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education Flashcards

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Sociology 101 flashcards
1
Q

views of hidden curriculum

A
  • FUNCTIONALIST - positive - teaches valuable lessons needed to “get on”
  • MARXIST- negative - prepares students for capitlism
  • FEMINIST - negative - perpetuates gender inequalities
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2
Q

bowles and gintis

A
  • marxist
  • schools made to mirror workplace
  • correspondance theory
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3
Q

2 marxist theories

A

BOWLES + GINTIS
- mirror workplace
- correspondance

WILLIS
- the lads + ear oles
- social mobility

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4
Q

WILLIS

A
  • two types of students lads + ear oles
  • working class
  • dont believe in social mobility
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5
Q

2 functionalist views

A

PARSONS
- education is bridge family wider world
- school is key component in society
- passes on societys culture via hidden curriculum
- meritocracy

DIRKHEIM
- the function of schools is to bind society together
- this is social sosidarity/ cohesion
- school needed to pass on core values + culture
via assemblies + subjects

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6
Q

who gives feminist view

A

becky FRANCIS

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7
Q

feminist view

A

FRANCIS
- boys dominate class
- girls do better s they construct feminine identities - obediant etc - helps in school
- gs expect descrimination at work - work harder/ motivation

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8
Q

hargreeves

A
  • labelling causes subcultures
  • techers attach labels
  • self fulfilling
  • unable to achieve stattus
  • creates subculture
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9
Q

Cultural factors on education

A
  • Working-class groups may not have the appropriate values, language codes and parental encouragement needed to succeed at school.
  • Marxists, argue that the working class do not possess the cultural capital to succeed at school. This refers to economic and cultural factors such as language skills and interests, and knowledge of art, theatre and literature.
  • Others argue that some working-class groups may not possess social capital. This refers to the ability to navigate the education system and to achieve success.
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10
Q

What is taught in the hidden curriculum[5]

A
  • Hierarchy: The hierarchy in school can be seen to reflect the structure of society and in the workplace.
  • Competition: School encourages competition between students e.g. sports, exam results.
  • Social Control: Rules, regulations, obedience and respect for authority.
  • Gender role allocation: teacher expectations and subject choice
  • Lack of satisfaction: Preparing students for boring, meaningless and repetitive jobs is a similar experience to employees at work,
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11
Q

Comprehensive school

A

A type of school introduced in 1965 where all students are educated together regardless of ability.

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12
Q

Correspondence theory

A

Correspondence principle - schools reflect the workplace and through learning routine and obedience, children are prepared to be exploited in capitalist life.

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13
Q

social capital

A

The skills and knowledge middle class parents have that they can use to give their children an advantage in the education system.

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14
Q

Deschooling

A

An alternative form of education proposed by Illich where formal schools are replaced by other methods of education such as home schooling

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15
Q

Ethnocentric curriculum

A

A curriculum (things that are taught) that focuses on a particular ethnicity

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16
Q

Formal curriculum

A

Formal curriculum - The subjects and topics that are directly taught in schools

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17
Q

Hidden curriculum

A

Hidden curriculum - Things that are indirectly learnt in school (in and outside on lessons) e.g. competition.

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18
Q

Labelling

A

Labelling - Attaching a name or trait to a person or group e.g. smart. This is often based on a stereotype

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19
Q

Material deprivation

A

Material deprivation - When students lack the money and the things that money can buy to succeed

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20
Q

Meritocracy

A

Meritocracy - The functionalist view that all students have an equal chance in education and success is based on ability and effort

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21
Q

Selective schools

A

Selective schools - Where students are selected for a school based on certain criteria such as academic ability or religion

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22
Q

Social capital

A

Social capital - The networks of relationships/contacts that middle class parents have to help pupils succeed

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23
Q

Social cohesion

A

Social cohesion - When individuals in society are brought together and share the same norms and values.

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24
Q

State school

A

Funded by the government (state)
Free to attended (admissions by catchment) Teach the National Curriculum

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25
Q

Independent/ private schools

A

Not funded by the government (state)
Parents usually pay for their children to attend Do not have to teach the National Curriculum Usually have smaller class sizes and improved facilities / opportunities

26
Q

Grammar schools

A

These select pupils based on academic ability Pupils must pass the 11+ to attend
High ability pupils can be ‘challenged’ and ‘stretched’ in these schools

27
Q

Academies

A

These receive funding directly from the government (rather than the local authority) and have more control over how to spend it Do not have to follow the National Curriculum and may have different term dates

28
Q

Functionalist view of education

A

Education is positive as it prepares individuals for work and creates a stable society All pupils have an equal chance to succeed as education is based on meritocracy

-Durkheim – Education transmits shared norms and values, promoting social cohesion. Schools act like a ‘mini society’ encouraging cooperation.

  • Parsons – Education acts as a ‘bridge’ between family and society, children are judged by ‘universalistic standards’ and have an equal chance to succeed.
29
Q

Durkheim theory

A

Durkheim – Education transmits shared norms and values, promoting social cohesion. Schools act like a ‘mini society’ encouraging cooperation.

30
Q

Parsons theory

A

Parsons – Education acts as a ‘bridge’ between family and society, children are judged by ‘universalistic standards’ and have an equal chance to succeed.

31
Q

Marxist view of education

A
  • Education is negative as it helps to maintain the class divide and benefits the middle classes who have a better chance of succeeding.
    Education prepares working class pupils for low paid jobs and to accept capitalism.
  • Bowles and Gintis – ‘correspondence principle’ – school corresponds to (reflects) the workplace through teaching obedience, accepting boredom and to be motivated by external rewards (qualifications or pay)
32
Q

Bowles and gintis correspondence principal

A

Bowles and Gintis – ‘correspondence principle’ – school corresponds to (reflects) the workplace through teaching obedience, accepting boredom and to be motivated by external rewards (qualifications or pay)

33
Q

Marxist view evaluation ( correspondence theory)

A

Could be outdated as pupils are prepared for a range of jobs today

34
Q

Feminists view of education

A
  • Education is negative as it helps to maintain the gender divide and transmits patriarchal values and ideas.
  • Females learn to adopt the stereotypical ‘expressive’/housewife role in society through gender stereotypes shown in textbooks, the majority of headteachers being male and being encouraged to take ‘softer’ subjects which could lead to lower paid jobs than males.
35
Q

Evaluation of feminist view of education

A

Could be outdated as girls are encouraged to take ‘STEM’ subjects and more females are becoming headteachers.

36
Q

Functionalist view of education evaluation

A

Education may not benefit all students equally (due to class, gender)

37
Q

Functions of education

A
  • social mobility
  • serving the economy
  • social cohesion
  • secondary socialisation
38
Q

How does education aid social mobility

A

Social mobility
Education helps pupils move up the social class ladder through gaining qualifications and skills (through work and effort)

39
Q

In school factors affecting achievement

A
  • mixed ability teaching
  • setting and streaming
  • teacher expectations and labelling
40
Q

Mixed ability teaching

A

The opposite to setting/streaming where all abilities are taught together
Improves achievement – higher ability students could help lower ability students but could mean they are not ‘challenged’ or are held back

41
Q

Setting and streaming

A
  • Setting– pupils are in different sets for different subjects,
  • streaming – in the same ability set for all subjects
    Improves achievement – pupils in higher sets could be challenged but
    Could decrease achievement in lower sets
42
Q

Teacher expectations and labelling

A

Teachers could label pupils because of stereotypes which could lead to a self- fulfilling prophecy
Improves achievement – if pupils accept positive label, could decrease achievement if pupils accept negative label

43
Q

Outside school factors effecting achievement

A
  • parental values
  • cultural deprivation
  • material deprivation
44
Q

How parental values affect achievement

A
  • 1) Parents may value education and see it as important so encourage their child to work hard, get them a tutor etc.
  • 2) Parents may not value education and don’t see it as important so don’t encourage their children
45
Q

Hiw cultural deprivation affect achievement

A

Children may not learn the correct norms and values to succeed in education (could affect working class children)

46
Q

Affect of material deprivation on education

A

Parents may ‘lack money and the things that money can buy’ so cannot afford resources for their child to succeed (e.g. revision books, a computer) or may not have a quiet place for them to study

47
Q

How do subcultures and peer groups affect achievement

A

Pupils may join subcultures who have their own set of norms and values
Improves achievement – joining ‘pro-school’ subcultures which value education, working hard (more likely with females), could decrease achievement if join ‘anti/counter school subcultures who don’t value education (more likely with males)

48
Q

Trends of class and achievement

A

Working class pupils achieve less 5 A*C grades than middle class pupils
Achievement gap between FSM and non-FSM Working class less likely to go to University

49
Q

Argument why class is important for success in school

A
  • Material deprivation – w/c may lack resources to study
  • Cultural deprivation/parental values – w/c parents may not value education as highly
    W/c parents may lack cultural capital (knowledge/skills) and social capital (social networks) to help their children succeed
  • W/c pupils more likely to join counter school subcultures (Willis)
50
Q

Argument why vlass isn’t important for success in school

A
  • Functionalism – education is based on meritocracy (ability and effort not money)
  • A higher % of w/c pupils are going to Uni
  • Other factors (gender, ethnicity) more important
51
Q

Trends of gender and achievement

A
  • Girls are more likely to achieve 5 A*-C grades than boys
  • girls outperform boys at A Level in most subjects
52
Q

Argument gender is important for success in education

A
  • Gender socialisation – girls may be socialised to be more hard-working and obedient so are better suited to achieve in school (boys may be more boisterous and less hard-working)
  • Teacher expectations – girls may be labelled as bright but boys could be labelled as lazy or trouble makers
  • Subcultures – girls more likely to join pro-school whereas boys more likely to join anti-school
53
Q

Argument gender is not important for success in education

A
  • Functionalism – all pupils have an equal chance
  • Marxists – class is more important in achievement The gender gap in achievement could be narrowing
54
Q

Trends of ethnicity and achievement

A

Chinese students are the highest performing ethnic group, black pupils and gypsy/Roma pupils are among the lowest performing (also white British)

55
Q

Argument ethnicity is important for success in education

A
  • Material deprivation – some ethnic groups are more likely to be living in low income households so pupils could lack money to buy resources and succeed
  • Cultural deprivation – some cultures may not value education as highly as others (such as Chinese families) and so do not encourage/push pupils
  • Ethnocentric curriculum – the national curriculum may only be focused on White British culture and show negative aspects of other cultures (e.g. in history) – could decrease motivation
  • Teacher labelling – teachers may label some ethnicities - self-fulfilling prophecy
56
Q

Argument ethnicity is not important for success in education

A

Higher % of ethnic minorities going to University Worst performing group = white, working class boys

57
Q

Policies in education

A
  • To improve standards – Ofsted, league tables, academies
  • To increase competition – Marketisation, league tables. Ofsted
  • To make education fairer – comprehensive system (1965) which replaced the tripartite system
  • To improve opportunities for low income pupils – EMA, longer compulsory education
58
Q

Halo effect

A

Judging a student as ‘bright’ while they tend to question the good performance of those children who are less well behaved.

59
Q

Two effects if teacher labelling

A
  • halo effect
  • self fulfilling prophecy
60
Q

State schools

A

State Schools-
Free schools available for everyone of all abilities

61
Q

Public schools

A

Public Schools-
Older, more famous schools such as Eton & Harrow

Sociology (5 decks)

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