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Sociology Paper 1 > Differential achievement > Flashcards

Differential achievement Flashcards

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Sociology 101 flashcards
1
Q

Class- external material factors

A

Housing
Diet and Health
Finances

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2
Q

Class- external material factors- Housing

A

-inadequate space
-overcrowded- concentration
-increased likelihood of illness
-higher absence rates
-sleep affected- concentration
-overcrowding- affects sleep and homework

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3
Q

Class- external material factors- Diet and Health

A

Howard
-lower intakes of energy, vitamins and minerals
-affects health- weakens immune system
-increased absence
Wilkinson- poorer homes more likely to face emotional or behaviour problems

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4
Q

Class- external material factors- Finances

A

Jesson and Gray- correlation between FSM and low GCSE grades
Bernsteing and Young- MC mothers more likely to buy educational toys, encourage reasoning skills and stimulate intellectual development
Bull- cost of free schooling
Tanner- costly, have to pay for uniform, transport, resources

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5
Q

Class- external cultural factors

A

Parental Interest- Douglas
Attitudes and values- Sugarman
Speech codes- Bernstein

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6
Q

Class- external cultural factors- Parental Interest

A

Douglas- longitudinal study of 5000 british children
MC parents expressed greater interest- more frequent visits to school to discuss childs progress, wanted children to stay in school beyond minimum leaving age

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7
Q

Class- external cultural factors- Attitudes and values

A

Sugarman- attitudes of MC and WC result from difference of non manual and manual jobs
MC jobs provide opportunities for advancement up career ladder leading to greater income and status
encourages planning for future
-delayed or deferred gratification
WC jobs reach full capacity quickly and fewer opportunities for promotion
attitude of future planning not fostered

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8
Q

Class- external cultural factors- Speech codes

A

Bernstein
WC- restricted code, simple, unfinished, grammatically incorrect
MC- elaborated code, fills in detail, universalistic
education conducted in elaborated code
WC at a disadvantage

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9
Q

Class external factor

A

Cultural capital-
Bourdeiu
knowledge, attitudes, values, language tastes and abilities of MC that can be exchanged for educational success
MC children have CC so are better equipped to meet demands of school
MC can convert EC into education eg afford private school or tutoring
economic+ cultural=success

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10
Q

Class- internal factors

A

Labelling- Rosenthal and Jacobson
Setting and streaming- Ball
Subcultures- Willis
Marketisation policies

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11
Q

Class- internal factors- Labelling

A

Becker-60 teachers chicago high schools ‘ideal pupil’ MC closest to ideal
Hempel- Jorgenson- two english primary schools and found teachers have different notions of ideal pupil
WC- ideal pupil was quiet and passive
MC-ideal defined in terms of personality and academic ability
Rosenthal and Jacobson- test for IQ, randomly label 20% as spurters

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12
Q

Class- internal factors- Setting and streaming

A

Ball- non academic factors used to band pupils
Band 1- hardworking
Band 2- hardest to teach, least co operative
- absences increased, homework rarely handed in
Band 3- troublesome
Bands taught differently due to different teacher expectations

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13
Q

Class- internal factors- Subcultures

A

groups of pupils who share similar values and behaviour patterns
often emerge as a response to the way pupils have been labelled
pro school subcultures and anti school
Lacey- differentiation and polarisation
Differentiation- process of categorising pupils according to percieved ability
Polarisation- pupils respond to streaming by moving to one of the poles

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14
Q

Class- internal factors- Marketisation policies

A

Marketisation policies- competitive climate, MC seen as more desirable recruits, oversubscribed schools less likely to choose WC

Streaming and A-C economy-
Gillborn and Youdell- link streaming to league tables
schools focus effort on students they think will raise their place on league table
known as Educational triage, three types, WC- hopeless cases

Competition and Selection-
more likely to choose MC to boost league table position and attract other MC pupils

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15
Q

Girls outperform boys- external factors

A

Impact of feminism- McRobbie
Changes in family
Changes in womens employment
Changing ambitions- Sharpe

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16
Q

Girls outperform boys- external factors- Impact of feminism

A

Feminism challenged stereotypes of women’s role as mother and housewife within patriarchal family
raised girls’ expectations and ambitions with regard to careers and family
McRobbie- magazines 1970s and 90s
70s- stressed importance of married
90s- stressed career and independence

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17
Q

Girls outperform boys- external- Changes in the family

A

major changes to family in last 30 years
-increase in divorce
-increase in cohabitation
-increase in lone parent families(mainly female headed)
may mean more women need to take on major income earner role
-creates new financially independent, career minded role model for girls
need good qualifications

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18
Q

Girls outperform boys- external- Changes in womens employment

A

women in employment has risen from under 53% in 1971 to over 67% in 2013
breaking through invisible ‘glass ceiling’ to high level professional jobs
greater opportunities provide incentive to take education serious

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19
Q

Girls outperform boys- external - Changing ambitions

A

Sharpe- interviews 70s and 90s
70s- girls had low aspirations, saw educational success as unfeminine and gave priorities as love, marriage, husbands and children
90s- girls more likely to see future as independent women with career rather than being dependent on husband for his income
O’Conner- studied 14-17 yr olds, found marriage and children not part of their life plans

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20
Q

Girls outperform boys- Internal factors

A

Equal Opportunities
Positive role models
GCSE and coursework- MItsos and Browne
Teacher interactions- Abraham
Challenging stereotypes

21
Q

Girls outperform boys- Internal- equal opportunities

A

GIST and WISE encourage girls to take careers in non traditional areas
National curriculum in 1988 meant girls and boys have to study the same thing

22
Q

Girls outperform boys- internal- Positive role models

A

proportion of female teachers and head teachers has increased

1992- 22% female head teachers, 49% teachers
2012- 37% head teachers, 61% teachers
-role models to achieve important positions

23
Q

Girls outperform boys- internal-GCSE and coursework

A

favour girls, disadvantage boys
Mitsos and Browne- girls and boys more successful in coursework, as they are better organised and more conscientious
girls spend more time on work, presentation and keeping to deadlines

24
Q

Girls outperform boys- internal- teacher interactions

A

Teachers see girls as more co operative and boys as more disruptive
Self fulfilling prophecy- raise girls self esteem
Abraham- teachers perceive boys as more badly behaved than girls and expect bad behaviour

25
Q

Girls outperform boys- internal- Challenging stereotypes

A

Weiner- since 1980s teachers have challenged stereotypes
removed stereotypes from textbooks and learning materials, removed a barrier to achievement
sexist images removed from teaching material

26
Q

Boys underperform- external factors

A

Boys poorer literacy skills- Mitsos and Browne
Decline in traditional male jobs- Mitsos and Browne
Unrealistic aspirations- Francis

27
Q

Boys underperform- internal factors

A

Feminisation of education- Sewell
Teacher interactions
Laddish subcultures- Mac an Ghaill

28
Q

Boys underperform- internal- Boys poorer literacy skills

A

Mitsos and Browne- emphasis on reading, women more likely to read than men, mother more likely than fathers ]girls more likely to have same sex role models to encourage them to read
Kirkby- communicative play through organised social games has been replaced with TV, DVD and games
girls more likely to spend leisure time in ways that compliment education

29
Q

Boys underperform- external- Globalisation and decline of traditional male jobs

A

1980s- decline in industries such as iron, steel, mining and engineering
decline in male manual work- WC boys lck motivation
crisis of masculinity
little chance of getting proper job
undermines self esteem and motivation- give up trying

30
Q

Boys underperform- external- unrealistic aspirations

A

boys often surprised when they fail exams and put it down to bad luck rather than lack of effort
Francis- boys likely to have career aspirations that are unrealistic or require few qualifications eg professional footballer
Girls aspirations require academic effort eg doctor

31
Q

Boys underperform- internal- Feminisation of education

A

schools emphasise feminine traits such as methodical working and attentiveness
Sewell- coursework major cause of differences

32
Q

Boys underperform- internal- teacher interactions

A

Negative labelling for boys undermine their confidence
motivation low= achievement low
teachers may be less strict with boys- expect lower standard of work than girls
- failing to push them to achieve their potential

33
Q

Boys underperform- internal- Laddish subcultures

A

Mac and Ghaill- relationship between schooling, work, masculinity and sexuality
identifies subculture ‘macho lads’
-hostile to school authority and learning

34
Q

Ethnic differences - internal factors

A

Racialised expectations - Mac an Ghaill
Pupil identities
Ethnocentric curriculum- Coard
Institutional racism
Marketisation policies and selection

35
Q

Ethnic differences- external factors

A

Cultural deprivation
- family structure
- attitudes and values
- intellectual and linguistic skills
Material deprivation
racism in wider society

36
Q

Ethnic differences- External - material deprivation

A
  • Pakistanis and Bangladeshis 3x more likely to be poorest 5th of population, 3x more likely to be homeless
  • Unemployment 3x higher for african carribeans, bangladeshis, pakistanis than white people
  • bangladeshis and pakistanis more likely to work in low paid, unskilled jobs
    ethnic minorities at greater risk of material dep- lack of language skills, foreign qualifications, racial discrimination
    -parellel those in educational achievement
37
Q

Ethnic differences- external- cultural deprivation - family structure

A

Moynihan- many black families headed by lone mother
-children deprived of adequate care
-black children fail and become inadequate parents themself
-cycle

38
Q

Ethnic differences- external- cultural deprivation- attitudes and values

A

Black families
-black children not socialised into mainstream culture that instils value of working for long term success, but into a fatalistic ‘live for today’ attitude that doesnt value education
Asian Families
-Driver and Ballard- Asian families have high aspirations for their children, passing on ‘Asian work ethic’

39
Q

Ethnic differences- external- cultural deprivation - intellectual and liguistic skills

A

Asian students
- children who do not speak english at home may be held back
Black students
-Berieter and Engelmann- language spoken by black families as inadequate for educational success- ungrammatical, disjointed and incapable of expressing abstract ideas

40
Q

Ethnic differences- external- Racism in wider society

A

Wood et al- sent 3 closely matched job applications to 1000 job vacancies
-one from white person, two from EM
only one in 16 EM applications were offered an interview
One in 9 white applications

41
Q

Ethnic differences - internal- Racialised expectations

A

Gillborn and Youdell- racialised expectations
- expect more behaviour and disclipline problems from black students
- misinterpreted behaviour as threatening or challenge to authority
Educational traige- denied access to top groups
underestimated ability

42
Q

Ethnic differences- internal - pupil identities

A

Archer
ideal pupil identity- White, MC, normal sexuality
Pathologised pupil identity- Asian ‘deserving poor’, feminised - conformist
Demonised pupil identity- Black or white, WC, hyper sexualised

43
Q

Ethnic differences- internal- institutional racism

A

prejudiced views of individual teachers
internal workings of education also reinforce inequality
Hatcher- schools place low priority on dealing with race issues and fail to tackle instances of racist bullying

44
Q

Ethnic differences- internal- marketisation policies

A

Gillborn and Youdell- allows negative stereotypes
- OFSTED and league tables tell parents which schools best
- Open enrolment- can apply wherever
-best schools become oversubscribed
- schools want to improve position- educational triage
-EMs disadvantaged

45
Q

Class and subject choice- Status of vocational courses

A

vocational education given a lower status as it leads to lower paid jobs
WC children pushed towards vocational courses
produces passive and docile workers

46
Q

Class and subject choice- teacher labelling

A

teachers tend to label WC negatively and as lower achievers
results in self fulfilling porphecy
WC students pushed towards taking easier BTEC subjects

47
Q

Class and subject choice- cultural attitudes of parents

A

Sugraman
MC jobs- offer advancement- delayed gratification
WC- reach full capacity quickly- immediate gratification
WC pupils more likely to aspire manual jobs and choose vocational subjects to gain direct access to career and income quicker

48
Q

Gender and subject choice- gender role socialisation and gender domains

A

Murphy and Elwood- different socialisation- different tastes in reading- different subject choices
Gender domains- things seen as territory for each gender
Boys- mending cars not caring for a sick child
Boys tend to read hobby books which develops interest in sciences whereas girls tend to read stories about people which leads to interest in English

49
Q

Gender and subject choice- Gendered subject images

A

Sociology Paper 1 (3 decks)

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