Brainscape's Knowledge GenomeTM

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


See full index

Sociology P1, Eduqas > DEA: Class key concepts > Flashcards

DEA: Class key concepts Flashcards

You may prefer our related Brainscape-certified flashcards:
Sociology 101 flashcards
1
Q

Ingratiation

A

inside: (woods) response of being the teacher’s pet, conformist and ideal pupil

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

Ritualism

A

inside: (woods) response of going through the motions and staying out of trouble- seemingly ideal

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

Retreatism

A

inside: (woods) response of daydreaming and mucking about- seemingly non-ideal

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

Rebellion

A

inside: (woods) outright rejection of everything school stands for- non-conformist/ideal

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

Culture of masculinity

A

inside: (willis) manual labour/physical work seen as more worthy than “pen-pushing” or academic work

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

Anti-school subcultures

A

inside: often w/c students placed in low sets/streams respond to negative labelling by rejecting school values. seek alternative status through peers (willis)

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

Pro-school subcultures

A

inside: often m/c students placed in high sets/streams tend to remain committed and accept the mainstream school values. gain status through hard work and academic success (fuller)

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

Labelling

A

inside: teachers not viewing a pupil as an individual but according to stereotyped assumptions based on class, gender and ethnicity

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

Educational triage

A

inside: (gilborn & youdell) the process of sorting pupils into the A-C economy. triage=sorting

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

A-C economy

A

inside: system where schools ration their time, effort and resources on pupils they perceive as having the potential to get five grade C’s or above at GCSE, boosting league table position

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

Setting & streaming

A

inside: teachers often differentiate between pupils on the basis of perceived ability, behaviour and class background (decision on exams, sets)

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

Self-fulfilling prophecy

A

inside: looks at labelling effect on pupils’ progress, how predictions made of success/failure tend to come true because he prediction was made

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

Non-ideal pupil

A

inside: w/c stereotypes to prejudge
- from manual background (w/c)
- scruffy appearance
- lack of motivation
- non-conformist & difficult to control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Ideal pupil

A

inside: m/c stereotypes to prejudge
- from non-manual background (m/c)
- smart appearance
- highly motivated
- conformist behaviour

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

Self-concept

A

inside: others being the most important source of influence over how we view ourselves and how we choose to act

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

Deterministic

A

assumption that w/c culture is inevitably passed on

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

Cultural capital

A

outside: cultural background of m/c and education- superior language, knowledge, tastes, lifestyle etc

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

Symbolic capital

A

outside: status and recognition through resources available to the individual, honour and reputation

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

Nike identity

A

outside: the way w/c pupils see alternative ways of self-worth/ status & value by constructing class identities themselves by investing heavily in ‘styles’ or brands e.g nike

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

Restricted language code

A

outside: (bernstein) mainly w/c
- limited vocabulary
- context-bound speech (slang)
- grammatically simple
- short and descriptive sentences

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

Elaborated language code

A

outside: (bernstein) mainly m/c
- extensive vocabulary
- grammatically complex
- provides better means of communicating abstract/scientific ideas
- explicitly verbalises so can be understood widely

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

Compensatory education

A

outside: policies that attempt to tackle cultural dep and intervene in socialisation to compensate children for deprivation at home e.g truancy fines

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

Present/future-time orientation

A

outside: (sugarman)
- PTO, viewing the present as more important than the future, no long-term future goals
- FTO, planning for future and long-term goals as more important

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Immediate/deferred gratification

A

outside: (sugarman)
-IG, seeking rewards and pleasure now and not being
prepared to sacrifice for future benefits
-DG, put off present pleasures for future rewards

25
Q

Collectivism/individualism

A

outside: (sugarman)
- C, valuing being part of a group> succeeding as an individual
- I, individual should not be help back> group loyalties

26
Q

Fatalism/self-determination

A

outside: (sugarman)
- F, a belief in fate: you cannot change your destiny
- SD, you can change your fate through your own efforts

27
Q

Cultural deprivation

A

outside: lower classes being deprived of the “right” values, attitudes or skills essentials for educational success e.g parents, immediate gratification

28
Q

Material deprivation

A

outside: refers to poverty & is a lack of money and the things money can buy e.g resources, poor housing, hidden costs

29
Q

Compensatory educational policy

A

attempts to intervene in the socialisation process (troubled families programme, surestart)

30
Q

inside: (woods) response of being the teacher’s pet, conformist and ideal pupil

A

Ingratiation

31
Q

inside: (woods) response of going through the motions and staying out of trouble- seemingly ideal

A

Ritualism

32
Q

inside: (woods) response of daydreaming and mucking about- seemingly non-ideal

A

Retreatism

33
Q

inside: (woods) outright rejection of everything school stands for- non-conformist/ideal

A

Rebellion

34
Q

inside: (willis) manual labour/physical work seen as more worthy than “pen-pushing” or academic work

A

Culture of masculinity

35
Q

inside: often w/c students placed in low sets/streams respond to negative labelling by rejecting school values. seek alternative status through peers (willis)

A

Anti-school subcultures

36
Q

inside: often m/c students placed in high sets/streams tend to remain committed and accept the mainstream school values. gain status through hard work and academic success (fuller)

A

Pro-school subcultures

37
Q

inside: teachers not viewing a pupil as an individual but according to stereotyped assumptions based on class, gender and ethnicity

A

Labelling

38
Q

inside: (gilborn & youdell) the process of sorting pupils into the A-C economy. triage=sorting

A

Educational triage

39
Q

inside: system where schools ration their time, effort and resources on pupils they perceive as having the potential to get five grade C’s or above at GCSE, boosting league table position

A

A-C economy

40
Q

inside: teachers often differentiate between pupils on the basis of perceived ability, behaviour and class background (decision on exams, sets)

A

Setting & streaming

41
Q

inside: looks at labelling effect on pupils’ progress, how predictions made of success/failure tend to come true because he prediction was made

A

Self-fulfilling prophecy

42
Q

inside: w/c stereotypes to prejudge
- from manual background (w/c)
- scruffy appearance
- lack of motivation
- non-conformist & difficult to control

A

Non-ideal pupil

43
Q

inside: m/c stereotypes to prejudge
- from non-manual background (m/c)
- smart appearance
- highly motivated
- conformist behaviour

A

Ideal pupil

44
Q

inside: others being the most important source of influence over how we view ourselves and how we choose to act

A

Self-concept

45
Q

assumption that w/c culture is inevitably passed on

A

Deterministic

46
Q

outside: cultural background of m/c and education- superior language, knowledge, tastes, lifestyle etc

A

Cultural capital

47
Q

outside: status and recognition through resources available to the individual, honour and reputation

A

Symbolic capital

48
Q

outside: the way w/c pupils see alternative ways of self-worth/ status & value by constructing class identities themselves by investing heavily in ‘styles’ or brands e.g nike

A

Nike identity

49
Q

outside: (bernstein) mainly w/c
- limited vocabulary
- context-bound speech (slang)
- grammatically simple
- short and descriptive sentences

A

Restricted language code

50
Q

outside: (bernstein) mainly m/c
- extensive vocabulary
- grammatically complex
- provides better means of communicating abstract/scientific ideas
- explicitly verbalises so can be understood widely

A

Elaborated language code

51
Q

outside: policies that attempt to tackle cultural dep and intervene in socialisation to compensate children for deprivation at home e.g truancy fines

A

Compensatory education

52
Q

outside: (sugarman)
- PTO, viewing the present as more important than the future, no long-term future goals
- FTO, planning for future and long-term goals as more important

A

Present/future-time orientation

53
Q

outside: (sugarman)
-IG, seeking rewards and pleasure now and not being
prepared to sacrifice for future benefits
-DG, put off present pleasures for future rewards

A

Immediate/deferred gratification

54
Q

outside: (sugarman)
- C, valuing being part of a group> succeeding as an individual
- I, individual should not be help back> group loyalties

A

Collectivism/individualism

55
Q

outside: (sugarman)
- F, a belief in fate: you cannot change your destiny
- SD, you can change your fate through your own efforts

A

Fatalism/self-determination

56
Q

outside: lower classes being deprived of the “right” values, attitudes or skills essentials for educational success e.g parents, immediate gratification

A

Cultural deprivation

57
Q

outside: refers to poverty & is a lack of money and the things money can buy e.g resources, poor housing, hidden costs

A

Material deprivation

58
Q

attempts to intervene in the socialisation process (troubled families programme, surestart)

A

Compensatory educational policy

Sociology P1, Eduqas (18 decks)

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