Education

Question 1

What is the general trend for class patterns in achievement?

Answer 1

Working class generally do worse than upper class

Question 2

Explain external factors for class differences in achievement

Answer 2

• Cultural deprivation:
  -> Bernstein argues there are 2 language codes because w/c use restricted code whilst teachers use elaborate code (also used by middle class parents)
  -> lack cultural capital: norms and values middle-class parents pass on to their children like speaking in elaborate code at home, putting them at an advantage over w/c pupils which don’t use it as parents may not value education and struggle to provide the communication with their children and w/c have immediate gratification rather than deferred, work less hard
• Material deprivation
  -> lack of nutrition means weakened immune system so reduced attendance and so lower attainment in exams

Question 3

Explain internal factors for class differences in achievement

Answer 3

• Labelling:
  -> Becker argues teachers label according to their ‘ideal pupil’ leading to the self fulfilling prophecy corresponding to a students motivation to get a grade
• Subcultures: Willis argued working class boys develop a anti-school subculture where they reject school norms and values by messing around for peer approval by ‘having a laff’

Question 4

What is the general trend for ethnic patterns in achievement?

Answer 4

Chinese pupils generally best performing
Black Caribbean generally worst performing

Question 5

Explain external factors for ethnic differences in achievement

Answer 5

• Material deprivation: can’t afford goods necessary in society as parents have low paid jobs due to discrimination in society so affects what children can have
  -> lack of nutrition so reduced attendance and so lower attainment in exams
• cultural deprivation: parents may lack culture capital -> different values ie immediate gratification rather than deferred -> restricted code rather than elaborated (Bernstein)
  -> benefits m/c (Ball et all)

Question 6

Explain internal factors for ethnic differences in achievement

Answer 6

Labelling:
-> Gillborn and Youdell found teachers had racialised expectations of black pupils and expected more discipline problems and saw their behaviour as threatening
-> Becker self-fulfilling prophecy
- Ethnocentric curriculum: generally prioritises dominant culture/ethnicity ie History lessons are focused on white European history even though schools in UK are majorly ethnically diverse, making ethnic minorities like Black Caribbean’s feel left out and so less motivated

Question 7

What is the general trend for gender patterns in achievement?

Answer 7

Girls generally outperform boys

Question 8

Explain external factors for gender differences in achievement

Answer 8

Socialisation:
-> primary gender socialisation by family creates distinct gender differences ie canalisation
-> girls play with toys that help develop communication like by reading which is what schools promote whereas boys are encouraged to be more ‘active’ ie playing football
-> girls raised to be more obedient from a young age and have a bedroom subculture where they stay in and study with other girls which helps them conform to being a teachers ‘ideal pupil’

Question 9

Explain internal factors for gender differences in achievement

Answer 9

• Subcultures:
  -> boys develop a ‘laddish’ subculture (Willis) so mess around rather than doing well as seen as more ‘cool’ and girls being studious is seen as more ‘girly’ and have ‘bedroom’ subculture
  -> as a result of socialisation boys may behave this way as encouraged to be more violent and girls have been brought up staying at home
• Labelling:
  -> the ‘halo effect’ positively labelled
  -> Becker self-fulfilling prophecy
  -> based on socialisation

Question 10

What does Durkheim say is the function of education + a criticism ?

Answer 10

• Functionalist
• Three functions:
  -> role allocation: allocates students into areas for future careers as take different subject pathways
  -> social solidarity/social cohesion: school reinforces norms and values (through secondary socialisation) by uniting student with subjects like history as it teaches shared beliefs (can be criticised this is not the case due to an ethnocentric curriculum)
  -> school acts as a ‘society in miniature’

Question 11

What does Parsons say is the function of education?

Answer 11

• Functionalist
• Argues schools are meritocratic: all students have an equal chance to succeed, judged with universalistic standards (the same for everyone) which can result in social mobility (moving up/down hierarchy)
• Argues every student has a value consensus (everyone has shared values)
• Sees school as an agent of (secondary) socialisation

Question 12

What do Bowles and Gintis say is the function of education?

Answer 12

• Marxists
• Correspondence principle: school mirrors the workplace ie by hierarchy (reinforced by hidden curriculum) to create docile, obedient workers that serve the needs of the bourgeoisie and so benefit capitalism
• Says meritocracy is a myth: success is based on class background

Question 13

What does Willis say about education?

Answer 13

• Marxist
• White working class boys develop an ‘anti-school subculture’
  -> lads resist attempts of ruling class ideologies avoiding their norms and values ie by ‘having a laff’ for peer approval so don’t have to do school work
  -> prepares them regardless for future unskilled manual labour as will be put in these lower paid jobs and prepare how to overcome boredom, ultimately benefitting capitalism

Question 14

What do feminists say is the function of education?

Answer 14

• Reinforces gender inequality and patriarchy:
  -> ‘gendered subjects’ may channel girls and boys into different careers ie girls into more ‘feminine’ subjects like art which will put them into lower paid jobs (stemming from gender socialisation)
  -> gendered stereotypes like in textbooks meaning females encouraged to adopt housewife traits as less represented in science subjects

Question 15

Describe a policy that has been implemented in education to improve standards

Answer 15

• Offsted. Establishment going around schools to give ratings like giving a school ‘outstanding’. If schools rated very low (‘inadequate’) may become an academy, improving that schools standards in LT.

Question 16

Identify and describe a policy that has been implemented in education to increase competition

Answer 16

Schools competing, so ran more like businesses through league tables. For example, a school having the highest Progress 8 results being at the top of the league table. This is an example of marketisation.

Question 17

What policies have been implemented in education to improve opportunities for low income pupils? (3)

Answer 17

FSM (Free School Meals)
Sure start
Pupil premium

Question 18

Describe one way schools measure educational success

Answer 18

By doing national/public examinations. For example, GCSEs in year 11. Schools use this data for ‘Progress 8’.

Question 19

Describe a policy that has been implemented in education to make it fairer

Answer 19

Tripartite system (divided secondary into 3 types of schools based on test result ie grammar if passed , modern and technical which exacerbated class inequalities) replaced by the comprehensive system (ie normal state school)

Question 20

Who was Ball and what did his research show?

Answer 20

• Interactionist
• Tried to evaluate differences in pupils in mixed ability groups, sets and streams
• Pupils in lower set more likely to be working class and were given less support therefore were labelled as more disruptive, finding that students conform to their labels
  -> self-fulfilling prophecy and ‘master status’ where these pupils achieve worse in their exams
• Students still labelled in mixed ability groups

Question 21

Describe one advantage and disadvantage of mixed ability classes

Answer 21

A: Students can help each other academically excel

D: Students still negatively labelled

Question 22

Who were Ball et all and what did their research show?

Answer 22

• Interactionists
• Increased parental choice and league tables led to pressure for schools to focus on setting and streaming and accepting higher ability students to improve their exam results, thus marketisation benefitted middle class students
  -> Middle class parents had an advantage over choosing school for child to attend as they had culture capital

Question 23

What did Halsey Heath and Ridge research + a criticism?

Answer 23

• No theory
• Found inequality within education
• Service (ie managers) , intermediate (ie sales workers) and working class males
• Service class 11x more likely to go uni over w/c
• Criticised as only used (8,000) males in research meaning the sample isn’t representative

Question 24

Describe a factor Halsey Heath and Ridge found influenced educational success

Answer 24

Parental attitudes. For example, middle class family had ‘culture capital’ which provided their children with good connections like to grammar schools. As a result, this exacerbates class inequalities, disadvantaging w/c pupils.

Question 25

Describe the correspondence principle.

Answer 25

School mirrors the workplace. For example, having to get to school on time like at work. Bowles and Gintis argue this reinforces capitalism.

Question 26

Explain culture capital.

Answer 26

The skills and knowledge middle class parents have that they can use to give their children an advantage in the education system. For example, speaking in ‘elaborate code’ at home. Bernstein argues this speech code is used in schools, putting m/c at an advantage.

Question 27

Describe deschooling.

Answer 27

Alternative to education with the idea to abolish the formal school system and replace it with an informal system. For example, Summerhill in England. This gives students more freedom and is seen as less restrictive as lessons are optional.

Question 28

Describe homeschooling.

Answer 28

Taught at home rather than in a physical school premises. For example, taught by parents or a tutour the school curriculum. This may be due to disabilities where their child has a SEN.

Question 29

Define the ethnocentric curriculum.

Answer 29

A curriculum that focuses on dominant ethnicity/culture

Question 30

Describe the hidden curriculum.

Answer 30

Norms and values that are informally learnt in school. For example, having to get to school on time. Bowles and Gintis argue this reinforces the correspondence principle.

Question 31

Explain marketisation.

Answer 31

Where schools are ran like businesses. Focus on parental choice and competition like through league tables. Ball et all (functionalists) argue this benefits middle class parents who have culture capital, disadvantaging working class students.

Question 32

Define social capital.

Answer 32

The networks of relationships/contacts that middle class parents have to help their child succeed

Question 33

Define social mobility.

Answer 33

Movement up or down the social ladder

Question 34

Define social cohesion.

Answer 34

When individuals in society are brought together and share the same norms and values so society runs smoothly

Question 35

Explain vocationalism.

Answer 35

Work related education. For example, having an apprenticeship as a hairdresser. Marxists argue this channels working class into more low-paid jobs.

Question 36

Describe the formal/official/national curriculum

Answer 36

Things that are universally taught in all schools. For example, having to study a Shakespeare text for English GCSEs. Parsons argues this reinforces universalistic standards everyone is judged by.

Question 37

What are criticisms for the marxist view?

Answer 37

• may be outdated: sees students as passive where many w/c students are successful
• focus on negatives: functionalists see system as meritocratic
• ignore other inequalities ie gender and ethnicity

Question 38

What are criticisms for the functionalist view?

Answer 38

• focus on positives: ignore groups that may suffer and inequalities in school ie gender/class/ethnicity affecting attainment
  (myth of meritocracy)

Question 39

What are criticisms of the feminist view?

Answer 39

• may be outdated: changing roles of women and girls outperform boys
• ignore other inequalities ie class and ethnicity

Question 40

Describe Sure Start / compensatory education

Answer 40

Providing help for younger disadvantaged children. For example, providing enhanced health visits. Aim was to tackle the root cause of poverty.

Question 41

Describe state/comprehensive schools.

Answer 41

Funded by the government and is free for anyone to attend regardless of ability. For example, school in your local catchment area. Taught the national curriculum.

Question 42

Explain private/independent schools.

Answer 42

Not funded by the government but parents pay fees for their children to attend. For example, having to paying a thousand pounds each term. Only 7% of students are sent by parents. Usually have smaller class sizes and improved facilities / opportunities as they set their own curriculum.

Question 43

Describe public schools

Answer 43

More famously well known independent schools, charge fees to attend. For example Eaton. Only 7% of parents send their children.

Question 44

Explain grammar schools.

Answer 44

These select pupils based on academic ability. For example, this is shown as pupils must pass the 11+ to attend. Pupils can be challenged to excell in these types of school, can be seen as selective schools.

Question 45

Explain faith schools.

Answer 45

These select students of a certain faith. For example, a Catholic school which does a prayer during the day after each lesson. Religious beliefs are promoted in school life,these can be seen as selective schools.

Question 46

Explain academies.

Answer 46

Usually failed schools taken over by businesses. For example, an old school may be judged as ‘inadequate’ by Ofsted and so becomes an academy. They don’t have to follow the national curriculum.

Question 47

Explain free schools.

Answer 47

These can be set up by charities and parents in local communities. For example, a parent may be unhappy with their childs education and so come together to form their own school. Do not have to follow the national curriculum.

Question 48

Explain special schools.

Answer 48

Schools for children with special educational needs (SEN). For example, for a student with autism that was struggling in a state school may be accepted. Parents may not send their children here due to negative stigma attached to it.

Question 49

Explain specialist schools

Answer 49

Schools that place a certain emphasis on a particular subject. For example, grammar schools which specialise in science. As a result, more students are likely to academically excel in these subjects, they can be seen as selective.

Question 50

Explain selective schools

Answer 50

Schools that choose students based on a particular criteria. For example, grammar schools choose on academic ability with an 11+ exam. These are competitive and usually have less inclusive academic policies.

Question 51

Define pupil premium

Answer 51

Funding for disadvantaged pupils ie FSM available

Question 52

Explain setting

Answer 52

Grouped by assessment in particular subjects. For example, set 1 for maths but set 2 for science. This method can lead to labelling.

Question 53

Explain streaming

Answer 53

Grouped by assessment in many subjects. For example, set 1 in English and History. Can result in labelling.

Question 54

Explain mixed ability

Answer 54

Pupils mixed together in classes regardless of academic ability. For example, a grade 9 student in the same class as a grade 4 student in a history class. These students could help each other academically excel but Ball argued w/c still negatively labelled.

Question 55

Explain one advantage of private schools.

Answer 55

Smaller class sizes (than state). More one to one support as a teacher can focus longer on particular students that need support like with a maths question. More positive work ethic and so tend to have higher grades than state schools.

Question 56

Explain one disadvantage of private schools.

Answer 56

Reinforces and perpetuates class inequality. Only 7% of parents pay for children to go. Puts w/c at a disadvantage, arguably benefitting capitalism.

Question 57

Describe pupil premium

Answer 57

Funding to improve educational outcomes for disadvantaged pupils in state-funded schools. For example, this could aid with FSM being provided for children. Aim was to tackle root cause of poverty to reduce class inequalities.

Question 58

Describe role conflict

Answer 58

Where you have contradicting demands for different roles. For example, a mother having to care for her children but must also work overtime at her job. Oakley argues this is a dual shift.