Education Flashcards
Class Differences In Achievement- External- Cultural Deprivation- Language
- cultural deprivation=when children lack cultural equipment needed to do well at school so they underachieve
- ways in which parents communicate with children affects cognitive development and ability to benefit from schooling
- Hubbs-Tait- when parents use challenging language to make children evaluate their understanding, cognitive performance improves
- less educated parents use simple descriptive statements that result in lowered performance
Class Differences In Achievement- External- Cultural Deprivation- Language- Speech Codes
- Bernstein
- Restricted code
W/C
Limited vocab and simple sentences
Context-bound - Elaborate code
M/C
Wider vocab and complex sentences
Context-free - elaborate code used by teachers so gives M/C pupils advantages
- Bernstein- W/C pupils fail not because culturally deprived but because schools fail to teach elaborate code
Class Differences In Achievement- External- Cultural Deprivation- Parents education
- Douglas- W/C parents place less value on education=less ambitious for children=lower achievement
- Feinstein- M/C parents better educated=advantage in socialisation
- educated parents parenting style=discipline and high expectations
- educated parents more aware what is needed to assist educational progress
- educated parents spend income to promote children’s educational success
Class Differences In Achievement- External- Cultural Deprivation- Working-Class Subculture
- large sections of W/C have differing goals and attitudes from rest of society so children fail at school
- Sugarman- W/C subculture features that barrier to achievement:
fatalism / collectivism / immediate gratification / present-time orientation - compensatory education- tackle cultural deprivation by extra resources to schools in deprived areas
Operation head start in US- Sesame Street to transmit values
Education action zones / Sure start - myth of cultural deprivation
Keddie- victim-blaming- disadvantaged by education system
Troyna+Williams- not child’s language but schools attitude towards it
Class Differences In Achievement- External- Material Deprivation- Housing
- Material deprivation=poverty and lack of material necessities to achieve in education
- Overcrowding=direct effect as don’t have space to study
Development impaired through lack of space- moving schools as temporary accommodation - Overcrowding=indirect effects as greater risk of accidents and ill health- more absences
Class Differences In Achievement- External- Material Deprivation- Diet and Health
- Howard=poorer homes lead to lower energy and immune systems=more absences from school and difficulty concentrating in class
Class Differences In Achievement- External- Material Deprivation- Financial Support and Costs of Education
- Have to do without equipment and miss out on experiences that would enhance educational achievement
Tanner=transport / uniform / books - Cheaper equipment/hand-me-downs=stigmatisation and bullying
Flaherty=20% eligible for FSM don’t take up on it - Smith+Noble=cannot afford tutoring / private schooling
Class Differences In Achievement- External- Material Deprivation- Fear of Debt
- Callender+Jackson= W/C students more debt averse- more costs then benefits going to uni and over 5x less likely apply than M/C students
- Increased tuition fees will deter even more
- W/C students receive less financial support from families when at uni
- Reay=W/C more likely local unis so can live at home and save costs
- Dropout rates highest for unis with large proportion poor students
Class Differences In Achievement- External- Cultural Capital
- Bourdieu=combines cultural and material explanations- M/C more successful as possess more capital
- Cultural capital=knowledge, attitudes, values, skills etc of M/C
- More likely understand what education system requires for success and develop intellectual ideas=advantage in school as transmits M/C culture
- W/C children lack cultural capital=exam failure
Class Differences In Achievement- External- Cultural Capital- Educational and Economic Capital
- Economic capital=wealth that M/C families own
- Educational capital=greater economic and cultural capital can obtain educational capital=qualifications
Allows M/C jobs and more economic capital=reproducing advantages from generation to generation
Class Differences In Achievement- External- Cultural Capital- Test of Bourdieu’s Ideas
- Sullivan=questionnaires to assess students cultural capital- reading / TV viewing habits / art galleries and museums / vocab and knowledge of cultural figures
- Complex fiction and serious TV documentaries=greater cultural capital
Children of graduates - Cultural capital only accounts for part of class difference
Greater resources and aspirations of M/C=remainder class gap in achievement
Class Differences In Achievement- Internal- Labelling
- Label=meanings/definitions attach to someone/something to make sense of them
- Becker= judged according to ideal pupil=M/C as W/C were badly behaved
- Hempel-Jorgensen=W/C primary school- ideal pupil is quiet, passive and obedient
=M/C primary school- ideal pupil personality and academic ability - Dunne+Gazeley=normalised underachievement of W/C but felt could overcome underachievement of M/C
- Rist=fast learners were tigers- M/C- received greater encouragement
=slow learners were cardinals and clowns- W/C- seated far away and fewer chance to show ability
Class Differences In Achievement- Internal- Self-Fulfilling Prophecy
- Self-fulfilling prophecy=prediction that comes true simply because it has been made
- Create SFP through labels attach to pupils as internalises label and becomes it
- Rosenthal+Jacobson=picked 20% pupils at random and labelled as spurters
Almost half of pupils a year later=significant progress
Conveyed label to pupils through interactions - What people believe to be true will have real effects
Class Differences In Achievement- Internal- Streaming
- Streaming=separating children into same class for all subjects
SFP more likely occur here
W/C=lower streams=SFP of underachievement - Lacey=streaming as differentiation=separating sheep from goats and educating differently
- Gillborn+Youdell=A-to-C economy=schools focus time, effort and resources pupils have potential to get grade C’s so can boost league table position
- Gillborn+Youdell=educational triage=separating students into pass, potential and fail- those on C/D borderline allocated most resources
Class Differences In Achievement- Internal- Pupil Subcultures
- Pupil subculture=group pupil who share similar values and behaviour patterns
- Lacey
Differentiation=categorising pupils according to how perceive ability, attitude, behaviour
Polarisation=pupils respond to streaming by moving towards one of two extremes (pro-school/anti-school)
Class Differences In Achievement- Internal- Pupil Subcultures- Pro-school and Anti-school Subcultures
- Pro-school
High streams- M/C- remain committed to values of school
Gain status through academic success
Values=those of the school - Anti-school
Low streams- W/C- loss is self-esteem as school undermined them
Gain status through inverting schools values - Woods- response to labelling/streaming
Ingratiation=teachers pet
Ritualism=going through motions and staying out of trouble
Retreatism=daydreaming and mucking about
Rebellion=outright rejection of everything school stands for
Class Differences In Achievement- Internal- Pupil Subcultures- Criticisms
- Useful in showing schools are not fair institutions
- Deterministic=if you are labelled you have no choice but to fulfil prophecy
- Marxists=ignore wider structures of power within which labelling takes place
Class Differences In Achievement- Internal- Pupils’ Class Identities and The School- Habitus
- Archer=interaction between W/C pupils’ identities and school=underachievement
- Habitus=learned, taken-for-granted ways of thinking, being and acting that are shared by a particular social class
- M/C=power to define its habitus as superior and impose it on education system so school holds M/C values
Class Differences In Achievement- Internal- Pupils’ Class Identities and The School- Symbolic Capital and Symbolic Violence
- Symbolic capital=status and recognition
Schools=M/C habitus so M/C tastes and preferences=more symbolic capital - Symbolic violence=denying of symbolic capital
W/C tastes and lifestyles as inferior=reproduces class structure and keeps in their place
Class Differences In Achievement- Internal- Pupils’ Class Identities and The School- Nike Identities
- Symbolic violence=alternative class identities and gain symbolic capital through consuming branded goods
=conflict with schools M/C habitus - Nike identities=W/C pupils’ rejection of higher education as unrealistic and undesirable
Wouldn’t fit in as for richer, posher, cleverer people
Wouldn’t suit their preferred lifestyles/habitus
Class Differences In Achievement- Internal- Pupils’ Class Identities and The School- W/C Identity and Educational Success / Class Identity and Self Exclusion
- Ingram=fitting in was problem for W/C grammar boys- tension between neighbourhoods habitus and M/C school habitus
Worthless at school for wearing street clothes but worthless in community for not wearing any - Evans=successful W/C girls face hidden barriers- identity would not fit with habitus of elite unis
Strong attachment to families and would stay home to study
Class Differences In Achievement- Internal- Pupils’ Class Identities and The School- Relationship Between Internal and External Factors
- W/C habitus and identities outside school conflict with schools M/C habitus
- W/C restricted code=labelling and SFP
- Poverty=bullying and stigmatisation=truanting and failure
Ethnic Differences In Achievement- Evidence
- Black and Pakistani pupils=worst
- Chinese and Indians=best
- White pupils close to national average but because form vast majority of school population
Ethnic Differences In Achievement- External- Cultural Deprivation- Intellectual and Linguistic Skills
- Cultural deprivation=underachievement of ethnic groups due to inadequate socialisation in the home
- Low income black families lack intellectual stimulation=fail to develop reasoning and problem-solving skills
- Bereiter+Englemann=language of poorer black American families=ungrammatical and disjointed=cannot express abstract ideas which is a major barrier to educational progress
- Children who do not speak English at home=held back educationally
Mirza=Indian do well even though English not home language
Ethnic Differences In Achievement- External- Cultural Deprivation- Attitudes, Values and Family Structure
- Lack of motivation as not socialised into mainstream culture=ambition and competitiveness
- Black Caribbean=fatalistic and immediate gratification
- Moynihan=matrifocal black family=lack of male role model for achievement
- Sewell=lack fatherly nurturing=boys underachieving
Street gangs=alternative perverse loyalty/love
Greatest barrier to success=peer pressure - Sewell=Chinese and Indian=supportive families with Asian work ethic as high value on education
Ethnic Differences In Achievement- External- Cultural Deprivation- White W/C Pupils
- White W/C pupils underachieve=lower aspirations due to culture of lack parental support
- Lupton=poorer behaviour in white W/C schools=lower parental support and negative attitudes of parents toward education
- Evans=street culture in white W/C areas=brutal and brought into school=strong pressure to reject education
Ethnic Differences In Achievement- External- Cultural Deprivation- Compensatory Education
- Compensatory education=educational policy to counter effects of cultural deprivation
- Operation Head Start=compensate children for cultural deficit said to suffer because of deprived backgrounds
- Sure Start=support development of pre-school children in deprived areas
Ethnic Differences In Achievement- External- Cultural Deprivation- Criticisms
- Driver=ignores positive effects of ethnicity on achievement- matrifocal family=positive female role model
- Keddie=victim blaming- culturally different not deprived- underachieve due to ethnocentric schools
- Ball=EM disadvantage as don’t know how negotiate education system=cultural exclusion
- Compensatory education imposes white M/C culture on EM groups
Ethnic Differences In Achievement- External- Material Deprivation
- Material deprivation=lack of physical/economic resources to achieve in education
- Palmer=1/2 EM children=low income households / EM 2x likely be unemployed
- More at risk of material derivation due to living in economically depressed areas with high unemployment and low wage rates
Ethnic Differences In Achievement- External- Racism in Wider Society
- Material deprivation=product of racism in wider society
- Members of EM groups=direct and indirect discrimination at work and in housing market=low pay and unemployment which affects children
- Racial discrimination leads to social exclusion which worsens poverty faced by EM
Ethnic Differences In Achievement- Internal- Labelling and Teacher Racism
- Interactionists=different labels teachers attach to EM children
Black=disruptive
Asian=passive - Gillborn+Mirza=black were highest achievers but when GCSE’s had fallen below average=schooling not background to blame
- Gillborn+Youdell=racialised expectations of black pupils and behaviour was threatening
=high levels of exclusion of black boys
=black pupils in lower sets or streams - Wright=teachers assumed Asians poor English so left out of class discussions / mispronounced names
Connolly=Asian boys more feminine, vulnerable and less able to protect themselves
Ethnic Differences In Achievement- Internal- Pupil Identities
- Archer:
Ideal pupil identity=white / M/C / masculine / achieved status
Pathologised pupil identity=Asian / feminine / over-achiever
Demonised pupil identity=black or white / W/C / under-achiever de - Chinese=praised and viewed negatively by teachers- achieved status in wrong way- never ideal pupil=negative positive stereotype
Ethnic Differences In Achievement- Internal- Pupil Responses and Subcultures
- Fuller=high achieving black girls in year 11=rejected negative stereotypes and channeled anger of labelling into pursuit of educational success
- Mirza=teacher racism
Colour blind=all equal but racism unchallenged
Liberal chauvinists=black culturally deprived so low expectations
Overt racists=blacks inferior and discriminate against
Black girls avoided teachers to avoid their racism - Sewell
Conformists=largest / successful and accepted schools values
Innovators=second largest / pro-education but anti-school
Retreatists=minority / disconnected from school and black subcultures outside
Rebels=small but visible / rejected school and conformed to black macho lad
Ethnic Differences In Achievement- Internal- Labelling, Identities and Responses- Pupil Responses and Subcultures- Evaluation
- Shows how teacher stereotypes cause of failure
- Stereotypes perceived as product of teachers’ prejudices and not racism of education system as a whole
- Deterministic=once labelled will succumb to a SFP and fail educationally
Ethnic Differences In Achievement- Internal- Institutional Racism- Critical Race Theory
- Institutional racism=discrimination built into way institutions operate
- Critical race theory=racism is an ingrained feature of society
- Roithmayr=institutional racism is a locked-in inequality=discrimination so large that no longer conscious intent to discriminate- feeds on itself
- Gillborn=ethnic inequality so deep rooted that practically inevitable feature of education system
Ethnic Differences In Achievement- Internal- Institutional Racism- Marketisation and Segregation
- Gillborn=marketisation means more scope to select pupils=negative stereotypes influence decisions about admissions
- Moore+Davenport=selection procedures=ethnic segregation with EM pupils failing to get into good secondary schools due to discrimination
- Commission for Racial Equality=racist bias in school interviews / report stereotype minority pupils / lack of info in minority languages
Ethnic Differences In Achievement- Internal- Institutional Racism- Ethnocentric Curriculum
- Ethnocentric curriculum=reflects culture of one ethnic group- usually dominant culture
- Troyna+Williams=priority to white culture and English language
- David=specifically British curriculum that teaches culture of host community
- Ball=history is mythical age of empire and past glories while ignoring history of black and Asian people
- EM groups=culture and identity not valued in education so worsens self esteem=negative educational achievement
Ethnic Differences In Achievement- Internal- Institutional Racism- Assessment
- Gillborn=assessment game is rigged to validate dominant cultures superiority
- Baseline assessments replaced by new way to measure ability=overnight black pupils doing worse than white
=based on teachers judgements
=completed at end of reception year - Increased risk for teacher stereotyping affecting results
Ethnic Differences In Achievement- Internal- Institutional Racism- Access To Opportunities
- Gifted and talented programme=meeting needs of more able pupils in inner-city schools
White=2x likely G+T than black - Exam tiers=Tickly=aiming high initiative to raise black achievement
Black more likely entered lower tiers than whites as placed in lower sets
Ethnic Differences In Achievement- Internal- Institutional Racism- New IQism
- Secondary’s using IQ tests to allocate pupils to streams on false assumption that potential can be quantified/operationalised
- Black pupils more likely placed in lower streams as a result
Ethnic Differences In Achievement- Internal- Institutional Racism- Criticisms of Gillborn
- Sewell=institutional racism not powerful enough to prevent individuals from succeeding- should focus on external
- Cannot be institutionally racist if there is overachievement of other model minorities such as Indian and Chinese
Gillborn says this acts as an ideological function
Gender Differences in Achievement- Gender Gap
- Key stage 1-3
Girls better than boys- especially in English but gap is narrower in science and maths - GCSE
Girls 10 percentage points ahead - AS and A-Level
Girls more likely to pass and get higher grades- gap narrower than GCSE - Girls better in traditional boys subjects like science
- More girls than boys go to higher education
Gender Differences in Achievement- External- Impact of Feminism
- 1960’s=challenged patriarchy and rejected traditional stereotypes of women
- Impacted women’s rights and opportunities through campaigns to win changes in law
- Feminist ideas affected girls self image and aspirations=more motivated to do well in education
Gender Differences in Achievement- External- Changes in the Family
- Increase divorce rate
- Increase in lone parent families
- Increase in cohabitation and decrease in first marriages
- Smaller families and more women staying single
- Women have more need and more opportunity to be economically independent=more educational motivation
Gender Differences in Achievement- External- Changes in Women’s Employment
- 1970 Equal Pay Act
- 1975 Sex Discrimination Act
- Since 1975, pay gap has halved
- Girls have more incentive to see future in terms of paid work so aspire to get qualifications
Gender Differences in Achievement- External- Girls’ Changing Ambitions
- Sharpe=W/C girls in 1970’s and 1990’s=priories were love and marriage and husbands=now careers most significant with independence
- Francis=girls had high career aspirations and need educational qualifications
- Beck+Beck-Gernsheim=independence valued more and career part of life project
Gender Differences in Achievement- Internal- Equal Opportunities Policies
- Feminist ideas widespread in education system- girls and boys being equally capable with equally opportunities=social norm
- GIST+WISE=encourage girls into science and technology
- 1988 National curriculum=girls and boys study same subjects
- Education now more meritocratic (equal opportunity)
Gender Differences in Achievement- Internal- Positive Role Models
- More female teachers/headteachers=pro-educational role models
- Feminisation of education=encourages perception of school as female gender domain=success is a desirable feminine characteristic
Gender Differences in Achievement- Internal- GCSE and Coursework
- Mitsos+Browne=girls do better than boys in coursework as more conscientious and better organised
Mature earlier and concentrate for longer - Introduction into curriculum=boosted girls’ results more than boys’
- Gorard=gender gap increased when GCSE introduced as coursework major part of most subjects
Gender Differences in Achievement- Internal- Teacher Attention
- French+French=teachers pay boys and girls similar attention but boys more overall as attracted more punishments
- Francis=although boys more attention, disciplined more harshly and felt teachers had lower expectations of them
- Swann=boys dominate class discussions but girls prefer group work and listening/cooperating=respond more positively to girls and encourage them
Gender Differences in Achievement- Internal- Challenging Stereotypes in Curriculum
- In learning materials, females under-represented and portrayed as subordinate to males
- Since 1980’s=sexist images removed and replaced with positive female images=impact girls perception of what can do and raises aspirations
Gender Differences in Achievement- Internal- Selection and League Tables
- Marketisation policies=competition between schools- incentive to recruiter more able students to boost results and league table position
- Girls=more successful so more attractive to schools=better education
- Boys=less successful and more badly-behaved- liability who will produce poorer results
- Liberal feminists welcome progress of equal opportunities policies
Radical feminists more critical
Gender Differences in Achievement- Internal- Identity, Class and Girls’ Achievement
- Archer=W/C girls underachieve due to conflict between feminine identities and school habitus
Gain symbolic capital=conforming to W/C feminine identity
Gain educational capital=conforming to school’s M/C notions of ideal pupil - Hyper-heterosexual feminine identity=glamorous identity earns symbolic capital but causes conflict with school
School=symbolic violence and defines culture as worthless - Boyfriends=symbolic capital but disrupt schoolwork and lower aspirations
- Being loud, outspoken and assertive=aggressive to teachers
- Ladettes=sporty tomboy that truants=exclusion
Gender Differences in Achievement- Internal- Successful W/C Girls
- Evans=successful W/C girls still disadvantaged by gender and class identities- want to go to uni to increase earning power and help families
- Live at home reflecting W/C feminine habitus=limited choice
Gender Differences in Achievement- Boys and Achievement- Literacy
- Parents=less time reading to sons but mainly mother who does this=feminine activity
- Leisure interests don’t encourage language and communication skills but girls’ bedroom culture does
Gender Differences in Achievement- Boys and Achievement- Globalisation and Decline of Traditional Men’s Jobs
- Globalisation=manufacturing industry relocating
- Decline in male employment=identity crisis with loss of motivation and self-esteem=little job prospects so cease getting qualifications
Gender Differences in Achievement- Boys and Achievement- Feminisation of Education
- Sewell=boys fall behind as education feminised- no longer nurturing masculine traits
- Assessments feminised due to introduction of coursework=disadvantages boys
- Lack male primary school teachers=education is feminine activity
- Read=not only male teachers who can exert discipline boys need- disciplinarian discourse also used by women
Gender Differences in Achievement- Boys and Achievement- Lack Male Role Model at Home
- Increase matrifocal families=lack positive male role model who goes out to work and supports family
- Less likely see value of employment and qualifications
Gender Differences in Achievement- Boys and Achievement- Laddish Subcultures
- Francis=boys more concerned about being labelled as swots because it threatens masculine identity
W/C culture=non-manual work is inferior - Epstein=pro-school W/C boys likely harassed, labelled a gay and subjected to verbal abuse
- More women in paid work(traditionally masculine)=boys more laddish in effort to avoid identification as female=under-achievement
Gender Differences in Achievement- Boys and Achievement- Policies to Raise Achievement
- Reading champions / playing for success / dads and sons=improving literacy skills and motivation to achieve
- Ringrose=moral panic about boys failing=neglect of problems faced by girls
Gender Differences in Achievement- Gender and Subject Choice
- National curriculum=girls choose food tech and boys choose wood tech
- Post-16 education=more choice and bigger gender differences=boys choose maths and physics and girls choose MFL, English and sociology
- Vocational subjects=gender segregation at greatest=only 1% construction apprentices are female
Gender Differences in Achievement- Gender and Subject Choice- Explanation- Gender Role Socialisation
- Gender role socialisation=learning behaviour expected of males and females in society
- Family=boys and girls dressed differently and given different toys- boys rewarded active and girls rewarded passive
- School=Byrne=encourage boys toughness and initiative and expect girls to be quite and helpful
- Leisure reading and subject choice=Murphy+Elwood=boys read hobby books and girls read stories
Gender Differences in Achievement- Gender and Subject Choice- Explanation- Gender Domains
- Gender domains=tasks and activities seen as either male or female territory shaped by schemas
- Browne+Ross=boys designed power boats/battleships and girls designed cruise ships
Gender Differences in Achievement- Gender and Subject Choice- Explanation- Gendered Subject Images
- Science=taught by men and textbooks use boys interests as examples
- Seen as masculine subject- part of male gender domain- so taken mostly by boys
Gender Differences in Achievement- Gender and Subject Choice- Explanation- Gender Identity and Peer Pressure
- Boys and girls pressurise individuals to conform
- Boys opt out of music because negative peer response and girls who choose sport deal with accusations of being butch or lesbian
Gender Differences in Achievement- Gender and Subject Choice- Explanation- Gendered Career Opportunities
- Jobs seen as men’s or women’s and dominated by one gender
- vocational courses therefore also dominated by one gender or another
- W/C pupils may make decisions about courses based on traditional gender identity
Gender Differences in Achievement- Pupils’ Sexual and Gender Identities
- Connell=school reproduces hegemonic masculinity- dominance of heterosexual masculine identity/subordination of female and gay identities
- Feminists=experiences in school act as form of social control to reproduce patriarchy
Gender Differences in Achievement- Pupils’ Sexual and Gender Identities- Double Standards
- Double standards exist when one set of moral standards is applied to one group but different set to another
- Lees=boys boast about their own sexual exploits but label girls’ negatively for same behaviour
Gender Differences in Achievement- Pupils’ Sexual and Gender Identities- Verbal Abuse
- Name-calling puts girls down if behave in certain ways and acts as form of control for conformity to make expectations
- Lees=boys call girls slags if appear sexually available but no equivalent for males
- Mac an Ghaill=anti-school W/C boys subcultures use verbal abuse to reinforce definitions of masculinity
Gender Differences in Achievement- Pupils’ Sexual and Gender Identities- Male Gaze
- Male gaze=form of social control where male pupils and teachers look girls up and down as sexual objects
- Boys who don’t participate labelled as gay
Gender Differences in Achievement- Pupils’ Sexual and Gender Identities- Female Peer Groups: Policing Identity
- Archer=W/C girls gain symbolic capital when perform hyper-heterosexual identity
Female peers police this identity and risk being called tramp if don’t conform - Ringrose=W/C girls tension between idealised feminine identity and sexualised identity
- Slut shaming and frigid shaming are social control labels with which police each others identities
Gender Differences in Achievement- Pupils’ Sexual and Gender Identities- Teachers and Discipline
- Haywood+Mac an Ghaill=male teachers reinforced gender identities by telling boys off for behaving like girls and ignoring boys’ verbal abuse of girls
The Role of Education in Society- Functionalist Perspective- Durkheim: Solidarity and Skills
- Durkheim=education promotes social solidarity
By transmitting society’s shared culture education binds people together and enables cooperation
Same past and common purpose
Universalistic rules - Durkheim=education prepares young people for work
Equips people with specialist skills needed to participate in work in modern economy
The Role of Education in Society- Functionalist Perspective- Parsons: Socialisation and Meritocracy
- Parsons=school is focal socialising agency of modern society
- Secondary socialisation=universalistic standards and bridge between family and wider society
Socialises individuals into shared values of meritocratic society - Meritocracy
Individual achievement
Equal opportunity - Society in miniature=school is miniature version of wider society
The Role of Education in Society- Functionalist Perspective- Davis and Moore: Role Allocation
- Davis+Moore- Role allocation=selection and allocation of individuals into future work roles
- Some more talented than others / some work roles more complex / most talented allocated to most important jobs / sifts and sorts / society more productive
- Human capital theory=modern industrial society technologically advanced=skills of workforce main economic asset
The Role of Education in Society- Functionalist Perspective- Evaluation
- Marxists=values transmitted by education not society’s shared values but those of ruling class
- Education not meritocratic as schools discriminate against some groups and don’t equal opportunity
- Hargreaves=more value on competition that developing social solidarity
- Interactionists=too deterministic
The Role of Education in Society- Neoliberalism and New Right Perspective
- Neoliberalism=state should not provide education- schools more like businesses
- New right=political
The Role of Education in Society- Neoliberalism and New Right Perspective- Functionalism and New Right Compared
- Believe some people more talented than others
- Education run on meritocratic principles of open competition
- Education should socialise pupils into shared values and provide sense national identity
The Role of Education in Society- Market vs State- Solution: Marketisation
- One size fits all
Education does not meet individual and community needs, or needs employers for skilled/motivated workers - Lower standards
State-run schools not accountable to those who use them and so inefficient
Schools with poor results=no change as not answerable to consumers
=lower standards and less qualified workforce - Marketisation=intro into areas run by state of market forces of consumer choice and competition between suppliers
Education market=schools respond to needs of pupils, parents and employers
The Role of Education in Society- Market vs State- Chubb and Moe: Consumer Choice
- Chubb+Moe=low income families 5% better in private schools=education not meritocratic
- Failed to create equal opportunity as not respond to pupil needs
- Introduce market system in state education=give control to consumers
Voucher system spend on buying education from school of choice
The Role of Education in Society- Market vs State- State Any Role In Education?
- New right:
- State should create framework of competition between schools
- State should ensure school transmits society’s shared culture through curriculum emphasising shared national identity
The Role of Education in Society- Market vs State- Evaluation New Right
- Low standards in state schools=inadequate funding rather than state control
- Gewirtz=competition between schools benefit M/C who get children into more desirable schools
- Marxists=education imposes culture of ruling class
The Role of Education in Society- Marxist Perspective- Althusser: Ideological State Apparatus
- Repressive state apparatus=to protect capitalist interests, state uses force to repress W/C
- Ideological state apparatus=controls people’s ideas, values and beliefs
=Reproduces class inequality=same jobs as parents
=Legitimation class inequality=producing ideologies that disguise true cause- inequality is inevitable
The Role of Education in Society- Marxist Perspective- Bowles and Gintis- Correspondence Principle
- Correspondence principle=how relationships and structures found in education mirror world of work
Alienation / authority / competition / uniform / punctuality
The Role of Education in Society- Marxist Perspective- Bowles and Gintis- Hidden Curriculum
- Hidden curriculum=all lessons learnt in school without being directly taught
- Through everyday workings of school=acceptance of hierarchy, competition, alienation
Normal way to think and be
The Role of Education in Society- Marxist Perspective- Bowles and Gintis- Myth of Meritocracy
- Myth of meritocracy=success based on class background, not ability or educational achievement
- By promoting rewards based on ability=myth of meritocracy persuades workers to accept inequality and position as legitimate
The Role of Education in Society- Marxist Perspective- Bowles and Gintis- Role Allocation
- Allocates most talented people meritocratically to most important and best important roles
Obedient students=best grades - Education system rewards those who conform to qualities required of future workforce
The Role of Education in Society- Marxist Perspective- Willis: Learning to Labour
- Rejecting correspondence principle- W/C pupils resist attempts to indoctrinate them in school
=partially see through meritocratic ideology claiming W/C pupils get on through hard work - Counter-school culture=opposed to school- flouted school rules
- By resisting schools ideology, culture guarantees failure=end up in manual work that capitalism needs them to perform
The Role of Education in Society- Marxist Perspective- Willis: Learning to Labour- Business and Education
- Marketisation policies, privatisation of educational services, business sponsorship of state schools=more direct capitalist control over education
- Education system provides willing workforce for capitalism while making profits for capitalists
The Role of Education in Society- Marxist Perspective- Evaluation
- Exposed myth of meritocracy and how education system serves interests of capitalism
- Postmodernists=Marxism out of date
Class divisions not important in fragmented society
Inequality=diversity and choice - Feminists=schools reproduce patriarchy
- Marxists Willis disagrees with Marxists Bowles+Gintis
Educational Policy- Overview
- Educational policy=government strategies for education, introduced through legal changes and instructions to schools
- Tripartite system=grammar / secondary modern
Selection by 11+ exam
Legitimating class inequality - Comprehensive system=abolished 11+
=functionalists- meritocratic as pupils longer to develop and promoting integration
=marxists- reproducing inequality through streaming and labelling- myth of meritocracy
Educational Policy- Marketisation Policies
=introducing market forces of consumer choice and competition into areas run by the state- league tables / formula funding / free schools / academies
Parentocracy=policies give parents greater choice and raise standards
- Reproduction of inequality:
=league tables- best schools can cream-skin and silt-shift
=funding formula- good schools get more money and attract more pupils
=parental choice- Gewirtz=M/C privileged skilled-choosers take advantage of system / W/C disconnected-local choosers settle for nearest school / W/C semi-skilled choosers frustrated by inability
=myth of parentocracy- legitimates inequality by seeming as if parents equally free choose good school - New Labour policies:
=maintained marketisation polices but aimed reduce inequality- Education Action Zones in disadvantaged areas
~ left private education system untouched
~ ensures W/C pupils stay disadvantaged
Educational Policy- Conservative Policies
- Neoliberalism and privatisation:
State commissions private companies to provide services
=academies- funded by central government
=free schools- state-funded and run by parents
=fragmented centralisation- leading to greater inequality with education being more centralised
=spending cuts- cancelled out pupil premium - Privatisation of education:
=education is privatised commodity- source of profit for capitalists
=blurring public/private boundary- public sector employees move to private education businesses bringing insider knowledge
=globalisation of policy- exporting UK education policy for sale abroad
=cola-isation of schools- private sector sells to pupils - Ethnicity and policy:
=encourage assimilation
=valuing all cultures through multi-cultural education policies
=social inclusion
=policies reducing gender inequalities and promoting non-traditional subject choices
