Differential Achievement Flashcards
1
Q
INSIDE: Becker (class) (labelling)
A
Middle class pupils = ideal, judgments, unconscious or conscious labels, react positively or negatively, self-fulfilling prophecy, non-achievers
2
Q
INSIDE: Keddie (class) (labelling)
A
Streaming, expectations, ‘A’ streamers, ‘C’ streamers, anti-school subcultures, live down to labels, teacher attitudes and effort
3
Q
INSIDE: Hargreaves (class) (labelling)
A
Selection of Streams, rewards, unable to achieve, anti-school subcultures, anti-school and anti-attainment attitudes, procedure increased polarisation, subcultural acceptance, speculation, working hypothesis, elaboration, stabilisation
4
Q
INSIDE: Abrahams (class) (labelling)
A
Setting, labelling, subcultures, subconsciously label, specific training needed, streaming should be stopped
5
Q
INSIDE: Rosenthal and Jacobson (class) (labelling)
A
Pygmalion effect, self-fulfilling prophecy, ‘spurters’, teachers unaware, teacher shave higher expectations for ‘spurters’, self-fulfilling prophecy
6
Q
INSIDE: Hargreaves (class) (pupil subcultures)
A
Selection of streams, rewards, unable to achieve, anti-school subcultures, anti-school and anti-attainment attitudes
7
Q
INSIDE: Mac an Ghail (class) (pupil subcultures)
A
Subcultures, followed fathers into traditional working class manual labour job roles, ‘Macho Lads’, de-industrialisation, crisis of masculinity, changes in job market, become upwardly mobile, face low-paid work, face long-term unemployment, no academic qualifications
8
Q
INSIDE: Willis (class) (pupil subcultures)
A
‘Lads’, counter-school subculture, superior to ‘earoles’, ‘having a laff’, identify with the adult world, hegemonic masculinity, boredom and monotony of work
9
Q
INSIDE: Althusser (class) (marxism)
A
Superstructure, benefit Bourgeoisie, pass on necessary skills to create a workforce, pass on ruling class ideologies to ensure the working class conform, ideological control, ideological state apparatus, subordinate position
10
Q
INSIDE: Bowles and Gintis (class) (marxism)
A
Reproduce capitalist relations of production, correspondence principle
11
Q
INSIDE: Durkheim (functionalism)
A
Moral responsibilities, social solidarity, value consensus, skills for a specialised division of labour, standardised testing
12
Q
INSIDE: Davis and Moore (class) (functionalism)
A
Role allocation, rewarded in exam success, mertiocratic society, best people fill the most functionally important roles
13
Q
OUTSIDE: Eysenck (class) (theoretical/biological)
A
IQ is inherited (60-80%), “What children take out of school is proportional to what they bring into the schools in terms of IQ”, class difference in intelligence
14
Q
OUTSIDE: Hernstein and Jensen (class) (New Right/biological)
A
60-80% of intelligence is genetically based, class difference in intelligence
15
Q
OUTSIDE: Smith and Noble (class) (material/money)
A
‘Financial Barriers to Learning’, parents’ low income, unable to afford: uniforms; textbooks; computer; etc, marketisation of schools, part time work or care
16
Q
OUTSIDE: Raey et al (class) (material/money)
A
Economic capital, cultural capital, private education, part time jobs, educational policies, ‘fear of debt’
17
Q
OUTSIDE: Palmer (class) (material/money)
A
50% of BAME students are from low income families, economic capital, life chances
18
Q
OUTSIDE: Callendar and Jackson (class) (material/money)
A
Prospective higher education students, debt, class positions, higher education destinations, ‘fear of debt’, 4x less likely to apply for university, increase in tuition fees £9,000, according to UCAS applicants applying to university fell by 8.6%
19
Q
OUTSIDE: Wilkinson (class) (material/money)
A
Children from poorer homes are more likely to have emotional or behavioural problems, lower social class higher rate of hyperactivity; anxiety and conduct disorders
20
Q
OUTSIDE: Howard (class) (material/money)
A
Young people from poorer homes have lower intakes of energy, vitamins and minerals, leading to weaker immune systems
21
Q
OUTSIDE: Douglas (class) (cultural)
A
Degree of parents’ interest in education, middle class parents more likely to encourage, more frequent visits, parents’ working hours, lack of choice to book time off
22
Q
OUTSIDE: Feinstein (class) (cultural)
A
Parental interest, teacher’s judgment of parents’ interest in their child’s education, parents’ working hourse, lack of choice to book time off
23
Q
OUTSIDE: Bernstein (class) (cultural)
A
Language, ‘restricted code’, ‘elaborated code’, elaborated code in education and more highly rewarded
24
Q
OUTSIDE: Sugarman (class) (cultural)
A
Subculture, fatalism, immediate gratification, present time orientation, collectivism
25
OUTSIDE: Bourdieu (class) (cultural)
Systematically biased, cultural deprivation theory, cultural capital, marxist, cultural, economic capital
26
OUTSIDE: Gerwitz (class) (cultural)
Competition, economic capital, cultural capital, parents exercise choice of secondary school, professional middle class parents = privileged skill choosers, middle class parents = economic capital
27
INSIDE: Gillborn (ethnic) (labelling and institutional racism)
Institutionally racist, black male students would cause trouble, seen as challenging, resentment, black students entered into lower tiers, setting/streaming, policy, exclusion of black boys is unjustified
28
INSIDE: Jasper (ethnic) (labelling and institutional racism)
Institutionally racist, self-fulfilling prophecy for black male students living down to negative labels, curriculum needs to be adapted
29
INSIDE: Crozier (ethnic) (labelling and institutional racism)
Pakistani pupils 'keep to themselves', excluded and 'different' at school, Pakistani and Bangladeshi students experienced: anxieties about safety, racist abuse, South Asian girls bound by tradition and waste of time being advised, assemblies irrelevant
30
INSIDE: Mirza (ethnic) (labelling and institutional racism)
Black African and Caribbean girls are ambitious, teacher typology, overt racists, christians, the crusaders, black teachers, liber chauvinists, don't identify with teachers or school, open racism and clumsy, well-meaning unhelpful support
31
INSIDE: Mac an Ghail (ethnic) (labelling and institutional racism)
Asian Warriors, African Caribbean Rasta Heads, racism, institutional racism, ethnocentric curriculum
32
INSIDE: Sewell (ethnic) (labelling and institutional racism)
Black Caribbean boys culture, lack positive role model, matriarchal backgrounds, financially deprived, role models in rap/youth culture, 'get rich quick' through illegitimate means, peer pressure, hyper-masculine, anti-school subcultures, 'kings in the playground but the paupers in the classroom', 'act out', excessively disciplined, racist attitudes, culture had no positive recognition, strained relationship, the innovators, the conformists, the retreatists, the rebels, low aspitations, absent father
33
INSIDE: Rosenthal and Jacobson (ethnic) (labelling and institutional racism)
Pygmalion effect, self-fulfilling prophecy, 'spurters', teachers unaware, teacher shave higher expectations for 'spurters', self-fulfilling prophecy
34
INSIDE: Abbott (ethnic) (education system)
Black boys face high exclusion rates, children educated in schools, curriculum is not inclusive
35
INSIDE: Coard (ethnic) (education system)
Curriculum is ethnocentric, White hisotry and literatuce dominate the curriculum, teachers dismissive of non-standard English, culture of ethnic minorities is devalued, students are demotivated, cannot identify with course content
36
INSIDE: Fuller (ethnic) (education system)
Working class black girls victims of negative stereotypes, refused stereotypes, worked hard, boys masculinity impacts how labels are interpreted and internalised
37
INSIDE: Mirza (ethnic) (education system)
Working class black females resisted labels from teachers and worked to ensure academic success to ensure social mobility
38
OUTSIDE: Hernstein and Jensen (ethnic) (biological/intelligence)
New Right, blakc people have lower IQ than white people, black people have lower intelligence levels
39
OUTSIDE: Eysenck (ethnic) (biological/intelligence)
‘What children take out of school is proportional to what they bring into the schools in terms of IQ’
40
OUTSIDE: Swann Report (ethnic) (material/money)
Social class differences = ethnic group achievement difference, Pakistanis and Bangladeshis are 3x more liekly to be in the poorest 1/5 of the population, Africans and Pakistanis and Bangladeshis are 3x more likely to be unemployed, 15% of minority groups live in overcrowded homes, Pakistanis are 2x as likely to be in semi/unskilled jobs
41
OUTSIDE: Sewell (ethnic) (material/money)
Culture of Black Caribbean boys, lack postiive role models, matriarchal backgrounds, financially deprived, role models in rap/youth culture, 'get rich quick' through illegitimate means, peer pressure, hyper-masculine, anti-school subcultures, 'kings in the playground but the paupers in the classroom', 'act out'
42
OUTSIDE: Smith and Noble (ethnic) (material/money)
'Financial Barriers to Learning', students are unable to afford: uniforms; transport; etc, lead to isolation and bullying, less likely to have a computer/desk, part-time work or care, ethnic minorities live in deprivation
43
OUTSIDE: Palmer (ethnic) (material/money)
50% of BAME students come from low income families, life chances, lack of economic capital
44
OUTSIDE: Driver and Ballard (ethnic) (cultural)
British-Indian families place value on education, high ambitions and grades, achievements of Indian pupils are better than black and white groups at GCSE, certain careers
45
OUTSIDE: Archer and Francis (ethnic) (cultural)
Success is part of British-Chinese identity, boys engage in laddish behaviour but remain committed, parents take on a stronger role, continuous talk of future education and invested time and money, critical of white Briths parents who seen as allowing failure, British-Chinese students in poverty do better than others in poverty
46
OUTSIDE: Bolognani (ethnic) (cultural)
"Myth of return", attached to country, rise of Islamophobia, students with family in Pakistan take longer holidays and religious commitments lead to time out of school, missing course content and lower teacher expectations
47
OUTSIDE: Modood (ethnic) (cultural)
Language barriers, no support, 3/5 Bangladeshi women don't speak English, 1/2 Pakistani women don't speak English, 1/5 Pakistani and Bangladeshi men don't speak English
48
OUTSIDE: Sewell (ethnic) (cultural)
Black Caribbean boys culture, lack postiive role models, matriarchal backgrounds, financialy deprived, role models in rap/youth culture, 'get rich quick' through illegitimate means, peer pressure, hyper-masculine, anti-school subcultures, 'kings in the playground but the paupers in the classroom', 'act out'
49
OUTSIDE: Hendessi (ethnic) (cultural)
Poverty, Bangladeshi and Pakistani students, family and cultural norms and values are important for girls
50
INSIDE: Education Reform Act (girls) (policy change)
Abolition of 11+, introduction of the national curriculum, boys and girls have the same education, more coursework, girls are more methoical and organised
51
INSIDE: GIST and WISE (girls) (policy change)
Teacher training has changed, important to develop girls, exam questions; textbooks; and classroom language have changed to include and recognise girls, see education as an institution for girls
52
INSIDE: Rosenthal and Jacobson (girls) (attitudes to learning)
Pygmalion effect, self-fulfilling prophecy, 'spurters', teachers unaware, teacher shave higher expectations for 'spurters', self-fulfilling prophecy
53
OUTSIDE: Arnot (girls) (changes to the job market)
Growing number of female teachers, women in management positions in secondary education and FE, positive role models for women, being clever isn't unattractive
54
OUTSIDE: Mac an Ghail (girls) (changes to the job market)
Masculine subcultures, 'crisis of masculinity', decline in typically masculine jobs, new jobs/careers in the service sector are 'feminine'
55
OUTSIDE: Mitsos and Browne (girls) ( changes to the job market)
Girls and boy's socialisation is different and girls' socialisation may enhance their opportunities
56
OUTSIDE: The Equal Pay Act 1970/Sex Discrimination Act 1974 (girls) (changes to the job market)
Fought for by women's movement, a generation of women that have a higher expectation fo equal rights to men in the workplace
57
OUTSIDE: Mitsos and Browne (girls) (changing attitudes/workplace aspirations)
Girls are disadvantaged through their subject choices and life chances
58
OUTSIDE: Sharpe (girls) (changing atittudes/workplace aspirations)
Girls priorities have changed, 1974 = focused on "love and marriage and husbands and careers", 1996 = focused on "job, career and being able to support themselves", more assertive; confident; ambitious; and committed to gender equality, worked harder in education, education seen as main route for a good job and financial independence
59
OUTSIDE: Francis and Skelton (girls) (changing attitudes/workplace aspirations)
Future identity in terms of careers, middle class girls under increasing pressure from parents to achieve exam success
60
OUTSIDE: Beck (girls) (changing attitudes/workplace aspirations)
Theory of risk society, risk of divorce and relationship breakdown as well as loss of jobs, individualised, more self-sufficient and self-reliant, women are 'setting the pace for change', changing attitudes to education and employment, women's financial independece, more wary of marriage and economic dependence on a husband
61
OUTSIDE: Oakley (girls) (socialisation into gender roles)
Socialisation shapes behaviour of girls and boys from an early age, manipualtion, canalisation, verbal appellations, different/domestic activites
62
OUTSIDE: McRobbie and Garber (girls) (socialisation into gender roles)
Girls more protected by parents and given less freedom, 'bedroom cultures', chatting to friend, doing homework, environment is conducive to learning
63
INSIDE/OUTSIDE: Willis (boys) (culture of masculinity (inside) and socialisation (outside)
'Lads' hegemonic masculinity, no value for education, destined for manual labour, anti-school, superior to 'earoles', influenced by fathers
64
INSIDE/OUTSIDE: Sewell (boys) (culture of masculinity (inside) and socialisation (outside)
Black Caribbean boys culture, lack of positive role models, matriarchal backgrounds, role models in rap/youth culture, 'get rich quick' through illegitimate means, peer pressure, hyper-masculine, anti-school subcultures, 'kings in the playground but paupers in the classroom', 'act out'
65
INSIDE/OUTSIDE: Frosh et al (boys) (culture of masculinity (inside) and socialisation (outside)
Boys felt they risk being labelled as "gay" by male peers if they worked hard, acting masculine, anti-school, 'normal' masculinity through heterosexuality, homophobic taunts, inclusion amongst peers
66
INSIDE/OUTSIDE: Jackson (boys) (culture of masculinity (inside) and socialisation (outside)
Laddish identites, re developing masculinity, anti-school, working hard is not masculine, boys are more confident so don't think they have to work hard, 'ladettes' are similar
67
INSIDE: Epstein (boys) (teacher expectations)
"Poor boys discourse", "Boys will be boys discourse"
68
INSIDE: Francis and Skelton (boys) (teacher expectations)
"Problem boys discourse", "At-risk boys discourse"
69
INSIDE: Coffey (boys) (teachers expectations)
Moral panic, fall in educational standards, loss of traditional masculine identities, attainment is improving, focusing on gender differences alone ignores important differences within each gender
70
OUTSIDE: Mac an Ghail (boys) (changes to the job market)
'Macho Lads', anti-school subculture, de-industrialisation, crisis of masculinity, decline fo traditional manual labour roles, jobs that 'suited the lifestyles of women', becoming upwardly mobile, face low-paid work, face long-term unemployment, didn't have academic qualifications
71
OUTSIDE: Mitsos and Browne (boys) (changes to the job market)
Culture of masculinity/peer pressure/anti-school subcultures, middle class boys wanted to go into professions e.g. accoutnants like their fathers, working class boys wanted to be footballs as lacked aspirations
72
The Education Monitoring Report (global disparities) (class)
95% of 3-7 year olds were enrolled in pre-primary or primary school in Belarus (Eastern Europe) compared to just 20% in Ethiopia, showing a disparity between developed and developing countries
73
Filmer (global disparities) (class)
Ethnicity, gender and locality are factors that influence educational opportunities but, globally, poverty by far is the most significant factor holding students back e.g. in Somalia the national average of students never attending school is 53% but amongst the “poorest children” in Somalia 89% have never attended school
74
Garrord (global disparities) (gender)
Malala Yousafzai, lack of access to education for girls in certain countries due to cultural/religious factors and terrorism, 189 nations made a promise to free extreme poverty and deprivation by 2015, the key goal relevant to education was to ‘Achieve universal primary education’ and to ‘Promote gender equality and empower women’, there is an educational gap in attainment between those in rural areas, who are more disadvantaged than those in suburban areas
75
UN/Gender Parity Index (global disparities) (gender)
Gender parity is reached when GPI is between 0.97 and 1.03, most Western countries have a GPI of 1.00 showing almost equal numbers of girls and boys enrolled in schools, we are not in the ‘Top Ten’, countries that include China, South Korea, Finland.
76
UNESCO (global disparities) (gender)
Reasons for poorer countries having restricted opportunities for girls: constraints within families, constraints within society, policies of school system and educational practices, benefits of education
77
United Nations (global disparities) (gender)
Data from surveys of 61 developing countries shows girls in the poorest households are excluded from education, in sub-Saharan Africa just 23% of girls complete primary education, in Yemen 92% of the poorest girls do not complete primary education (in comparison to 47% of boys), in northern Nigeria, extremist group Boko Haram carried out attacks on schools and kidnapped 200 girls in 2014, claiming they would be used as slaves and married off, in the Democratic Republic of Congo, 44% of girls have never been to school (compared to 17%)
78
North (global disparities) (gender)
Studied education in Afghanistan, female literacy is just 13%, one of the lowest in the world, this had still tripled since 2001, there are 3.16 million girls in education in comparison to 5.16 million boys, 4.2 million children get no education in Afghanistan and 60% of them are girls, Afghanistan is governed by the Taliban, the Taliban also has power in certain parts of Pakistan, under Taliban rule, they have attempted to ban girls from being educated, 15 year old Malala Yousadzai famously campaigned against this and was shot by a gunman on her way to school (she subsequently received a Nobel Peace Prize)
79
Children from middle-class families on average perform better than working class children (UK pattern) (class)
The class gap grows wider as children get older, children of the middle-class: do better at GCSE’s, stay longer in full-time education, take most University places, for children on free school meals (FSM): only 53.5% make expected progress to KS2, are disproportionately likely to be in care or have SEN, are more likely to be unable to read when they reach school, are more likely to be placed in lower sets, less likely to perform well in SATs
80
Department for Education 2019 (UK pattern) (class)
Less than 2.6% of grammar school pupils are FSM, compared to 13.4% in other schools, less than 33% FSM will achieve 5 or more grade 4+ compared to 75% of better off students, less than 25% FSM will attend university, compared to 43% of the general population
81
Attainment 8 Measures (UK pattern) (class)
A student’s average grade across eight subjects based on anything above a grade 5: FSM - 34.4%, those not eligible for FSM - 48.3%
82
Attainment 8 (UK pattern) (class)
Free school meals: 34.8, all other students: 49.6
83
Starting School (UK pattern) (gender)
2013 Teacher assessments showed that girls were out performing boys in literacy, language, and maths, key stage 1-3: Girls continue to do better than boys especially in English, key stage 4: The average gap at KS4 stands about 10 points but the gap is increasing, key stage 5: The gap at A level is much narrower than at GCSE but girls still outperform boys even in the so called ‘boys subjects’ such as maths and science
84
Vocational Education (UK pattern) (gender)
Although boys are more likely to take a vocational qualification than girls, girls are still more likely to receive a distinction, in 2019, 71.9% of female students achieved a C/4 grade or higher in comparison to 62.9% of male students who achieved a C/4 grade or higher in the UK
85
Females outperforming males (UK pattern) (gender)
Females continue to outperform males at both the 7/A boundary (21.1% vs. 17.6%) and the 4/C boundary (71.7% vs 62.9%), although the gap has narrowed at the 4/C boundary since last year, it continues to widen, but the gap begins to narrow in the sciences and maths
86
Females outperform males in GCSEs (UK pattern) (gender)
In 2024, female students continued to outperform male students in GCSE exams, with the following results: 71% of female students passed, compared to 64.2% of male students, 77.1% of female students achieved 9-4 (A*-C), compared to 61.2% of male students
87
Department of Education Statistics (2007) (UK pattern) (ethnicity)
Only 24% of White male pupils who were on free school-meals gained 5 A*C Grades, White and Asian pupils on average achieve higher than Black pupils, amongst Asians, Indians do better than Pakistanis and Bangladeshis
88
Hastings (UK pattern) (ethnicity)
White pupils make less progress between the ages of 11-16 years-old compared to Black or Asian pupils, if current trends continue then White pupils will become the lowest performing ethnic group in the UK, within every ethnic group, M/C pupils do better than W/C pupils, among all other groups other than Gypsy/Roma children, girls outperform boys
89
Attainment 8 (UK pattern) (ethnicity)
Measures a student’s average grade across eight subjects based on anything above a grade 5: White British - 46.1%, Indian - 56.3%, Chinese - 64.2%, Black Caribbean - 39.6%, Black African - 47.5%, Pakistani - 45.7%, Bangladeshi - 49.6%, Gypsy Roma - 18.2%, Irish Traveller - 21%
