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Sociology > Education 1 > Flashcards

Education 1 Flashcards

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Sociology 101 flashcards
1
Q

4 key areas of Functionalism and sociologists

A
  1. social solidarity - durkeim
  2. specialist skills and knowledge - durkheim
  3. bridge between home and society - parsons
  4. meritocracy and role allocation - davis and moore
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2
Q

4 key ares of Marxism and sociologists

A
  1. Ideological State Apparatus - althusser
  2. education creates a passive workforce - bowles and gintis
  3. Myth of meritocracy - bowles and gintis
  4. Neo-Marxism - learning to labour - willis
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3
Q

what is symbolic violence?

A

working class lacks cultural capital to succeed

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4
Q

what is the correspondence principle?

A

there’s a correspondence between school relationships and structures at work that teaches pupils norms and values preparing them to be exploited

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5
Q

any 3 correspondence principles

A
  • authority hierarchy - hierarchy at work
  • school rules, detentions - conformity to society’s laws
  • competitions, sports - competing for jobs
  • respect for teachers - respect for suthorities
  • punctuality - time-keeping at work
  • boring schoolwork - boring job
  • lack of control over the subjects - lack of power at work
  • grading by ability - difference in pay
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6
Q

Paul Willis’s study (n of boys)

A

learning to labour (12)

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7
Q

4 key areas of New Right

A
  1. Marketisation
  2. Parentocracy
  3. Consumer choice
  4. Meritocracy
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8
Q

4 advantages of free market system

A
  1. Individual freedom
  2. Efficiency
  3. Innovation
  4. Economic growth
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9
Q

New Right policies (marketisation)

A
  • League tables (GCSEs A-levels)
  • National curriculum
  • Ofsted
  • Formula funding
  • open enrolment
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10
Q

why parentocracy favours middle class

A

middle class can afford to move to the area with better state schools so the schools whose admissions are based on geographical catchment area don’t reject them

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11
Q

what did Chubb and Moe do?

A

compared the achievemnts of low income students.
- eduaction is not meritocratic
- poor pupils do 5% better in private schools
- introduced a voucher system

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12
Q

4 key areas of postmodernism

A
  1. consumer based society
  2. rise in cultural diversity and hybridity
  3. fragmented society
  4. hyperreal society
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13
Q

the butler act

A
  • 1944
  • all children took 11+
  • grammar schools
  • technical schools
  • secondary modern schools
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14
Q

comprehensive system

A
  • 1965
  • schools are controlled by local education authorities LEAs
  • streaming
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15
Q

the new right government’s education act

A
  • 1988
  • league tables
  • national curriculum
  • ofsted
  • formula funding
  • open enrolment
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16
Q

new labour’s policies aimed at improving standards

A
  • student loans
  • increased number of places in universities
    tougher Ofsted inspections
  • extension of school career from 4 to 18
  • class size reduced to 30
  • literacy and numeracy hour
  • academies
16
Q

policies by the new labour aimed at improving equality of opportunity

A
  • education action zones = extra funding for schools in deprived areas
  • sure start centes = 12hr a week nursery provision for children 2-4
  • EMA = 30$ a week to encourage low income students (16-18) to stay in education for longer
17
Q

new labour’s policies aimed at increasing diversity

A
  • specialist schools
  • child-centred learning
  • faith schools (expanded)
18
Q

impact of the new labour’s policies on the standards

A
  • SATs and GCSEs have improved
  • established a learning society whereby the education is more valued
19
Q

impact of the new right government’s opicies on the standards

A
  • national curriculum - broader curriculum provided
  • 30% more students are meeting government’s requirement of 5 GCSEs 9-4
20
Q

the coalition’s policies

A
  • spending cuts to reduce taxes
  • cuts the EMA
  • increasing the academies
  • adding free schools
  • pupil premium = 900$ per pupil for deprived children
21
Q

what’s the marxist evaluation against academies?

A

Academies enable those with money to shape the curriculum

22
Q

social class and achievement - 3 external factors

A
  1. Material deprivation - Gibson and Asthana
  2. Cultural deprivation
  3. Cultural capital
23
Q

social class and achievement - 5 internal factors

A
  1. school type and ethos
  2. labelling
  3. subcultures
  4. streaming, banding, setting
  5. marketisation
24
Q

ethnicity and achievement - 4 external factors

A
  1. material deprivation
  2. cultural deprivation
  3. cultural capital
  4. racism in wider society
25
Q

4 ways that ethnic minorities are culturally deprived

A
  1. lack of lingusitic skills
  2. poor primary socialisation and family life
  3. poor family structure - black caribbean boys
  4. poor attitudes and values
26
Q

ethnicity and achievement - 4 internal factors

A
  1. teacher labelling
  2. subcultures
  3. institutional racism
  4. ethnocentric curriculum
27
Q

gender and achievement - 6 external factors (girls)

A
  1. impact of feminism
  2. changes in the family structure
  3. changes in women’s employment
  4. changing women’s ambition
  5. girls mature faster than boys
  6. gender socialisation
28
Q

gender and achievement - 3 external factors (boys)

A
  1. socialisation and crisis of masculinity
  2. leisure patterns
  3. boys and reading
29
Q

gender and achievement - 4 internal factors

A
  1. teacher labelling
  2. subcultures
  3. national curriculum & coursework
  4. feminisation of education
  5. boys’ overconfidence
30
Q

school reinforcing gender identities + link with class: study of Parnell school + sociologist

A

Mac an Ghaill
- w/c boys didn’t make an effort because they wanted to be viewed as ‘cool’
- m/c boys would try succeed behind the scenes but in public project an image of effortless achievement

31
Q

school reinforcing gender identities: study of influence of female peer group / symbolic capital + sociologist

A

Archer / Archer et al
- - By adopting w/c feminine identities, girls gained symbolic capital from the school but prevented them from acquiring educational capital and economic capital:
- Hyper-heterosexual feminine identities: the construction took time and brought them into conflict with teachers who saw their over sexualised look as disruptive

32
Q

gender and subject choice - 3 internal factors

A
  1. gendered socialisation
  2. gender domains
  3. gendered career opportunities
33
Q

gender and subject choice - 2 external factors

A
  1. peer pressure
  2. gendered subject images
34
Q

4 ways how schools reinforce gender identities

A
  1. peer groups
  2. verbal abuse
  3. double standards
  4. teachers

Sociology (10 decks)

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