Education Flashcards

Question

SOCIAL POLICY What are the aims of social policy in education?

Answer 1

Raising standards Marketisation of education & economic efficiency Educational equality

Answer 2

Privatisation in education - changing the internal processes of the education system to be more like a business. Privatisation of education - opening aspects of the education system to private businesses. Quality control - ensuring that all schools are providing the best possible education to students.

Answer 3

Creating competition between schools and increasing choice for parents.

Answer 4

Creating a workforce that meets the needs of society by teaching essential skills.

Answer 5

Access - being able to attend a good school regardless of socio-economic background. Circumstance - all pupils start school at a similar level regardless of socio-economic background. Participation - all pupils should have the chance to fully participate in all aspects of their education. Outcome - all pupils should have the same chances of educational achievement regardless of socio-economic background.

Answer 6

By inspecting and regulating education providers They ensure that everyone is up to standard and doing their jobs correctly They pinpoint any key areas for development

Answer 7

It fails to address the impact of poverty on children's learning as the cost of living crisis and the pandemic has left children without technical resources to study. It creates unnecessary stress and excessive workload for school staff, while doing nothing to support the wellbeing and learning of children.

Answer 8

Required that all schools teach the same subject content from the age of 7-16. All schools following the same curriculum made it easier for parents to compare and choose between schools.

Answer 9

It has a narrow focus and lack of room for creativity. It does not cover everything a student needs to know. Usually has a subject matter focus rather than personalise for each student so it doesn't meet the needs for all students

Answer 10

A survey of schools and students that is designed to provide evidence about students' achievements at a particular stage of education. It creates a baseline for measuring student performance, maintains teacher responsibility, and aids educators while developing their curriculum. It informs educational policies if students in a specific school are struggling to achieve a grade level so stakeholders can intervene and offer help.

Answer 11

Students may suffer from test anxiety, which means they don't perform at their best while taking an exam since the experience of taking a test is so upsetting to them. Some pupils with Special Educational Needs (SEN) may be unable to access particular tests. National tests cannot effectively cater to all learning styles.

Answer 12

The 'standard' classroom size for a class of 30 pupils is around 70m2 The amount of attention each student will receive will increase as the number of pupils per teacher becomes smaller. Students have a better opportunity to participate in lessons. Faster learning

Answer 13

Lack of diversity in classes of students so there is less opportunity to learn from the members of a larger group. Pupils can feel under pressure to always be involved in lessons which may increase pupil anxiety. In a small class, one or two absences will take up a large percentage so teachers cannot continue with planned lessons.

Answer 14

Aimed to maximise educational opportunities in both urban and rural areas throughout the country. Funded by central government with additional funding from businesses. Forum made up of parents and teachers and government representatives.

Answer 15

Attracted limited sponsorship so was not continued beyond its initial 5 year term.

Answer 16

Gives individual schools greater freedoms compared to local authority control. gives schools the power to decide on the best curriculum for their pupils, determine how they spend their budgets

Answer 17

Academies will mean that some struggling schools will be forced to close, and not all students in the area where the school has closed will be guaranteed a place at the new academy. The rights of parents and teachers in the area to choose the type of school they want for their children will be taken out of their hands. Academies funded by narrow interest groups may not have to stick to the National Curriculum. That means that state-funded religious academies, for example, could choose to teach creationism over biology, or that only a certain type of pupil will be granted admission.

Answer 18

Independence which was the freedom for head teachers to develop teaching strategies and styles best suited to their particular students. Accountability to parents who did not send their children to school. Competition between schools to raise standards. Diversity and choice in schools.

Answer 19

Funding to improve education outcomes for disadvantaged pupils in schools in England. Students supported by the pupil premium do exceptionally well in all years because high quality teaching is well matched to their specific needs.

Answer 20

A lot of schools are spending the money to plug gaps in school funding, so not targeting it at disadvantaged students, but just spending it on general school needs. Many reports point out that lack of school funding is the problem and the Pupil Premium doesn’t make up for this.

Answer 21

Introduced in 2010 as the core curriculum for secondary schools. It recommended that students take GCSEs in 5 subjects - English, maths, science, history or geography and a modern language. It was made compulsory in 2015. There was a growing decline of GCSE entries in science subjects, modern language and history. Richardson said it created a broad and balanced curriculum.

Answer 22

It gave less room for vocational subjects such as design and technology. There were specialist teacher shortages so providing Ebacc for all students was not possible. Teachers were concerned that Ebacc was not suitable for all students.

Answer 23

The content of the national curriculum was made more challenging but also narrower, with more of a focus on core knowledge and key skills. The old levels of attainment were scrapped. The Ebacc became a more important measure in league tables, which made arts and technical subjects less important. Coursework elements of GSCE and A-levels were scrapped and replaced with exams. A technical baccalaureate was introduced for 16-18 year olds.

Answer 24

Grammar schools would take a fixed proportion of students from low-income, working class families. Grammar schools would be located in disadvantaged areas. Grammar schools would offer a tutor proof admission test to measure the natural ability of students rather than tutor-skills.

Answer 25

Michael Wilshaw argues that selection on the basis of presumed ability will maintain and widen social class inequalities. The Centre for Evaluation and Monitoring at Durham University attempted to produce a 'tutor proof' test but the children who had taken the test did worse than those who had taken the standard test.

Answer 26

Allowed parents to compare GCSE results between schools. Aimed to encourage competition between schools and raise standards as high performing schools would attract more pupils and increase budgets. Provide parents with the information they need to make an informed choice

Answer 27

It doesn't show how safe the school is, whether the school ethos is right for a particular child, or how happy the children are in that particular school. Schools lower down the league tables suffer a stigma of being branded ‘in need of improvement’ which may have all of the effects associated with negative labelling.

Answer 28

A parent could choose a school anywhere in the country regardless of where they lived. However oversubscribed schools fill up quickly so many parents don’t get their 1st choice.

Answer 29

Funding to individual schools based on how many pupils enrolled in that school. Rewarded the successful schools that attracted large numbers of students while giving less to unsuccessful schools which would provide an incentive to improve.

Answer 30

Specialise in various subjects Specialist schools provided diversity and offered more parental choice.

Answer 31

An OFSTED report found that schools often achieve better results in subjects outside their specialist area. Specialist schools tend to have a higher middle class intake than non-specialist schools which may account for their better results. Some schools will select those they see as the most able students in order to boost their results. To prevent this the lottery method would be used whereby students are randomly selected.

Answer 32

Aimed to increase diversity. It gave teachers freedom to design teaching styles to meet local needs. They did not have to follow the national curriculum as long as they teach english, maths and science.

Answer 33

There is no evidence that free schools have improved standards. Free schools are competing against good neighbouring schools so they divert money away from the good schools that are maintained by the Local Education Authority which can have a negative effect on students in these schools.

Answer 34

an alternative to A levels They have been designed with leading businesses and employers to give you the knowledge and skills you need for specific employment. Get work experience which is highly valued by employers

Answer 35

This can restrict your future options Makes it harder to change if you later decide you no longer want to study that area. A new qualification, meaning that while they are still well accepted by universities and employers, it can be hard to find resources and information about them online.

Answer 36

a paid job where the employee learns and gains valuable experiences. 20% of working hours completing classroom-based learning with an education provider which leads to a nationally recognised qualification.

Answer 37

Apprentices typically receive significantly lower pay than certified or professional workers. May limit future prospects

Answer 38

A program that targeted the under fives and their families living in the most deprived areas, which aim to improve their health, education and employment prospects in 1999. It created a stimulating environment for children and improved their physical health.

Answer 39

A weekly cash allowance payable to 16 to 19 year olds from low-income families who remained in education. encouraging people to stay in education past the legally required age of 16. give financial support to eligible 16 to 19 year olds who want to continue learning

Answer 40

Many only stay on to get that money, do not work Expensive

Answer 41

It made the state responsible for secondary education, and attendance was made compulsory up to the age of 14.

Answer 42

It aimed to provide equal opportunity for all young people by establishing the tripartite system. Students took an IQ test at 11, the result of which determined which one of three three types of school the student would attend: The top 20% went to grammar schools, received an academic education and got to sit exams. The bottom 80% went to secondary moderns - provided basic education. There were also technical schools which provided a vocational education

Answer 43

There were class inequalities – grammar schools were mainly taken up by the middle classes and secondary moderns by the lower classes. The IQ test determined pupils futures at a very young age – no room for those who developed later in life. Labelled 80% of pupils as failures. Therefore, they were denied the opportunity to progress further. This prevented those from realising their potential and contributing to the economy. Gender inequalities – in the early days of the IQ tests girls had to get a higher score to pass than boys because it was thought they matured earlier than boys.

Answer 44

Schools consisted of mixed ability. The Tripartite System was abolished Comprehensive schools established. Local Education Authorities would maintain control of schools.

Answer 45

because classrooms contain students of all abilities, brighter pupils are held-back as the weaker learners catch-up Banding and streaming occurred along social class lines – the working classes typically ended up in the lower bands and vice versa for the middle classes. Parents had very little choice in education –they couldn't remove their children from the local school because it was thought that all schools were providing a similar standard of education.

Answer 46

The publication of league tables meant that schools were increasingly keen to attract academically able students who would boost the schools League table performance and thus improve its reputation and government funding. As schools concentrate on the more academically able students, they pay less attention to those with special Educational Needs. It makes education less egalitarian as the children who are already advantaged in the system seem to be gaining more benefits, while those who are already disadvantaged are losing further ground.

Answer 47

The emphasis on meeting specific targets, such as improving exam results and reducing truancy rates, led to concerns that schools became overly focused on achieving targets at the expense of broader educational goals and neglected the holistic development of students. Critics argued that this emphasis on choice and competition led to increased social inequalities, as schools in disadvantaged areas struggled to attract students and resources. Tomlinson said the success of some schools in the educational market meant they were oversubscribed, and to maintain their position in the league tables they selected the most able students which were mainly middle class.

Answer 48

1880 = 10 1918 = 14 1947 = 15 1972 = 16 2013 = 17 2015 = 18

Answer 49

Low-income areas that are given additional resources for education.

Answer 50

Socialisation in the early years, usually in the family.

Answer 51

The second stage of socialisation in later years, mainly in school.

Answer 52

Status or position in society fixed by birth.

Answer 53

Status or position in society based on achievement.

Answer 54

A system in which a person's position is based on merit.

Answer 55

standards which apply to particular people.

Answer 56

Standards which apply to everybody.

Answer 57

A system in which every person has an equal chance of success.

Answer 58

A system of allocating people to roles which best suits their aptitudes and capabilities.

Answer 59

A system of social inequality such as class system.

Answer 60

The stock of knowledge, skills, values, habits and creativity that makes someone an economic asset to society.

Answer 61

A curriculum apart from the subjects taught that is hidden from teachers and students.

Answer 62

A school which anyone can go to, regardless of how well they do in exams.

Answer 63

The process whereby schools try to discourage parents from lower socio-economic backgrounds from applying by doing such things as having a lengthy application process.

Answer 64

A system in which a child's education must conform to the wealth and wishes of parents rather than the abilities and effort of the pupil.

Answer 65

Technology enables students and educators to collaborate and communicate easily across borders. This is through online platforms, or video conferencing tools allowing students to engage in cross-cultural discussions, work on group projects, and learn from diverse perspectives. E.g. Dennis and Co 2020 argues how the growing use of online services through global connectivity is changing the way education is delivered and experienced internationally, both enabling new opportunities and raising issues regarding digital equity and pedagogical adaptation. Through the use of technology, new learning approaches based on the individual needs and abilities of students emerge. This personalized approach helps students learn at their own pace, address their specific areas of weakness, and receive immediate feedback, enhancing the learning experience. Technological advancements have led to the emergence of new skills and competencies required in the digital age. Educational institutions are integrating technology-related skills, such as coding, data analysis, and digital literacy, into their curricula to prepare students for the workforce and equip them with the skills needed in a globalized economy.

Answer 66

Globalization has transformed the nature of work, with increasing demand for knowledge-based and specialized skills. As economies shift towards sectors such as technology, finance, and services, education systems need to adapt to meet these evolving workforce needs. This may involve updating curricula, incorporating technical and vocational training, and promoting lifelong learning to ensure individuals are equipped with the skills required for the changing job market. E.g. Gewirtzand Co 1995 found that global economic shifts towards markets, efficiency and human capital development models influenced education policy and reorganized school systems for example national testing. Economic changes can exacerbate educational inequalities as countries with stronger economies may have more resources to invest in education, resulting in better facilities, higher-quality teachers, and access to advanced technology. This can create disparities between countries and within societies, limiting access to quality education for marginalized communities and perpetuating social and economic inequalities.

Answer 67

Political changes often lead to shifts in education policies and reforms. Governments may implement changes in curriculum, assessment systems, funding models, and governance structures to align education with their political ideologies or to respond to global trends. These policy changes can affect teaching methods, content, and the overall educational experience. E.g. Robertson and Co 2002 study found that the global economic pressures led to shifts in Spanish education policy from the 1990s-2000s such as Increased focus on standardized testing. Political changes can impact curriculum development and content. Educational systems may undergo revisions to reflect new political values, ideologies, or national narratives. Political shifts can influence the inclusion or exclusion of certain topics, the emphasis on certain values, and the teaching of history, social sciences, and civic education.

Answer 68

Migration leads to student mobility, where individuals move to different countries to pursue educational opportunities. International students contribute to the diversity and cultural richness of educational institutions, fostering cross-cultural understanding and global perspectives within classrooms. E.g. Vertovec (2007) study found that 'super-diversity' will increase demands for English as an Additional Language programs to support immigrant youth. Schools and universities in migrant-receiving countries often accommodate students from different cultural backgrounds which enhances students' cultural competence and global awareness. Migration promotes cultural exchange and the development of global citizenship skills. Students and educators from diverse backgrounds interact in educational settings, fostering intercultural dialogue, empathy, and a broader understanding of global issues.

Answer 69

Hyperglobalists argue that education systems worldwide are becoming more similar in terms of curriculum, teaching methods, and educational policies. E.g. the spread of standardized assessments GCSEs, SATs Hyperglobalists emphasize the market-driven nature of global education. They argue that education is increasingly influenced by market forces, with the rise of for-profit education providers. This may lead to the prioritisation of certain subjects and skills that are seen as essential for the global economy, such as science, technology, engineering, and mathematics (STEM), while marginalizing local knowledge and cultural perspectives. This can be criticized for promoting a standardized approach to education as it may undermine diversity and creativity. Critics argue that a one-size-fits-all model of education neglects the unique educational needs, cultural perspectives, and learning styles of different communities, limiting the potential for innovation and inclusive education.

Answer 70

From a Marxist perspective, the globalization of education is seen as an extension of capitalist interests and a means of reproducing and perpetuating class inequalities. Marxists see the globalization of education as primarily focused on producing a skilled workforce to meet the demands of global capitalism. E.g. In their book, Peters & Besley (2006) claim that the education system will promote skills aligned with the labor demands of multinational corporations. They argue that education systems prioritize technical and vocational skills that align with the needs of multinational corporations, while devaluing critical thinking, creativity, and broader humanistic education. Critics argue that the Marxist view tends to overlook the positive aspects of education within a globalized context. Focusing solely on negative aspects may ignore the transformative potential of education in challenging inequalities.

Answer 71

Neoliberals argue that the globalization of education brings market principles into the sector, promoting competition, efficiency, and innovation. They believe that introducing market forces and competition will improve the quality of education by rewarding successful institutions and encouraging them to meet the demands of students and employers. E.g. Ireland - Removal of Catholic Church influence over school management established competition which resulted in rising standardized test scores. (Smyth et al., 2006) Neoliberals emphasize the importance of fostering an entrepreneurial ethos in education, encouraging individuals to be adaptable, self-reliant, and capable of navigating the demands of the global labor market. They argue that education should focus on developing employability skills and preparing individuals for the changing demands of the global economy. Critics argue that this view undermines public education systems by diverting public funds to private providers, creating competition which may weaken the ability of public education to provide equitable access to quality education, and it reinforces inequalities in society.

Answer 72

This view argues that education is increasingly standardized and focused on efficiency and productivity. The New Fordist view argues that globalized education prioritizes the acquisition of specific skills and competencies that are deemed valuable in the global labor market. This often leads to an emphasis on technical and vocational education, with a focus on preparing individuals for specific job roles rather than fostering broader intellectual development or critical thinking skills. E.g. Wheelahan, L. (2010): Why knowledge matters in curriculum she claims that the shift reflects global pressures from industry and policies aimed at enhancing national economic competitiveness through an educated, skilled labor force. Critics argue that the New Fordist view oversimplifies the complexities of education and reduces it to a mere replication of industrial production processes.

Answer 73

Labelling is where teachers may attach a description to a pupil based on how well they fit the ideal pupil description and treat them accordingly. The theory suggests that when students are assigned labels such as "bright," "troublemaker," , they can affect their self-perception and behavior. Students may internalize these labels and conform to the expectations associated with them, leading to a self-fulfilling prophecy. For example, if a student is labeled as an underachiever, they may start to believe it and subsequently perform poorly academically. Labelling can also lead to diferential treatment based on their perceived abilities or behaviors which can impact students' motivation, self-esteem, and educational trajectories. Labelling can lead to setting and streaming where students are separated into different academic groups based on perceived abilities or performance. Students in lower sets may face limited resources, lower expectations, therefore, limiting there future opportunities. E.g In Rosenthal and jacobson's study, they randomly identified some students as "bloomers" and then went back after a year and found that those students had made more progress than others.

Answer 74

School subcultures are formed based on shared interests, values, and social dynamics within a particular school environment. These subcultures can shape students' experiences, interactions, and academic performance. Differentiation - The process of teachers categorising pupils according to how they see their ability, attitude and/or behaviour and Polarisation - The process in which pupils respond to streaming by moving towards one or more opposite poles or extremes cause subcultures to occur. Pro school subcultures consists of students who accept and conform to the values and ethos of the school and gains approval and status through academic success Anti-school subcultures consists of students with norms and values that oppose the ethos of the school and gains approval through disruptive behaviour.

Answer 75

Attainment 8 looks at the points scored across 8 subjects by students at the end of Key Stage 4 (Year 11). The 8 subjects must include English and Maths - they are grouped and given points according to their difficulty levels, e.g. Triple Science GCSEs count as 3 GCSEs. Students receive an Attainment 8 score showing their individual point average. This can be used to monitor progress. Schools' Attainment 8 scores show the average point per student across the 8 best subjects. This is compared across schools. Trends in Attainment 8 scores over time can indicate whether standards are rising or falling at the school/student level.

Answer 76

Progress 8 measures the progress a student makes from the end of primary school to the end of secondary school. It compares students' Attainment 8 score to the national average Attainment 8 score of all students who had similar prior attainment. Prior attainment is based on Key Stage 2 SATs and/or teacher assessments in Reading and Maths from primary school. A Progress 8 score of 0 means a student made average progress compared to their academic peers nationally. Positive scores above 0 mean above average progress, while negative scores below 0 indicate below average progress. Schools' Progress 8 scores show the average progress of all students, allowing fair comparisons between schools intake abilities. Tracking Progress 8 over time provides an indication of school performance in adding value and helping students maximize their academic potential.

Answer 77

Something inside the school or education system affects educational achievement or experience.

Answer 78

Something outside of school or the education system affects educational achievement or experience.

Answer 79

Students' social class identity can influence their peer group, and peer influence can impact educational achievement. Students from higher social classes may have peers with higher educational aspirations, creating a supportive environment that fosters academic success. On the other hand, students from lower social classes may face peer pressure or negative influences that can hinder their educational achievement. E.g. in Paul Willis's learning to labour study he found that the lads were completely uninterested in school and saw it as a place to have a laugh because they anticipated getting factory jobs which didn't require any formal qualifications. Peer group influence can reinforce social class divisions as students from lower social classes may face low expectations from their peers, which can impact their self-perception and educational aspirations.

Answer 80

Not all students are equally susceptible to peer influence - factors such as personal motivation, family support, and individual goals play significant roles in shaping educational outcomes. Critics argue that this theory overlooks systemic factors that contribute to educational disparities e.g unequal distribution of educational resources play a significant role in shaping educational outcomes.

Answer 81

The process in which teachers attach a label to a pupil based on how close the students fit their definition of an ideal pupil. Labelling can create a self-fulfilling prophecy and the formation of an antischool subculture, where students internalize and conform to the expectations associated with their assigned label. E.g Becker found in his interview with high school teachers in Chicago that students from middle class backgrounds were more likely to be labelled as the ideal pupil. Working class students are more likely to be labelled negatively by their teachers. Labelling can lead to differential treatment by teachers e.g Students from lower social classes may face lower expectations therefore have limited opportunities compared to students from higher social classes. This creates barriers to educational achievement, as students may not receive the necessary support to succeed academically.

Answer 82

Negative labelling does not always result in bad consequences. Critics argue that the theory of labelling undermines the agency and resilience of individuals because students may overcome the labels attached to them and achieve success through their own determination, hard work, and support systems.

Answer 83

Setting or streaming refers to practices of grouping students by ability level. Students from lower classes are more likely to be placed in lower sets because they face limited access to resources and experience reduced expectations from teachers. The social environment of lower sets can negatively influence discipline and student motivation among peers - hampers learning. E.g In Gamoran and Mare (1989) study of "Secondary School Tracking and Educational Inequality" it was found that students from lower socio-economic backgrounds were placed in lower sets and were taught less challenging material which limited their progression. Higher sets/streams tend to have stronger curricula, higher expectations, and more qualified teachers. Lower sets see diluted curricula and less rigorous instruction - reinforces existing inequalities.

Answer 84

It allows for teachers to tailor instructions according to a students' ability levels which provides a motivating environment for the student to achieve. Setting /streaming allows the teacher to differentiate the students who need support from the students who don't therefore, support can be provided to those who need it. With the correct support e.g. intervention sessions, students in lower sets can academically achieve.

Answer 85

The working class more likely to join an anti school subculture because they believe that status can be achieved through disruptive behaviour as they are unable to achieve status through academic achievement. This may be because schools engineer working class failure by denying them opportunity to gain symbolic capital through rejectiion and isolation whilst middle class students gain symbolic capital as a result of the education system favouring their **habitus**. | **The expectations, attitudes and values held by particular groups.**

Answer 86

Cultural deprivation is lacking the necessary views, attitudes, knowledge and support that is necessary for educational success. Bernstein identified that the working class uses a restricted code which involves simple grammar, limited vocab and gestures. Whereas the Middle class uses an elaborate code which involves complex grammar, fuller sentences and more abstract ideas. This puts MC students at an advantage at school as teachers, textbooks and the education system tend to use the elaborate code so working class students struggle to keep up. E.g. Karweit (1983) study found working class children told less organised, less detailed stories with simpler grammar and vocabulary compared to middle class peers.

Answer 87

It portrayed language codes as fixed rather than dynamic - where they change based on situational factors like formality, audience, topic. Troyna and Williams say that working class restricted language is not to blame and that the teachers are at fault because of their reactions to different language styles.

Answer 88

Cultural deprivation is lacking the necessary views, attitudes, knowledge and support that is necessary for educational success. Douglas argues that parental attitudes to education and their own levels of education affect educational achievement. He argued that working class parents place less value on education therefore are less likely to push their children academically as a result the children have lower levels of motivation and achievement. E.g. Davis-Kean (2005) study found that parental interest in the child's education, such as attending school events positively influenced academic achievement from kindergarten through 5th grade. Parental involvement about academic progress ensures issues are addressed and children get adequate support.

Answer 89

Marxists would argue that cultural deprivation theorists blame the working class parents for the underachievement of their children whereas these parents are really the victims of an unequal society in which schools are run by the middle classes for the middle classes. Ignores agency - Student characteristics like motivation play independent roles in their achievement.

Answer 90

Material deprivations is lacking the necessary material to function efficiently. Although education in the UK is provided free, there are many hidden costs to education that can leave working class pupils at a disadvantage. Tanner identifies the costs of transport, uniforms, equipment and field trips that can place a heavy burden on working class families. Ridge highlights that working class pupils might need to take on paid work whilst still at school in order to help the household which takes time away from study.

Answer 91

To say that poverty causes poor educational performance is too deterministic as some students from poor backgrounds do well. E.g Hill et al. (2004) study found that students took advantage of programs for low-income students that provided financial assistance and campus support networks.

Answer 92

Middle class children are more likely to succeed because the education system is run by the middle classes and works in their interests. E.g Schools are organised on a hierarchical principle of authority, where students have little control - This prepares them for relationships within the workplace where they will be required to accept the authority of supervisors and managers. Working class culture and working class children are marginalised in the education system and end up underachieving.

Answer 93

It may be argued that the ed system works in the interests of the working class because an aim of social policy is to increase educational equality. e.g. the 16-19 bursury depends on household income and provides money for clothing, books and other equipment for an educational course.

Answer 94

A person’s income, savings and house value.

Answer 95

the number and status of people someone knows.

Answer 96

The extent and nature of cultural interests and activities.

Answer 97

Those who qualify for free school meals. Those who are or were in care. Those who have parents in the armed forces.

Answer 98

Radicalized expectations are beliefs and assumptions about the academic abilities and potential of individuals based on their ethnicity or racial background. It is commonly believed that students from a particular ethnic background are less intelligent or less capable academically. When educators hold these biases, they may have lower expectations for students from these ethnic backgrounds, which can create a self-fulfilling prophecy. Radicalized expectations can result in unequal treatment of students based on their ethnicity. Teachers may provide less challenging work or limited access to resources and support to students from certain ethnic backgrounds. This differential treatment can hinder students' educational progress and limit their opportunities for success. E.g. Wright found that Asian primary school pupils were stereotyped as not being able to understand English and therefore teachers used simplistic language to teach them so the pupils felt isolated.

Answer 99

It assumes that students from certain ethnic backgrounds are inherently disadvantaged or lacking in skills necessary for academic success. This perspective fails to recognize the diversity and strengths within different ethnic communities and can lead to a narrow understanding of educational achievement. Critics contend that radicalized expectations often overlook the influence of socio-economic factors on educational achievement. Poverty, unequal access to resources, and other socio-economic disparities can have a significant impact on a student's educational outcomes, regardless of their ethnicity.

Answer 100

Labelling refers to the process of assigning characteristics, traits, or expectations to individuals or groups based on certain attributes. Labelling can contribute to the self-fulfilling prophecy, where students internalize the labels assigned to them and begin to conform to those expectations. E.g. In Mirza's study (1992) she found that ambitious black girls who faced teacher racism failed to achieve their ambitions because their coping strategies restricted their opportunities and resulted in underachievement. Labelling based on ethnicity can lead to preconceived notions about the academic abilities and potential of individuals. These labels can shape educators' expectations of students, which can lead to differential treatment. This differential treatment can create disparities in educational achievement, as students may not receive the necessary resources and support to reach their full potential.

Answer 101

Negative labelling does not always result in bad consequences. E.g. In Fuller's study (1984) she found that some ethnic students may channel their anger of being labelled into the pursuit of educational success, but do not seek approval of teachers, so negative labelling doesn't always lead to failure. Critics argue that the theory of labelling undermines the agency and resilience of individuals because students may overcome the labels attached to them and achieve success through their own determination, hard work, and support systems.

Answer 102

Ideal people identity = White middle class which achieved through natural ability. Pathologised pupil identity = Asian who achieve through hard work. Demonised people identity = Black working class who are culturally deprived and an underachiever.

Answer 103

Ethnocentric curriculum refers to an educational curriculum that prioritizes the perspectives, values, and experiences of a particular ethnic group while marginalizing or ignoring the experiences of other groups. This can lead to a lack of representation of their cultural identities and can create a sense of exclusion and disengagement from education. As a result, students from minority ethnic backgrounds may face challenges in connecting with the curriculum, which can adversely affect their educational achievement. E.g. the Swann Report (1985) criticised the curriculum for being ethnocentric - British history being taught from the European point of view, possibly even putting a postive spin on colonialism. Ball says that when the ethnocentric curriculum ignores the history of black and Asian people, it will result in them feeling that their culture and identity are not valued in education, so their self-esteem is lowered, which has a negative effect on their educational achievement. Can create barriers to learning and limit opportunities for academic success as students may struggle to connect with the material and develop a strong sense of self-identity within the educational context.

Answer 104

Schools have made progress towards making their curriculums more multicultural - the requirement by OFSTED that schools actively promote cultural diversity, e.g. Black History Month.

Answer 105

Pupil ethnic identity refers to an individual's sense of belonging, identification, and connection to their ethnic or cultural background. Ethnic identity development plays a crucial role in shaping students' peer group. Students often interact and socialize with peers who share similar ethnic backgrounds or cultural experiences. Peer groups can provide support, validation, and encouragement, fostering a sense of belonging and motivation to succeed academically. On the other hand, negative peer dynamics or peer pressure may also impact educational achievement. In some cases, peer groups can reinforce negative stereotypes or discourage academic engagement. Students may face pressure to conform to negative academic attitudes or behaviors that hinder their achievement. E.g. In Mirza's study (1992) she found that ambitious black girls who faced teacher racism failed to achieve their ambitions because their coping strategies restricted their opportunities and resulted in underachievement.

Answer 106

Critics argue that emphasizing the influence of peer groups based on ethnicity may perpetuate stereotypes and stigmatize certain ethnic groups. This can lead to lowered expectations and biased assumptions about students' abilities, potentially hindering their educational progress. Critics argue that the focus on ethnicity may overlook the significant variations in achievement levels, aspirations, and cultural practices within specific ethnic groups. Treating all individuals within an ethnic group as having the same experiences and outcomes can lead to inaccurate generalizations.

Answer 107

Students who are not fluent in the language used in the classroom may face challenges in understanding and expressing themselves effectively, which can affect their academic performance. If students do not have a strong command of the language of instruction, it can impede their ability to understand and engage with the curriculum. This can result in limited access to educational opportunities and hinder their overall educational achievement. E.g standardized tests may include language or cultural references that are unfamiliar to students from non-dominant ethnic backgrounds, affecting their performance. However, students from ethnic backgrounds with strong cultural and linguistic capital, meaning they have rich language skills and cultural knowledge, may have an advantage in educational achievement. This can be due to their ability to navigate academic language and cultural expectations more effectively.

Answer 108

Bollard and Driver argues Language ceases to be a problem by the age of 16. Swan report 1985: There was little difference in terms of Educational achievement from students from multilingual families and none multilingual families. Siranadan - argues that afro-caribbean culture is used by some right wing groups to justify the view that they are a problem for society.

Answer 109

Parental interest can shape a child's educational expectations and aspirations. Parents who demonstrate high levels of interest in their child's education and express high expectations for academic success can positively influence their child's motivation, effort, and commitment to achieving educational goals. Cultural values and beliefs about education within specific ethnic communities can influence the level of parental interest and the emphasis placed on educational achievement. E.g. A study by Ho and Willms (1996) examined the relationship between parental involvement and their ethnic background and the eigth grade achievement found that children will take more responsibility for their achievement. Parents who show interest in their child's education are more likely to provide support and guidance throughout their academic journey. This can include helping with homework, engaging in discussions about school, and advocating for their child's educational needs. Such parental involvement can enhance a child's learning experience and overall educational achievement.

Answer 110

It may be argued that parental interest may turn into parental pressure where students become overwhelmed with the expectations of their parents and therefore, become stressed and underachieve. Undermines the agency and resilience of individuals because students may overcome achieve success through their own determination, hard work, and support systems.

Answer 111

Although education in the UK is provided free, there are many hidden costs to education that can leave working class pupils at a disadvantage. Tanner identifies the costs of transport, uniforms, equipment and field trips that can place a heavy burden on working class families. Rex - Through racism ethnic minorities are more likely to be placed in poor housing than white people of the same class: Racism leads to poverty. Ridge highlights that working class pupils might need to take on paid work whilst still at school in order to help the household which takes time away from study.

Answer 112

To say that poverty causes poor educational performance is too deterministic as some students from poor backgrounds do well. E.g Hill et al. (2004) study found that students took advantage of programs for low-income students that provided financial assistance and campus support networks. Material deprivation theory of Educational achievement in ethnic minorities be considered paradoxical because we cannot tell if ethnic groups underachieve within education because they are working class, or if it is other factors that lead them to fail within education.

Answer 113

The media can perpetuate stereotypes and biases about different ethnic groups, which can have negative effects on educational achievement. Stereotypes can influence how students are perceived by others and even how they perceive themselves, potentially leading to lower expectations and decreased motivation. Negative portrayals of certain ethnic groups can also contribute to a lack of educational opportunities and resources, further impacting achievement. The media can influence students' learning behaviors, study habits, and attitudes toward education. Positive portrayals of education in the media, such as highlighting the value of learning, can promote a positive attitude toward education and enhance motivation. Conversely, media that devalues education can negatively influence educational achievement. E.g. Arnott argues that the media creates a negative anti school role model for black pupils - the ultra tough ghetto Superstar - reinforced through music lyrics.

Answer 114

Some individuals may possess resilience and self-awareness to resist negative impacts of the media. Developing media literacy skills can empower individuals to analyze and interpret media content, reducing its potential influence on educational achievement. With the rise of digital media and increased access to diverse sources of information, it provides more accurate and positive representations of different ethnicities. Exposure to a wide range of media content can broaden perspectives and counterbalance any negative effects.

Answer 115

Highest achieving minority ethnic group at GCSE = Chinese, indian, Asian pupils Lowest achieving minority ethnic group = black Caribbean, Pakistani, Bangladeshi, roma

Answer 116

Since the mid 1900s girls began to outperform the boys according to Arnett, in 2014 73.1% of girls achieved A* to C grade at GCSE in comparison to the 64.3% off boys.

Answer 117

Teachers' beliefs and expectations about gender can influence their interactions with students. Stereotypes and biases may lead teachers to have lower expectations for certain genders, which can result in differential treatment and opportunities. E.g. Epstein (1998) argues that the growth of laddish subcultures has contributed to boys’ underachievement as working class boys tend to reject school work to avoid being called ‘gay’. Teachers may provide varying levels of attention and feedback based on gender. Girls may be discouraged from pursuing STEM (science, technology, engineering, and mathematics) fields due to perceived gender differences, limiting their opportunities for educational achievement in these areas. These biases can affect students' self-perception, motivation, and engagement, ultimately impacting their educational achievement.

Answer 118

Negative labelling does not always result in bad consequences. Critics argue that the theory of labelling undermines the agency and resilience of individuals because students may overcome the labels attached to them and achieve success through their own determination, hard work, and support systems.

Answer 119

Positive role models can inspire and broaden the aspirations of students. When students see individuals of their gender who have achieved success in fields traditionally dominated by the opposite gender, it can motivate students to set higher educational goals and strive for academic success. This is because role models challenge gender stereotypes related to academic achievement. By demonstrating that individuals of all genders can excel in traditionally gendered fields or subjects, role models can encourage students to pursue their interests regardless of societal expectations. This can contribute to greater gender equity in educational achievement. E.g. Women in STEM campaign is an initiative to showcase the different opportunities for women in the STEM sector, whilst also trying to bridge the stereotypes of STEM subjects – with the ultimate goal being to close the gender gap. Role models can offer guidance and mentorship to students, providing valuable insights and advice on navigating educational pathways. By sharing their experiences and offering support, role models can help students overcome challenges, make informed decisions, and access resources and opportunities to enhance their educational achievement.

Answer 120

Students may feel demoralized if they don't measure up to the extraordinary accomplishments of their role models. This could negatively impact their self-esteem and motivation. Students from underrepresented backgrounds may have few or no role models who share their gender, ethnicity, socioeconomic status, etc. This can make educational and career goals seem unattainable. E.g. According to STEM women, 26% of graduates were female compared to 74% male.

Answer 121

Curriculum changes can help address issues of gender-based discrimination and harassment, both within educational settings and in society at large. By integrating topics such as gender stereotypes, consent, gender-based violence, and LGBTQ+ rights, the curriculum can facilitate critical discussions and promote understanding and empathy among students. This can contribute to safer and more inclusive learning environments that support the educational achievement of all students. E.g. Boaler sees the equal opportunity policies was a key reason for the changes in girls achievement because barriers were moved and schooling became more meritocratic so girls that work harder than boys achieve more.

Answer 122

Critics argue that changes in the curriculum may not address the specific needs and challenges faced by students of different genders. For example, they argue that changes aimed at promoting gender equality may overlook learning differences that boys or girls may face. This can potentially impact educational achievement by not providing targeted support where it is needed.

Answer 123

Feminism strives for gender equity in all areas of life. By challenging barriers and biases, feminism aims to create equal opportunities for individuals of all genders to access and excel in education. Feminism promotes self-empowerment and self-confidence among individuals of all genders by advocating for inclusive and diverse curricula that reflect the experiences of individuals of all genders. This includes highlighting the achievements and contributions of women and other marginalized genders in various fields of study. E.g. Women in STEM campaign is an initiative to showcase the different opportunities for women in the STEM sector, whilst also trying to bridge the stereotypes of STEM subjects – with the ultimate goal being to close the gender gap. This can lead to improved educational achievement by ensuring that all students have an equal chance to succeed, regardless of their gender. This critical perspective can foster a more inclusive and progressive educational environment, allowing students to explore their interests and talents freely.

Answer 124

Some critics argue that certain feminist approaches may disadvantage boys because their emphasis on promoting girls' empowerment and challenging traditional gender roles in education may overlook or undermine the educational needs and learning styles of boys. This could potentially impact boys' engagement and academic achievement.

Answer 125

Gender roles are influenced by cultural norms and expectations, which can shape educational opportunities and outcomes. Traditional gender roles often assign responsibility for domestic tasks and caregiving to women. The unequal distribution of household chores and caregiving duties can create additional burdens and time constraints for women, potentially limiting their ability to focus on their education and academic pursuits. E.g. In Vervecken and Hannover (2015) study it was found that parents tended to encourage gender-stereotypical activities therefore students had interests along traditionally gendered lines. Gender roles can shape parental expectations and encouragement regarding education. In some cases, societal expectations may lead parents to prioritize boys' education over girls'. Boys may receive more support and emphasis on educational achievement, resulting in higher academic performance and attainment compared to girls.

Answer 126

Critics argue that educational institutions can provide equal opportunities and resources to all students, irrespective of their adherence to traditional gender roles at home. They believe that an equitable educational system can compensate for any potential disadvantages imposed by traditional gender roles and promote educational achievement for all students. Some argue that traditional gender roles are gradually evolving and becoming more flexible in modern society. They contend that as societal attitudes and norms transform, the influence of traditional gender roles on educational achievement diminishes. They suggest that as individuals have more freedom to choose their educational paths and pursue their interests, the impact of traditional gender roles decreases over time.

Answer 127

Women, on average, tend to earn less than men for similar work, which may discourage young girls from putting in effort to educationally achieve, leading to lower educational attainment levels compared to boys. However, legislation have encouraged the girls to see their future in terms of paid work rather than housewives. 1970 equal pay act made pay discrimination based on sex illegal in Britain 1957 sex discrimination act It banned discrimination based on sex or marital status in relation to recruitment, hiring, training and promotion. As more employment opportunities have opened up for women, they have been able to access better educational resources and opportunities, leading to higher levels of educational achievement.

Answer 128

Changes in employment patterns may not always be accompanied by adequate family-friendly policies, such as parental leave or affordable childcare. The lack of support to manage work and family obligations can result in women having to prioritize caregiving over education, limiting their ability to pursue and complete higher education. Changes in employment often require individuals to acquire new skills or upgrade existing ones. However, access to training and skill development opportunities may not be equitable, particularly for marginalized gender groups. This can hinder educational achievement by depriving individuals of the necessary skills needed to thrive in changing labor markets.