education

Question 1

burnstein

Answer 1

speech codes

Question 2

bordieu

Answer 2

three capitals
- cultural
- education
- economic

Question 3

becker

Answer 3

study with 60 high school teachers and found that they judge pupils on how closely they fit their idea of the ideal pupil

Question 4

self fulilling prophecy

Answer 4

rosenthal and jacobson - iq test at school and picked 20% said they were clever and a year later over half had made significant progress

Question 5

gillborn and youdell streaming

Answer 5

working class and black pupil in lower streams more often

Question 6

criticisms of labeling

Answer 6

• determinism - assumes pupils that are labelled have no choice but to fulfill that studies show that that isn’t always true
• marxists - ignores wider structures of power where labeling takes place, we cannot just blame teachers as we live in a reproducing class society and everyone identifies people by how they are labelled

Question 7

lacy

Answer 7

differentiation: categorisation of students
- polarisation : being placed in streams results in one of two extremes
- pro school
anti school

Question 8

ball

Answer 8

if streaming is removed there would be less subcultures, mixed ability is better

however labelling would still occur because of the divide in achievement but would be less then before

Question 9

woods

Answer 9

there is more then just two subcultures like lacy said
- ingratiation: teachers pet
- ritualism: going through the motions
- retreatism: day dreaming + a little silly
- rebellion: reject school

Question 10

epstein

Answer 10

we boys are likely to be harassed subjected to homophobic verbal abuse if they appear to be swots which has contributed to boys underachievement

Question 11

why do people view subjects the way they do

Answer 11

• gendered identity and peer pressure: boys get bullies for taking women’s subjects and the same for girls
• gendered career: people take certain subject because of their identity and so they then get certain jobs because of the qualifications they get

Question 12

pupils sexual and gendered identities

Answer 12

• double standards: boys can brag about sexual encounters but girls cant
• verbal abuse: boys using verbal abuse on girls
• the male gaze: the way boys look at girls
• male peer groups use verbal abuse to reinforce their definitions of verbal masculinity
• female peer groups
• teachers and discipline

Question 13

boys literacy

Answer 13

• gender gap is the result of boys poorer literacy and language skills
• boys play sports growing up and girls have bedroom culture like reading

Question 14

decline in traditional mens jobs

Answer 14

since the 1980s there has been a decline in heavy industries the mainly employed boys so many boys believe that they have little prospect of hetting a job so they have little motivation and give up trying to get equal qualifications

Question 15

sewell

Answer 15

in pursuit of equality we have abandoned men in education

Question 16

shortage of male primary school teachers

Answer 16

• means boys have no role models
• francis found that 2/3 of boys 7-8 didnt believe that the gender of their teachers mattered
• other sociologists argue that the teachers do not need to be male to provide the discipline that boys need in school

Question 17

are male primary school teachers needed tho

Answer 17

• Francis found that 2/3 of 7-8 year old boys believe that the gender of the teachers doesn’t matter
• other sociologists argue that teachers do not need to be male to provide the discipline that boys need in school

Question 18

evans

Answer 18

working class girls wanted to go to university to increase their earning potential and help out their families

Question 19

girls academic stats

Answer 19

• ks1-3 girls perform consistently better
• gcse girls perform 10% higher then girls
• a level gap shortens but girls do better

Question 20

external factors on girls achievement

Answer 20

• impact of feminism
• changes in the family
• changes in womens positions
• girls ambitions

Question 21

internal factors gendered variation in school

Answer 21

• equal opportunity policies: national curriculum, boys and girls study the same subject
• positive role models
• gcse, course work
• teacher attention more on boys
• challenging stereotypes
• selection and league tables

Question 22

gilbourn

Answer 22

black students end up in lower schools because schools can choose the pupils they accept and the ones they dont so they are not accepted because of stereotypes

Question 23

boys responses to ethnic differences

Answer 23

sewell:
- rebels: most influential group a small minority of black people who reject school conforming to the stereotype of the anti authority, anti school, black macho lad
- conformists: largest group keen to succeed, accepts schools goals, has friends in other ethnicities and not in a subculture
- retreatists: tiny minority, people disconnected from school and black culture
- innovators: pro education, anti school

Question 24

gillborn and youdell teacher racism

Answer 24

teachers were quicker to discipline black people because
- racialised stereotypes
- this made black people feel as if their teachers underestimated and picked on them
- conflict from racial stereotypes not the students

Question 25

archer

Answer 25

ideal pupil- white middle class, straight, achieves through natural tallent and not hard work
the pathologized identity: asian, poor, feminised asexual or opressed sexuality, plodding conformist, over achiever, succeeds through hard work
demonised pupil: black or white middle class, hypersexualised, unintelligent, peer led, culturally deprived, underachiever

Question 26

ethnocentric curriculum example

Answer 26

treyna and williams note that the meager precision for teaching Asain languages compared with European languages

Question 27

david ethnocentric curriculum

Answer 27

the national curriculum as specifically british ignores non european language, literacy and music

Question 28

history and ball ethnocentric curriculum

Answer 28

criticises the national curriculum for ignoring ethnic diversity and promoting an attitude of little englandism

Question 29

external factors cultural

Answer 29

• cultural deprivation
• intellctual and linguistic
• attitudes and values
• family structure and parental support

Question 30

asain families

Answer 30

sewell - indian chinese pupils benefit from supportive familiies that have an asian work ethic and place high value on education
lupton - adult authority in asian families is similar to the model used in schools (teacher parent relationship)