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A Level Sociology > Education (1) > Flashcards

Education (1) Flashcards

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Sociology 101 flashcards
1
Q

Define anomie

A

Lack of standard within society

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2
Q

What functions of education did Durkheim identify?

A

Creating social solidarity

Teaching specialist skills

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3
Q

How does education contribute to social solidarity?

A

It transmits societies beliefs and values from one generation to another

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4
Q

How is school a place of secondary socialisation?

A

Students have to interact with other people and abide by rules similar to the workplace

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5
Q

How do functionalist and Marxist views differ?

A

Functionalists see education as vehicle for installing shared societal values, whereas Marxists argue that education only transmits views of the ruling class

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6
Q

What is Denis Wong’s opinion on the functionalist view?

A

He argues that functionalists over-socialise the view of people as puppets of society and students are not passive recipients of what they are taught and can challenge school values

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7
Q

What do Davis and Moore believe the function of education is?

A

Role allocation

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8
Q

What type of theorists are Bowles and Gintis?

A

Marxist

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9
Q

Explain the Correspondence Principle.

A

School is deliberately made to be similar to work

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10
Q

Give some similarities between school and work.

A

Hierarchy, different fragments of subjects, working for rewards

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11
Q

Who developed the Correspondence principle?

A

Bowles and Gintis

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12
Q

According to Marxists, what are the 2 main societal groups?

A

The ruling class and the subject class

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13
Q

Define means of production.

A

Land, buildings, machinery, raw materials

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14
Q

Explain the power division between the ruling class and the subject class.

A

Ruling class have power over the subject class because they own production and the subject class sell labor to the ruling class

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15
Q

What is class conflict in Marxist terms?

A

the exploitation of the subject class by the ruling class creates conflict, leading to a workers revolution, creating a communist society, meaning exploitation and oppression would end as classes disappear

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16
Q

How is the capitalist ideology reproduced?

A

ideology passed to generations through education, law, religion and mass media

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17
Q

What is false class consciousness?

A

When workers are unaware of their exploitation to prevent the overthrow of capitalism

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18
Q

What type of theorist is Althusser?

A

Marxist

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19
Q

Who developed the Ideological State Apparatus?

A

Althusser

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20
Q

Explain Ideological State Apparatus.

A

Education is ideological state of apparatus which helps pass on ruling class ideology. It prepares working class students to accept a life of exploitation

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21
Q

How are Althusser’s and Durkheim’s views similar?

A

They both believe education serves to teach people norms and values of society and to preserve value consensus

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22
Q

Explain Paolo Freire’s main idea.

A

Education should be people working with one another, not one person acting on another.

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23
Q

Explain Iven Illich’s idea.

A

Anti-school. Education systems are manipulative institutions and society is better without schools

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24
Q

What is one of the primary purposes of education?

A

differentiate children as part of their passage into wider society

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25
Q

Sterotypically, who is the best performing student?

A

A middle class Indian girl.

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26
Q

Explain the effects of material deprivation in class differences in educational achievement.

A

Lack of food, can’t concentrate in school
Lack of technology, can’t complete homework
Part time work, no time for school work
Unstable Accommodation, inability to concentrate

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27
Q

What did Waldfogel and Washbrook discover?

A

That children from low income families are likely to live in damp crowded conditions, linking to poor health.
Low income families have less access to nursery facilities, stunting development.

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28
Q

What did Gibson and Asthana discover?

A

The greater the parental disadvantage, the greater the underachievement

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29
Q

Describe JWB Douglas’ research

A

Found that WC parents place less value on education, therefore, read less with children, visit school less and rarely discuss profess
This meant the children were less motivated and achieved less than MC children

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30
Q

What does Barry Sugarman argue?

A

Working class subculture has four key features that act as a barrier to educational achievement

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31
Q

What are Barry Sugarman’s 4 key features of working class subculture?

A

Fatalism, Collectivism, Immediate Gratification, Present-time orientation

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32
Q

Define Fatalism.

A

A belief in fate and that you can do nothing to change your status.

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33
Q

Define Collectivism.

A

Valuing being part of a group more than succeeding as an individual

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34
Q

Define Immediate Gratification.

A

Seeking pleasure immediately rather than making sacrifices in order to get rewards in the future

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35
Q

Define Present-Time Orientation

A

Seeing the present as more important than the future and so not having any long term goals or plans

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36
Q

Explain Barry Sugarman’s view on job security

A

Middle class jobs are secure careers leading to continuous individual advancement whereas working class jobs are less secure and have no career structure.

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37
Q

What were the 2 language codes Bernstein (1971) identified?

A

Restricted code

Elaborated code

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38
Q

Define the restricted code

A

Speech code typically used by the working class with simple and limited vocab

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39
Q

Define the elaborated code

A

Speech code typically used by the middle class, with wider vocabulary and more complex sentences

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40
Q

How does the elaborated code give middle class children an advantage?

A

Teachers and textbooks often use the elaborated code which MC children already understand

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41
Q

Why do WC children fail according to Bernstein?

A

State schools fail to teach WC children the elaborated code which sets them up for failure in later life

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42
Q

Who developed the concept of Cultural Capital?

A

Pierre Bourdieu

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43
Q

Define Cultural Capital

A

Skills and knowledge which individuals can draw upon to give them an advantage in education

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44
Q

Define Habitus

A

The cultural framework that each class has

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45
Q

Briefly explain the interactionist perspective on education

A

They examine the social processes within a school, particularly teacher-pupil relationships

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46
Q

Explain how teacher-pupil relationships affect educational achievement

A

Teachers actively judge and stereotype students, including their ability and behaviour whether they are deviant or average

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47
Q

What did Becker discover, in terms of the self-fulfilling prophecy

A

Teachers initially evaluate pupils in relation to their stereotype of the ‘ideal pupil’

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48
Q

What traits would an ‘ideal pupil’ have?

A

Organised, determined, hardworking, punctual

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49
Q

Define stereotype

A

A set of assumptions connected to superficial features of that person

50
Q

Define ideal student

A

The student that teachers would want to teach

51
Q

Define labelling

A

A term used by interactionists to describe the way social actors attach ‘labels’ to others

52
Q

Define self-fulfilling prophecy

A

Someone labelling another person, expecting a certain outcome. This outcome happens because the person believes it will

53
Q

Which theorists devised the Pygmalion Effect?

A

Rosenthal+Jacobson

54
Q

Briefly describe the Pygmalion effect

A

Our beliefs influence our actions, which impact others beliefs about us which cause others actions towards us

55
Q

How do teachers set low expectations to groups of students?

A 
Ignoring students in class
Judging or labelling
56
Q

What did Keddie (1971) explore?

A

The relationship in a comp school between streaming, teaching methods and knowledge conveyed.

57
Q

How does social class influence labelled students?

A

MC pupils may have greater ability to re-negotiate the label where WC pupils lack confidence to

58
Q

How does parental attitude affect labelled students?

A

Parental support acts as a barrier to negative influence of label

59
Q

How does anti-school subcultures affect labelled students

A

It might offer an alternative set of values which match those of the label

60
Q

How does pupil identities and subcultures affect educational achievement

A

Pupils attach different meanings to their education, meaning not all students can conform to ‘ideal student’. Some achieve well and others fail to do so.

61
Q

Define subculture

A

Set of values, attitudes and behaviours employed by a group which usually differs to dominant culture

62
Q

Explain Hargreave’s theory on labelling and streaming

A

Pupils with negative labels attached to them were defined as failures through the lower stream and secondary modern. Regarded as “worthless louts” by teachers

63
Q

How does the curriculum affect educational achievement

A

Content of deliberate teaching may underestimate or ignore the experience of WC students

64
Q

What are the external factors that affect educational achievement in terms of ethnicity?

A

Racism in wider society
Parental attitudes
Language issues

65
Q

How can Racism in wider society affect educational achievement?

A

Racism within job applications is common

Wood et al’s study with 3 job applications

66
Q

How can parental attitudes affect educational achievement in terms of ethnicity?

A

Indian+Chinese families have a higher level of parental control, pushing for better grades
White families have less academic expectations that most ethnic minorities

67
Q

How can language issues affect educational achievement in terms of ethnicity?

A

Bereiter and Engelmenn consider language spoken by low income black American families inadequate for academic success.
Children with English as a 2nd language lack parental support

68
Q

What are the internal factors that affect educational achievement in terms of ethnicity?

A 
Teacher/pupil interactions 
Organisation of teaching and learning 
Anti-school subcultures
The curriculum 
Hidden curriculum
69
Q

How can teacher/pupil interactions affect educational achievement in terms of ethnicity?

A

Gillborn+Youdell found that teachers were quicker to discipline black pupils than others for the same behaviour
Archer found teachers stereotyped Asian girls as quiet and passive so were often punished more severely

70
Q

How can the organisation of teaching and learning affect educational achievement in terms of ethnicity?

A

Moore+Davenport (1990) found that in USA ethnic minority students struggled to get into better high schools due to discrimination
Strand (2012) found black pupils were under-estimated in higher tier tests which reflects teachers expectations

71
Q

How do anti-school subcultures and pupil identities affect affect educational achievement in terms of ethnicity?

A

Fuller (1980) found some black girls were subject to negative labelling and placed in lower streams, where they proved teachers wrong and achieved academic success.
Others didn’t seek approval from teachers, showed deliberate lack of concern and socialised with others in lower streams

72
Q

How does the curriculum affect educational achievement in terms of ethnicity?

A

Coard argues british people are represented as bringing civilisation to “primitive” people they colonised
Suggests that images of inferior black people undermines black children’s self-esteem

73
Q

How does the hidden curriculum affect educational achievement in terms of ethnicity?

A 
Often biased towards particular culture (eg. role models often white, history is white)
Reinforces ethnocentrism (eg. uniform, changing rooms for pe may conflict with other cultural norms)
School holidays Christian orientated
74
Q

What are the internal factors that affect educational achievement in terms of ethnicity?

A 
Teacher/pupil interactions
Organisation of teaching and learning
Anti-school subcultures+pupil identities
The curriculum 
Hidden curriculum
75
Q

What are the external factors that affect educational achievement in terms of gender?

A

Equal opportunities
Growing ambition+positive role models
Work ethic
Declining male employment opportunities

76
Q

How does equal opportunities affect educational achievement in terms of gender?

A

Boys are often given more freedom than girls, boys encouraged to take up sports and play outside while girls encouraged to stay inside (reinforces ‘bedroom culture’

77
Q

How does growing ambition+positive role models affect educational achievement in terms of gender?

A 
Sharpe compared attitudes of working class girls in London during 1970s and 1990s
Found that 1990s girls were more assertive, ambitious and committed to gender equality
1970s girls priorities were ‘love, marriage, husbands and children’
More female role models in schools (head teachers, governors etc)
78
Q

How does work ethic affect educational achievement in terms of gender?

A 
In general, girls spend more time doing homework, are better behaved in class and truant less often 
Girls have higher expectations of themselves and are more enthusiastic about continuing studies
79
Q

How does declining male employment opportunities affect educational achievement in terms of gender?

A

Mitsos+Browne say decline in manual, low skilled ‘mans work’ is making boys see little point in educational achievement as there’s little work for them
42% of boys report that having male teachers makes them want to work harder

80
Q

What are the internal factors that affect educational achievement in terms of gender?

A

Teacher/pupil relationships
Organisation of teaching and learning
Hidden curriculum
Pupil identities and subcultures

81
Q

How do teacher/pupil relationships affect educational achievement in terms of gender?

A 
Hartley and Sutton suggest stereotyped expectations and labelling from teachers generates a self-fulfilling prophecy in the performance of boys
 Swann found gender differences in communication styles, boys dominate class discussions, and interrupt each other, where girls preferred group work and taking turns
82
Q

How does the organisation of teaching and learning affect educational achievement in terms of gender?

A

Increase in proportion of female teachers, gives message to boys that schools are feminine domain
Only 15% of primary school teachers are male
Marketisation policies meant that girls are desirable recruits bc they achieve better exam results, boys seen as liability

83
Q

How does hidden curriculum affect educational achievement in terms of gender?

A

Belief that girls and boys are entitled to the same opportunities is now mainstream thinking and influences educational policies
Sewell says patriarchy of 1950s has been challenged, but “boys have been thrown out with the bath water”
Schools don’t celebrate masculine traits such a competitiveness and leadership

84
Q

How do pupil identities and subcultures affect educational achievement in terms of gender?

A

Girls feel sense of worth in having a boyfriend and being ‘loud’ which pleases peers but brings negative attention from teachers
Epstein argues construction in schools may not move on, WC boys are likely to labelled as ‘sissies’ and subjected to homophobic abuse if they work hard in school

85
Q

Define Policy

A

A course or principle of action adopted by an organisation or individual

86
Q

Which legislation established the tripartite system?

A

The Education Act (1944)

87
Q

Describe the tripartite system

A

Students would take 11+ test.
Academic students sent to grammar schools
Average students attend secondary schools
Below average students attend technical schools

88
Q

What was included in the 11+ test?

A

Maths, English, Verbal and non-verbal reasoning

89
Q

Define social mobility

A

Movement of individuals/family within or between social classes

90
Q

What are the advantages of grammar schools?

A

Selective education allows for greater social mobility

Allows bright students that come from disadvantaged backgrounds to learn with others of similar ability

91
Q

What are the disadvantages of grammar schools?

A

Fosters inequality
Pupils are 4 or 5 times more likely to come from independent prep schools than disadvantaged backgrounds
Mostly pupils with wealthy parents

92
Q

Define comprehensive school

A

Local schools of mixed ability

93
Q

What was the aim of establishing comprehensive schools?

A

Give students equality of opportunity

94
Q

Who invented the 11+ exam?

A

Cyril Burt

95
Q

Explain Cyril Burt’s fraud scandal

A

Claimed that intelligence was hereditary and social circumstances play minor role, but a year after his death, evidence showed that he invented his results

96
Q

Briefly explain marketisation in schools

A

In 1980s schools were encouraged to act like private businesses rather institutions under control of local governments

97
Q

Which policies would promote marketisation?

A

Publication of league tables and ofsted reports
Business sponsorships of schools
Formula funding
School competition to attract pupils

98
Q

Define formula funding

A

Each pupil receives same amount of funding

99
Q

Briefly explain the Education Reform Act (1988)

A

Gives central government more legal power and reduces local authorities discretion to set policy
Changed relationship between dept. of education+science and local authorities in England

100
Q

Explain Will Bartlet’s theory in terms of marketisation

A

Pressures from marketisation have lead to schools
Cream-skimming (selecting higher ability students)
Silt-shifting (off-loading students with learning difficulties)

101
Q

What were the aims of educational policies?

A

Raising educational standards
Create equality of opportunity
Economic efficiency (developing skills of workforce, meeting needs of industry)

102
Q

What were the problems with the tripartite system?

A

Unreliable and disadvantaged those from the WC
MC children often received tutoring to pass
Girls had higher pass mark than boys
Damaged self esteem of children who failed
Wealth parents could still send parents to private schools

103
Q

Which government introduced comprehensive schools?

A

Labour government

104
Q

What were the advantages of comprehensive schools?

A

Opportunities remain open
More choice of subjects
More social mixing and fewer social divisions

105
Q

What are the disadvantages of comprehensive schools

A

Overlooked talents
Discipline problems
High flyers held back

106
Q

How have equality of opportunity policies been implemented in terms of gender?

A

Equality Act (2010) implemented in schools
National Curriculum Act (1998)
Primary school grants (1999)
GCSE/A-Level reading lists checked for equality

107
Q

How do local schools implement national policy

A

Turn/fit them into their own policies

108
Q

How have equality of opportunity policy’s been implemented in terms of ethnicity?

A

Racism in schools taken more seriously (4590 exclusions in 2016)
‘Show racism the red card’ charity that does workshops exploring stereotypes and prejudice
Celebrating Black History Month

109
Q

How have equality of opportunity policies been implemented in terms of social class?

A

Introduction of free school meals (£2-3)

Breakfast clubs made more regular

110
Q

Define privatisation IN education

A

To have values and practices of the private sector and become more business like

111
Q

What does privatisation in education include?

A

Schools managing themselves w/ few external controls
Per capita funding (schools being funded by no. of students they attract)
Performance related pay for teachers
Consumer (parents) choice of schools

112
Q

Define privatisation OF education

A

aspects of education formerly run by the state have been passed to private businesses that operate outside of education

113
Q

What are some examples of privatisation OF education?

A

Administration staff, maintenance, catering, supply teachers and staff training
Privately managed chains of academy schools

114
Q

Briefly explain the Education Reform Act (1988)

A 
Introduction of national curriculum
National assessing through SATs (7, 11, 14, 16)
Open enrolment 
Formula funding 
Vocational education initiatives
115
Q

Define globalisation

A

Growing inter-connectedness of societies across the world (sharing ideologies, cultures and consumerism)

116
Q

Briefly explain the Education Act (1993)

A

More institutions made free of LEA control
Government have ability to take over failing schools
Introduction of student loans
Schools can specialise

117
Q

How did educational policies increase competition?

A 
Open enrolment (parents became customers in new ‘education market’
National testing (compare school performance)
League tables (GCSE and A level publication)
Creation of different types of schools (greater parental choice)
118
Q

Evaluate marketisation

A

advantages MC parents who’s economic and cultural capital puts them in a better position to choose schools

119
Q

What were the 3 types of school choosers that Gerwitz identified?

A

Privileged skilled choosers (MC parents)
Semi-skilled choosers (WC parents)
Disconnected local choosers (WC parents)

120
Q

What is the problem with the National Curriculum?

A

puts pressure on children to succeed, giving them a sense of failure very early on in their schooling

A Level Sociology (5 decks)

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