did Smith and Noble say?

A

Poverty acts as a barrier to learning as there is an inability to afford private schooling or tuition, and local schools and poorer quality

26
Q

Material deprivation- fear of debt:

A
  • Callender and Jackson- working class students are scared of debt
  • Working class students 5 times less likely to apply for university
  • 8.6% reduction in UK university applicants in 2012 when fees were introduced
  • 81% of upper class students got financial help from home
  • Reay- working class students more likely to apply to local universities to live at home and save money
27
Q

Who said that working class children are scared of debt?

A

Callender and Jackson

28
Q

Who said working class students are likely to go to local universities and live at home to save money

A

Reay

29
Q

What is cultural capital?

A
  • Knowledge, attitudes, values, language, taste, and abilities of middle class
  • Middle class more likely to develop intellectual interests and understand what education requires
30
Q

Who spoke about cultural capital?

A

Bourdieu

31
Q

Which class culture does the education system favour?

A

Dominant middle class

32
Q

How do children respond to exam failure caused by lack of cultural capital?

A

Truanting, leaving early, or not trying because they don’t think education is right for them

33
Q

What did Leech and Campos say?

A

Middle class parents more likely to buy a house in a catchment are of a successful school, more expensive houses

34
Q

What did Alice Sullivan say?

A

better resources and aspirations of middle class families explain class gaps in educational achievement

35
Q

What are the 4 main internal factors?

A
  • Labelling
  • Streaming
  • Pupil subcultures
  • Pupil’s class identities
36
Q

What is labelling?

A
  • Attaching a meaning to somebody
  • Can be positive or negative
  • Both teachers and students can label someone
37
Q

What was Becker’s study of labelling?

A
  • Conducted in Chicago
  • Used 60 high school teachers
  • Interviews
  • Teachers judge pupils based on how they fit the ideal pupil
  • Middle class are closest to the ideal pupil
  • Judged by appearance, work and conduct
38
Q

What was Hemel-Jorgensen’s study of primary school labelling?

A
  • Working class primary school- discipline was a problem, ideal pupil was quiet, passive and obedient, students defined by behaviour not ability
  • Middle class primary school- no discipline problems, students defined by personality and academic ability
39
Q

What was Dunne and Gazeley’s study on secondary school labelling?

A
  • Schools produce working class underachievement because of labels
  • Underachievement of working class is normalised
  • Teachers label working class parents as uninterested and middle class as supportive
  • Teachers enter working class pupils into easier exams
40
Q

What’s was Rist’s study on labelling in American kindergarten?

A
  • Labelling starts at the beginning of a child’s education
  • Teachers used child’s background and appearance to group them
  • Fast learners often middle class, neat and clean, closest to teacher
  • Working class seated further from teacher, given lower level books, and less chance to prove themselves
41
Q

What is the self fulfilling prophecy?

A

A prediction of labels hat comes true because it’d given by somebody else

42
Q

What is the pygmalion effect?

A
  1. Teacher thinks student is smart/ not smart
  2. Teacher focuses on/ ignores student more
  3. Student learns more/ less
  4. Student gets better/ worse grades
    Cycle continues
43
Q

Who spoke about the pygmalion effect?

A

Rosenthal and Jacobson

44
Q

What is streaming?

A
  • Children are separated into ability groups
  • Groups are taught separately and SFP is likely to occur
  • Working class children often in lower streams as they aren’t the ideal pupil
  • Douglas- children in lower streams at 8 suffer decline in IQ by 11
45
Q

Who came up with the A-C economy?

A

Gillborn and Youdell

46
Q

What is the A-C economy?

A

Schools focus on A-C grades and don’t put time, effort, or resources into pupils not achieving these

47
Q

What is educational triage?

A
  • Teacher sort pupils into 3 groups
  • Working class and black pupils often end up labelled, streamed, and live up to the SFP
48
Q

What are the 3 groups students can be triaged into?

A
  • Those who will pass anyway
  • Borderline C-D students
  • Hopeless cases
49
Q

Which triage group receives more help and attention?

A

Bordeline C-D students

50
Q

Evaluations of educational triage:

A
  • A-C economy is outdated
  • Schools are measured by progress 8 not grades A-C
  • A-C is still used so it has some relevance
51
Q

What did Lacey’s study on Hightown boys’ grammar school find?

A

Labelling affected the subculture a student joined

52
Q

What is a pro school subculture?

A
  • Pupils in high streams are usually middle class
  • Remain committed to school values
  • Gain status in the approved manner through academic success
53
Q

What are anti school subcultures?

A
  • Pupils in low streams are often working class
  • School reinforces inferiority so gives low self esteem
  • Usually try to gain status through rebellion, such as truanting, smoking etc
54
Q

What did Hargreaves study find?

A
  • Found similar response to labelling and streaming in secondary modern schools
  • Subcultures formed due to triple failure, fail 11+, labelled worthless, placed in low streams
  • Deviant subculture develops as pupils think it is their only option
    Delinquent subcultures guarantee failure
55
Q

What did Ball’s study on abolishing streaming find?

A
  • When a school abolished banding in favour of mixed ability groups subcultures became less segregated
  • Anti school subcultures lost their influence
  • Teachers categorised pupils different in classes
  • Class inequality occurs with or without streaming
56
Q

What responses to streaming did Woods identify?

A
  • Integratiation- teachers pet
  • Ritualism- going through motions, staying out of trouble, just getting by
  • Retreatism- daydreaming and messing around
  • Rebellion- complete rejection of school
57
Q

What did Furlong say about Woods’ responses to streaming?

A

Pupils can move between different responses and act differently depending on the lesson and teacher.

58
Q

What did Archer say about pupil class identity?

A
  • Schools value middle class habitus (values, tastes interests etc.)
  • Keeps the working class in their place
  • Known as symbolic violence
59
Q

What are nike identities?

A
  • Symbolic violence caused working class to create their own identity
  • Invest in branded clothes such as Nike
  • Peer groups policed styles, to not conform was ‘social suicide’
  • Right appearance (against school uniform) gained symbolic capital
  • Working class exclude themselves from education

Sociology A Level- Education AQA (5 decks)

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