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sociology AS > Class assessment flashcards > Flashcards

Class assessment flashcards

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1
Q

Douglas -WC parents

A

found that working class parents placed less value on education. , they were less ambitious for their children, gave them less encouragement As a result their children had lower levels of motivation and achievement

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2
Q

Bernstein

A

He distinguishes between two types of speech code :

  • the restricted code= working class. It has limited vocabulary and simple sentences
  • the elaborated code= used by middle class. wider vocabulary, longer more grammatically complex sentences
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3
Q

Bereiter and engelmann- language

A

Claim language used in lower class homes in deficient. describe lower class families as communicating by gestures, single words or disjointed phrases. As a result kids fail to develop necessary language skills.

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4
Q

What is meant by cultural deprivation

A

children are no effectively socialised and lack cultural equipment

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5
Q

Explain one criticism of cultural deprivation try deprivation Theory

A

Keddie believes it is just victim blaming and a myth. She points out that children cannot be deprived of its own culture and argues that working class children are simply culturally different not deprived

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6
Q

Name two programs which help tack cultural education

A

Compensatory education- aim to tackle CD in deprived areas by providing extra resources to school + communities

Operation head start: it’s aim to improve deprived children’s environment to develop skills and instil achievement motivation

Sesame Street- included transmitting values, attitudes and skills

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7
Q

What does material deprivation mean

A

Means a lack of those physical necessities that are essential for normal life

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8
Q

what are the three main aspects of cultural deprivation

A

language
parents education
subculture

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9
Q

A03 for language (cultural deprivation)

A

+ Bernstein recognises both home and school fail wc pupils

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10
Q

Douglas- parents ed

A

working class parents place less value on education

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11
Q

fernstein - parents ed

A

parents ed effects children achievement. MC educated so have advantage on how to socialise kids

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12
Q

Bernstein and young - parents

A

MC mothers buy educational toys which encourages reasoning skills

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13
Q

how does parents education impact cultural deprivation

A
  • educated parents = consistent discipline and high expectations
  • less educated parents = harsh inconsistent discipline
  • educated parents use income to improve educational sucess
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14
Q

what does sugarman argue about subculture

A

4 barriers to educational achievement
fatalism: nothing can be done to change status
collectivism: value being part of a group
immediate gratification: seeking pleasure now rather than later
present time orientation: see present as more important, no long term goals
how does this differ to MC

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15
Q

A03 for cultural deprivation

A
  • keddie argues that it is a myth, sees it as victim blaming. Not culturally deprived but culturally different
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16
Q

what is compensatory ed

A

aims to tackle cultural deprivation in deprived areas by providing resources to schools + communities
eg operation head start in the US, included improving parenting skills + setting up nursery classes
eg well known sesame street included transmitting values, attitudes and skills

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17
Q

key facts for introduction about material deprivation

A

poverty is closely linked to underachievement

  • 1/3 of FSM pupils achieve 5 A-C at GCSE
  • those in poverty more likely to have poor attendance
  • more likely to be excludes
  • 90% of failing schools in deprived areas
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18
Q

what material factors affect children’s education

A

housing, fear of debt and diet and health

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19
Q

how does housing impact children’s education

A

directly: overcrowding = less space for educational activities + development // no room for soft play activities
families in temp housing constantly moving = changing schools + disrupted learning
indirect effect= cold/damp can cause ill health means absences from school

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20
Q

how does fear of debt impact education

A

increases in tuition fees to 9,000.
found WC children are less likely to go to uni due to fear of debt also impacts where they choose to go - want to save travel costs ,miss out on high status uni

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21
Q

how does diet and health impact education

A

pupils from poorer houses have lower intakes of energy, vitamins + minerals. Poor nutrition affects health by weakening the immune system - absences from school
(Howard)

22
Q

A03 for material deprivation

A

+ Other sociologists agree that material inequalities have a bigger effect on achievement
- only part of the explanation as poor families do succeed. Other factors may be influential eg religious views

23
Q

Bourdieu

A

he uses capital to explain why MC are more successful. capital = wealth
he combines cultural + material factors to explain ed achievement

24
Q

what is cultural capital

A

values, language, abilities of MC. More luxury to develop understanding + analyse - benefitting in schoo,

  • more likely to develop intellectual interests
  • understand ed system
  • school devalues mc culture as ‘rough’ leads to exam failure
25
Q

what is educational and economic capital

A

wealthier parents can convert their economic capital into educational capital by sending kids to private schools and extra tuitions

26
Q

A03 for capital

A

Sullivan found that cultural capital only accounted for part of the class difference in achievement

27
Q

what does labelling mean

A

when you attach a label to someone

28
Q

Interactionist - labelling

A

Number of studies have been carried out by interactionist sociologists as they want to know how people attach a meanings + the effect it has on those labelled. They study small scale interactions

29
Q

Becker (1971)- ideal pupil

A

based interviews on 60 Chicago high school teachers. judged pupils to how closely they fit the idea pupil. Wc pupils were furthest away from this. Mc seen as ideal

30
Q

Hempel - Jorgensen (2009)

A

notions of idea pupil vary according to the social class makeup of the school

  • WC school: ideal pupil was quiet + obedient
  • Middle class: few discipline problems, ideal pupil defined by personality
31
Q

what is streaming

A

separating students into different ability of groups

32
Q

how does streaming impact achievement

A

Once streamed it is difficult to move up to a higher stream - locked into teachers expectations of them. creates self fulfilling prophecy. MC students benefit from streaming - more likely placed in higher streams reflecting teachers view of them as ideal pupil

33
Q

extra mini study of streaming

A

Douglas found children placed in a higher stream at 8 had improved IQ score by 11

34
Q

Gillborn and youdell (2001)

A

teachers use stereotypical notions to stream pupils. Teachers were likely to see WC + black pupils as having ability. So more likely to placed in lower streams + entered lower their GCSE
can explain exclusion rates

35
Q

what the A-C economy

A

teachers focus time, effort and resources on pupils they see as getting 5 grades Cs + boosting league table position

36
Q

what is the ‘educational triage’

A

process of A-C economy AKA sorting

3 groups: those who will pass anyways, hopeless cases + targeted for extra help.

37
Q

how does the educational triage impact achievement

A

Teachers have a stereotypical notion of WC + black pupils as hopeless cases. This produces self fulfilling prophecy
The need to gain good league tables position drives educational triage which creates basis for streaming

38
Q

extra study of labelling

A

Rist (1970)
teacher in primary school used kids background information to place them in different groups
Tigers = MC, seated closer to teacher
Cardinals + clowns= WC, seated further, given lower level books

39
Q

what is the self fulfilling prophecy

A

prediction comes true by virtue of being made

40
Q

process of self fulfilling prophecy

A
  • firstly teacher labels student
  • teacher treats student according to label as if its true
  • pupil internalises teachers expectations, becomes self image, predictions is fulfilled
41
Q

Rosenthal and Jacobson (1968)

A

study in Primary school (California)
researchers told teachers certain students would spurt (not true, chosen at random). 47% of spurters made progress. Shows the power of labelling students - teachers conveyed belief of this is how they treated ‘spurters’

42
Q

what does Rosethal and Jacobson study show

A

Demonstrates self fulfilling prophecy. Teachers accepted prediction and made it come about
can also produce underachievement for those the teachers did believe in

43
Q

what are pupil subcultures

A

Group of pupils who share similar values and behaviour patterns
Emerge as a response to labelling

44
Q

lacey (1970)

A

concepts to explain how subcultures develop

differentiation: process of teachers categorising pupils on how they see their ability, behaviour and attitudes eg streaming
polarisation: how pupils respond to streaming by moving towards to one or two opposite poles eg Lacey found streaming polarised boys into pro school and anti school subculture

45
Q

what is the difference between proschool and anti school subculture

A

pro- placed in higher streams + committed to school gain status through academic success values of the school (MC)
anti- placed in lower streams (WC) suffer low esteem due to having inferior status. Failure so gain other ways of status, turn value of school upside down.
Willis + lads - turn values of the school upside down formed own subculture

46
Q

Ball (1981)

A 
when banding (type of streaming) 
was abolished, basis for the pupils to polarise was removed + influence of anti school was abolished declined. Although polarisation disappeared, differentiation continued. Teachers categorised students differently + still labelled MC as cooperative
47
Q

criticism of the labelling theory

A
  • deterministic: assumes pupils have no choice to fulfil fulfilling and fail
  • Marxist: labelling theory ignores wider power structures
  • Marxist also argue that labels are not teachers individual prejudices but come from teachers in system that produce’s class division
48
Q

acronyms for exam

A

RRHAQ - read, reread, highlight, annotate, quick plan

PEEALC-point,explain,evidence,annalyse,criticse

49
Q

introduction

A

Context- definitions eg religion
content- what are you going to write about
debate- ie sociolgists disagree amongst themselves on whether internal/external is the true role of class achievement, not soley in school factors
add trends - 90% of failing schools are in deprived areas + 1/3 of FSM students achieve 5 A-C grades

50
Q

conclusion

A

To conclude - state overview
but - which is more true + contrasting beliefs
therefore - which one most likley impacts education

sociology AS (22 decks)

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