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Education Flashcards

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Sociology 101 flashcards
1
Q

What does Durkheim believe the education system provides?

A

instills social solidarity and teaches specialist skills

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2
Q

What does Durkheim mean by mechanical solidarity?

A

Family can provide all socialisation as there is little contact with other countries

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3
Q

what does Durkheim mean by organic solidarity?

A

Shared values of wider society

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4
Q

how does Durkheim believe education performs secondary socialisation?

A

Instilling, social solidarity
Teaching social rules
Teaching specialist skills

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5
Q

how do Marxist criticise Durkheim?

A

The powerful use education to spread their ideology

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6
Q

how can Durkheim view be seen as outdated?

A

post-modernists= shared value. Consensus is impossible in a diverse society.
Society is no longer based on assembly lines(post fordism)

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7
Q

how does Hargreaves criticise Durkheim view?

A

Education encourages, individualism and competition. It discourages, collaborative learning and says it is cheating or copying.

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8
Q

What are the two functions of education, according to Parsons?

A

rule, allocation and secondary socialisation
School bridges, the gap between home and society

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9
Q

how does education perform role allocation?

A

shift and sort people into their appropriate jobs through meritocracy
achieved status

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10
Q

how do Marxist criticise Parsons?

A

Myth of meritocracy
class inequalities are reproduced into the next generation,
false class consciousness

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11
Q

how do bowles and Gintis criticise parsons?

A

Plays small part in academic success
Academic success, turning into economic success, depends on social class, ethnicity and gender

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12
Q

What are examples of secondary socialisation being taught in school?

A

Hidden curriculum
Assessments

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13
Q

What do Davis and Moore say the education system facilitates?

A

Social stratification through meritocracy
Most hard-working people get the most important jobs

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14
Q

How does education practice social stratification?

A

Setting and streaming
Uni applications

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15
Q

how do Marxist criticised Davis and moore?

A

Wealthy and powerful have advantages through the myth of meritocracy

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16
Q

how else can we criticise Davis and Moore?

A

those with the best qualifications don’t always earn the highest wages
Family connections can equal high salaries
High levels of graduate unemployment

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17
Q

What does Althusser mean by the ideological state apparatus?

A

Control beliefs and ideas through education media and religion

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18
Q

How is education part of the ideological state apparatus?

A

Teaches students skills for employment
reproduces dominant ideology or ruling class
reproduces and legitimatises inequality

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19
Q

What does Althusser mean by the repressive state apparatus?

A

physical control and coercion
police and military

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20
Q

What is Bowels and Gintis correspondence principle?

A

there is a correspondence between school and the workplace
prepares pupils for capitalist system and prevents rebellion and revolution
‘work casts a long shadow over school’

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21
Q

What are the evaluations of the correspondence theory?

A

-outdated (1976) workplace is less like when they carried out their research
- can be seen as an issue with the education system, it corresponds with a different era of work Ken Robinson
-outdated school no longer like when they carried out their research

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22
Q

What is Paul Willis study ‘learning to labour’ investigating?

A

Anti school subculture in working class lads
‘having a laff’. ‘ear’ole’
Have little rebellions in school which stop meaningful rebellions against capitalism

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23
Q

what are the four types of capital identified by Bourdieu?

A

social
economic
cultural
symbolic reputation

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24
Q

What does Bourdieu mean by convention?

A

one capital leads to another

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25
Q

What does Bourdieu mean by habitus?

A

culture of one social class
deeply ingrained in individuals subconsciously

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26
Q

What are evaluations of Bourdieu?

A
  • definition of cultural capital isn’t precise
  • Marxist- ignores power of the economy to shape the education system
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27
Q

what are some evaluations of the neo marxist views on education?

A

schoolteachers coke from a range of social backgrounds as percentage of pupils from working class backgrounds get degrees
lots of teachers left wing biased

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28
Q

what are social democratic ideas?

A

government should heavily invest in education
Halsey- education system needs to provide equality of opportunity‘level playing field’
Schultz- skills and knowledge form of capital, increased spending on education makes the workforce more productive

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29
Q

What are criticisms of social democratic ideas?

A

Bernstein- education cant compensate for society (schools asked to ensure children brush their teeth) and the school curriculum isn’t designed to provide skills for economic growth
Wolf- no clear link between increased expenditure on education and subsequent economic growth

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30
Q

What is neoliberalism?

A

pro-capitalist economic theory
free market beat basis for organising society

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31
Q

What are the advantages of a free market system according to neoliberalism?

A

individual freedom
efficient- maximise profits
innovation- encourage new products to stimulate demand
economic growth and jobs

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32
Q

What do neoliberalisms believe about social policy?

A

governments should play a reduced role in managing the economy the free market knows best
•deregulation- reduce ahout of formal rules companies have
•fewer protection for workers and the environment
•privatisation
•cutting taxes

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33
Q

How are the NR different to neoliberals?

A

NR is a political philosophy associated with conservative government
they adopted and put into practice ideas of neoliberism

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34
Q

What are the key ideas for the NR?

A

•introduction of free market (marketisation of education)
•reduced spending by the state
•emphasis on individual freedom (cut welfare spending)
•stress on importance of traditional institutions and values (unlike neoliberalism) nuclear family

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35
Q

what three things do neoliberalism think about?

A

marketisation
privatisation
vocation

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36
Q

what was the tripartite system?

A

1944 education act
11+ exam meritocracy
.grammar schools- academic, mc
.secondary modern-wc failed 11+
. technical schools- skill in certain subject

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37
Q

what were the inequalities in the tripartite system?

A

.11+ unfair range of skills unaccounted for
.broadly seen as pass or fail
. assume ability is inborn
. reproduced social inequalities
. gender inequalities- girls has to gain higher

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38
Q

what is the comprehensive system?

A

mixed ability
local catchment area
aim to overcome class divide and make education more meritocratic
wanted 11+, academies and secondary moderns to be abolished
many schools didn’t go comprehensive

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39
Q

What do Functionalist think about the comprehensive system?

A

promote social integration
(Ford- little mixing between classes due to setting)
more meritocratic than 11+ as longer period to develop skills

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40
Q

What do Marxist think about the comprehensive system?

A

reproduce class inequalities through generations
setting and streaming and labelling
‘myth of meritocracy’ legitimised due to abolishment of 11+

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41
Q

What is the evaluation of the comprehensive system?

A

. rich areas= better schools
. middle class still afford to go private
. setting and streaming unequal and holds everyone back
. ‘same school= same opportunity’

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42
Q

What is marketisation?

A

reduce direct state control and increase parental choice and competitions
1988 conservative education reforms act
1997 new labour- blair + brown
2010 conservative liberal democrat

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43
Q

What did the education reform act 1988 consist of?

A

.national curriculum- easier to compare schools and move
.SATS- tested on same things at same time
. league tables- parentocracy
. formula funding- funding based on amount of pupils, driver of standards
. local management of schools- headteacher and governors look after budget

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44
Q

What is the evaluation for the education reform act?

A

. cream skim and silt shift pupils
. Ball parentocracy myth
. Gewirtz study on parent types
. Ball Bowe and Gewirtz students commodities, resources directed towards HR, schools focussed on parents

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45
Q

What is Gewirtz study on parental choice?

A

three types of parents:
.privileged skill choosers: capital, middle class, take full advantage of information and options
. disconnected local choosers: working class, hard to understand admissions, less aware, distance and cost of travelling
.semi skilled choosers: working class, ambitious, frustrated and found it difficult

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46
Q

What were New Labour policies 1997-2010

A

aim to reduce inequality
. EAZ education action zones- deprived areas- additional resources
. EMA- payment for low income students
. reduce primary school class sizes
. city academies- fresh start

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47
Q

What were the evaluations for New labour policies?

A

New Labour paradox- EMA tuition fees
policies not consistent
EAZ unsuccessful
Gilborn and Youdell- The A-C economy of triage- pressure from league table and funding ration time and resources to certain students
3 groups:
those who will pass either way
border line cases
hopeless cases

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48
Q

What is privatisation?

A

-schools being owned by private companies
- education becomes source of profit for capitalism (Ball- ESI- education services industry)
-ESI build schools, provide supply teachers, ofsted inspections
- PPI public private partnerships provide capital for projects like school buildings

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49
Q

what is cola isation?

A

vending machines on campus
logos and sponsorships
benefits to schools and pupils are often limited
Ball- cadbury sport equipment promotions- students had to eat 5440 bars to qualify for set of volleyball posts

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50
Q

What are examples of privatisation and globalisation in education?

A

edexcel- US
Ball- Pearson mark some GCSE answers in iowa and sydney
private companies export uk policies and provide services to deliver them

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51
Q

What is neoliberalism view on marketisation ?

A

state involvement leads to bureaucratic self interest- to overcome needs to be marketised
competition makes schools responsive and raise educational standards

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52
Q

gender issues in education privatisation?

A

19 th century female excluded from education
females needed higher grade on 11+

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53
Q

What was the conservative governments aim 2010-2015

A

encourage excellence, competition and innovation by freeing schools from the dead hand of the state

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54
Q

What did conservative governments do to academies?

A

.encouraged schools to leave local authority control, funding gave by central government
.control over own curriculum
.by 2017 over 68% all secondary schools

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55
Q

What are the conservative governments free schools?

A

funded by state
set up by parents teachers trusts religious groups
gives parents power
increases parental choice, competitions, diversity
England- fewer disadvantaged pupils taken by free schools

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56
Q

what were conservative policies to reduced inequality 2010-2015?

A

free school meals- reception, year 1, year 2
pupil premium- money for each pupil from a disadvantaged background
(Ofsted- not spend on pupils it is meant to be spent on)

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57
Q

how do wc subcultures effect educational achievement?

A

lack of parental interest in childs education
socialisation passes culture down through generation

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58
Q

What 4 features does Sugarman identify as a barrier in wc subculture

A

fatalism-belief in fate
collectivism
immediate gratification
present time orientation

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59
Q

what are the evaluations for the wc subculture acting as an external factor?

A

they are being realistic and responding to their environment

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60
Q

What does Hubbs-Tait et al say about language as an external factor?

A

mc parents use language that make the children question their own understanding ‘what do you think’ this improves cognitive performance
wc use simple descriptive sentences ‘what animal is this’

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61
Q

What does Feinstein say about language as a external factor?

A

educated parents use praise encouraging a childs sense of competence

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62
Q

what are Bernsteins codes of speech?

A

elaborated- mc, complex sentences, context free
restricted- wc, simple sentences, context bound

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63
Q

What are the evaluations for language as an external factor?

A

implies restricted code is substandard
assumes all manual workers are mc
school should teach the elaborated code of speech

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64
Q

what does Douglas say about parents education as an external factor?

A

wc place less emphasis on education, less ambitious for children, less encouragement, visited schools less, less likely to speak to teachers
leads to lower motivation and achievement

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65
Q

What are the four ways Feinstein identifies that mc can socialise their children better?

A

-use of income- Bernstein and Young mc mums buy books, toys, activities
-parenting style-mc use consistent discipline and high expectations, wc use harsh tones ‘do as you’re told’ prevents independence and self control
-parents educational behaviours-read, teach, letters, numbers, poems, songs
-class income and parental education

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66
Q

evaluation for parents education as an external factor

A

wc jobs have longer irregular hours so may be interested but not have the time or may feel judged

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67
Q

what compensatory education was introduced?

A

aim to tackle cultural deprivation extra resources for schools in deprived areas
EAZ, EIC, sure start, pupil premium, EMA

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68
Q

evaluation of cultural deprivation as an external factor

A

myth of cultural deprivation
Keddie- how can you be deprived of your own culture schools should recognise mc values and challenge them

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69
Q

How is housing a material factor?

A

Direct effect- overcrowding, less room for educational activity, homework, disturbed sleep
Indirect- childs health and welfare cold and damp lead to illness and absences from school

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70
Q

How is diet and health a material factor?

A

-Howard- lower intakes of energy, vitamins, minerals, more absences from school falling behind and lack of concentration
-Wilkinson- emotional and behavioural rates amongst 10 year olds, lower class leads to higher anxiety
Blanden and Machin- low income children engage in externalising behaviour

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71
Q

How is financial support and cost of education an external factor?

A

Tanner et al- cost of transport, uniforms, books, computers, sports all place a heavy burden on low income families
Flaherty- 20% of children dont get their FSM du to fear of stigmatisation
Ridge- children in poverty have to work part time, babysitters, paper rounds

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72
Q

How is fear of debt an external factor?

A

Callendar and Jackson- low income students 5 times less likely to apply to uni than debt tolerant ones
UCAS- when fees increased in 2021 applications fell by 8.6%
Reay- wc likely to apply to local unis and more likely to have lower class degrees
16.6% drop out at London Met and 1.5% at Oxford

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73
Q

what are the external/ cultural class factors?

A

parental education
compensatory education
wc subcultures
language

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74
Q

what does Douglas say about parents education?

A

wc class parents place less value on education, less ambitious for children, gave less encouragement, visited schools less often and spoke to teachers less. leads to lower levels of motivation and achievement

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75
Q

what does Feinstein say about parents education?

A

parents own education most important. Mc better educated and can socialise their children better in four ways
-parenting style- mc consistently discipline and place high expectations, wc harsh= ‘do as you’re told’ prevents independence and self discipline
-parents educational behaviours- read, teach letters, numbers, songs, poems
- use of income- Bernstein and Young= mc mums spend on educational toys and books
- class income and parental education- better educated parents produce better educated children

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76
Q

evaluation of parents education

A

wc jobs have longer irregular hours, parents may be interested but not have time and may feel judged

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77
Q

what compensatory education has been introduced?

A

aims to tackle cultural deprivation, provides extra resources to schools in deprived areas
- EAZ, EIC, sure start, EMA, pupil premium
-operation head start USA- improve parenting skills, set up nursery classes, home visits by educational psychologists

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78
Q

What is an evaluation for cultural deprivation?

A

myth of cultural deprivation- Keddie:
can’t be deprived of own culture, schools should recognise their mc values and challenge them

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79
Q

What does Sugarman say about wc subcultures?

A

4 key features of wc subculture that act as a barrier:
-fatalism
-collectivism
-immediate gratification
-present time orientation

80
Q

evaluation of wc subcultures

A

wc are just being realistic and responding to their environment

81
Q

What does Hubbs- Tait et al say about language?

A

language used by mc parents make children question own understanding- ‘what do you think’ which improves cognitive performance
wc use descriptive simple statements which leads to lower performance

82
Q

what does Feinstein say about language?

A

educated parents use praise which encourages a childs own sense of competence

83
Q

What does Bernstein say about language?

A

-restricted code- wc, short simple sentences, limited vocab, context bound
-elaborated code- mc, complex sentences, extended vocab, context free
-elaborated is used at school and the mc can code switch

84
Q

evaluation of language as an external factor

A

-implies restricted code is substandard
-assumes all manual workers are wc
-schools are the ones who fail to teach them the elaborated code

85
Q

what are the external material factors for class underachievement?

A

-housing
-diet and health
-financial support and cost of education
-fear of debt

86
Q

how is housing and external factor effecting education?

A

-direct effects: overcrowding, less room for educational activities, disturbed sleep, nowhere to do homework, lack of space for educational play
-indirect effects: childs health and welfare, cold/ damp leads to ill health and low attendance

87
Q

What does Howard say about diet and health as an external factor?

A

lower intakes of energy, vitamins, minerals. poor nutrition leads to absences from school and falling behind and difficulties in concentrating

88
Q

What does Wilkinson say about diet and health as an external factor?

A

emotional and behavioural problems
amongst 10 year olds- lower class= higher rate of anxiety

89
Q

what do Blanden and Machin say about diet and health as an external factor?

A

low income children engage in externalising behaviours such as fighting and temper tantrums

90
Q

What does Tanner et al say about financial support and cost of education as an external factor?

A

cost of items, transport, uniforms, books, computers, sports place a heavy burden on low income families.
Hand me downs and cheap unfashionable items can lead to bullying and isolation

91
Q

What does Flaherty say about financial support and educational achievement as an external factor?

A

20% of children don’t claim the FSM they are eligible for due to the fear of stigmatisation

92
Q

What does Ridge say about financial support and the cost of education as an external factor?

A

children in poverty have to work such as babysitting, cleaning and paper rounds

93
Q

What does Reay say about the fear of debt as an external factor?

A

wc more likely to apply to local uni to reduce costs, more likely to have lower class degrees
16.6% drop out at London Met compared to 1.5% at Oxford

94
Q

What do calledar and jackson say about the fear of debt?

A

tuition fees result in less wc attendees,
Callender and Jackson- 5 times less likely to apply than debt tolerant students
UCAS number of applicants fell by 8.6% when fees rose

95
Q

What are internal class factors?

A
  • labelling theory
  • setting + streaming
  • pupil subcultures
96
Q

What is Becker interactionist labelling theory?

A

-interview 60 high school teachers
-teachers label pupils due to their ability, potential, behaviour
- results in SFP
- most likely to label wc pupils negatively

97
Q

What does Rist say about labelling theory?

A

Primary schools, teachers use home backgrounds and appearance to place in separate groups.
Fast learners- ‘tigers’ mc, neat and clean, sat near teacher, gave encouragement
Cardinals and Clowns- wc, sat further away, gave less encouragement, read as groups not individuals

98
Q

What does Dunne and Gazeley say about labelling theory as an internal class factor?

A

-Interviewed 9 English state schools
-teachers felt they had no control over underachievement of wc pupils and did little to help it, they blamed their home backgrounds and entered them for lower exams
- if mc underachieving they believed they could help and gave extra time and resources

99
Q

What did Rosenthal and Jacobson say about class as an internal factor?

A

-Pygmalion in the classroom
-field experiment on elementary schools in USA pupils gave IQ test at start and end of process
-teachers shown results 20% Spurters (high achievers)
-results fake, control group of students who haven’t been labelled
-Spurters developed more and teachers treated them differently

100
Q

What is the Halo effect?

A

ideal pupil- hard working, studious, stereotyped to be white and mc (female)
- less likely to be disciplined even if misbehaving or underperforming as behaviours are interpreted differently
- may be stricter due to higher expectations

101
Q

evaluation of the labelling theory

A
  • hard to prove the extent to which teachers label and pupils recognise them
    -interactionist- certain minority ethnic groups more likely to have a negative label
    -doesn’t explain why pupils accept/reject label
102
Q

What does Keddie say about setting, streaming?

A

-unequal access to classroom knowledge
-give high ability students high access knowledge= abstract, theoretical, detailed, full curriculum- low ability students low access knowledge=descriptive, common sense, basic, dumbed down, accessible but restrictive

103
Q

What is Balls Beachside Comprehensive study into pupil subcultures?

A

-was in process of abolishing banding
-found when abolished pupils less likely to polarise into anti school subcultures
-differentiation continued

104
Q

What is Collin Lacey study Hightown grammar into subcultures?

A

-Differentiation= teachers categorising pupils based on how they perceive ability, attitude and behaviour
-polarisation=pupils respond to differentiation by moving to one of two extremes
-pro school subculture= pupils n high streams remain committed to schools values and gain their status through academic success
-anti school subculture= low stream suffer loss of self esteem, position of inferior status, invert school values to gain status

105
Q

What is Hargreaves social relations in a secondary school study into subcultures?

A

-boys in lower streams triple failures:
.failed 11+ exam
.placed in low streams
.labelled as worthless ‘louts’
- solution to find each other and form delinquent group

106
Q

what does Woods say about pupil responses to labelling?

A

-Ingratiation= ‘teachers pet’
-Ritualism=staying out of trouble
-Retreatism= daydreaming and mucking about
-Rebellion=rejection of everything the school stands for

107
Q

what doe Furlong say about pupil responses to labelling?

A

pupils aren’t committed to one response and can move between them

108
Q

what is symbolic capitalism and symbolic violence?

A

capital- schools have mc habitus and mc pupils have been socialised into these tastes and values gaining status from the school
violence- wc tastes, values, lifestyles as inferior, keeps lower classes ‘in their place’
-wc students experience education as alien and unnatural

109
Q

What does Archer identify as Nike identities?

A

-wc create other ways of self worth, status and value by highly identifying with a certain style
-girls= hyper- heterosexual feminine behaviour like jewellery and make up
- not conforming was social suicide
- led to conflict with schools dress codes and risk being labelled as ‘rebels’
-higher education seen as:
.unrealistic= not for ‘people like us’ its unaffordable and risky
.undesirable=not suit preferred lifestyle and habitus (student loans can’t cover streetwear style)

110
Q

what are external factors effecting girls achievement?

A

-impact of feminism
-changes in the family
-changes in womens employment
-girls changing ambitions

111
Q

how is the impact of feminism an external factor effecting girls achievement?

A

-challenges stereotypes of housewives and mothers
-raised women’s expectation and self esteem
-McRobbies- study girls magazine, 1970- emphasise marriage and ‘not being left on the shelf’, now- independent assertive image

112
Q

how are changes in the family an external factor effecting girls achievement?

A

-increase:
divorce, cohabitation, small families, number of lone parent families
-female lone headed families - women take breadwinner role
-increase in divorces- unwise to rely on husband

113
Q

how are changes in womens employment an external factor effecting girls achievement?

A

-1970 equal pay act
-1975 sex discrimination act
-since 1975 pay gap decreased 30%
-women in employment risen by 53-57%
-growth of service sector and part time jobs increases flexibility

114
Q

how is girls changing ambition an external factor effecting girls achievement?

A

-Sharp=interview girls showing shift in how they see future, 1974- educational success unfeminine, prioritise husbands, love, marriage
1990- career, financial independence
-Oconnor= marriage and children not in life plan
-Beck + Beck Gernsheim= trend of individualisation, independence prioritised
-Fuller= women creators of own future

115
Q

how is class, gender, ambition affecting girls achievement?

A

-some wc girls still have aspirations for traditional stereotypes
-Raey- traditional gender roles attainable compared to the job opportunities they view as available for them
-Biggart- wc girls likely to have precarious position in labour market

116
Q

what is the gender gap at A level?

A

girls sit more
girls get higher grades
gap narrower than at GCSE

117
Q

what is the gender gap at GCSE?

A

girls outperform in all subjects

118
Q

what is the gender gap in vocational courses?

A

girls get more distinctions

119
Q

what % did the gap grow in the last decade?

A

9%

120
Q

what are internal factors affecting girls achievement?

A

-equal opportunities policies
-positive role models
-GCSE and coursework
-challenging stereotypes in the curriculum
-teacher attention
-selection and league tables

121
Q

how are equal opportunity policies affecting girls achievement?

A

-teachers sensitive to stereotyping
-GIST
-WISE
-non sexist career advice
-national curriculum (study same subjects)
Boaler= policies key reason for girls achievement, removes barriers

122
Q

how are positive role models affecting girls achievement?

A

increase in female teachers and headteachers
shows girls women can achieve positions of importance

123
Q

how are GCSE and coursework affecting girls achievement?

A

-Gorard=gender gap consistent till 1989 when coursework introduced
-Mitsos and Browne= girls successful in coursework as organised, conscientious, spend more time on work, take care with presentation, better meet deadlines, bring right equipment
-oral exams, girls better developed language skills
.Elwood- coursework not majority of exam

124
Q

how does challenging stereotypes in the curriculum affect girls achievement?

A

remove stereotypes from textbooks
-1970s physics books- women scared, maths books- boys more inventive, reading schemes- women mothers and housewives
-Weiner- since 1980s teachers challenge stereotypes providing girls with positive image

125
Q

how does teacher attention affect girls achievement?

A

-Jane + French= boys attract more reprimands to gain more attention
-Francis= boys get more attention but punished harsher
-Swann- boys dominate whole class discussion, girls prefer paired and grouped work, boys interrupt but girls turn take, explains teachers response to girls can lead to SFP

126
Q

how does selection and league tables affect girls achievement?

A

-girls desirable due to exam results
-Jackson= girls attraction to school creates SFP
-Slee= boys less attractive likely to be excluded and have behavioural difficulties, boys liability students and give ‘rough and tough’ image

127
Q

what are liberal feminists views on girls achievement?

A

celebrate progress so far
further progress will happen with development of equal opportunities, role models, overcoming stereotypes

128
Q

what are radical feminist views on girls achievement?

A

system remains patriarchal-s sexual harassment of girls, limit girls subject choices, males likely to become headteachers
-Weiner- secondary school history curriculum= ‘women free zone’

129
Q

what affects boys achievement?

A

-literacy
-feminisation of education
-globalisation and decline of traditional male jobs
-shortage of male primary school teachers
-laddish subcultures

130
Q

how do literacy issues affect boys achievement?

A

-parents read to sons less
-mothers read (feminises reading)
-boys leisure activities do little for communication, girls bedroom culture

131
Q

what policies have been introduced for boys reading?

A

–raising boys achievement project
-national literacy strategy
-reading champions scheme
-footballers reading

132
Q

how has decline in traditional male jobs influenced boys achievement?

A

-decline in heavy industry jobs (mining, shipbuilding)
-Mitsos and Browne=identity crisis in men, boys believe they have little chance of getting ‘proper’ job
. these jobs required no qualifications
.boys aware of this decline before starting jobs
.increases as girls go into more traditionally masculine jobs

133
Q

how does the feminisation of education affect boys achievement?

A

-Sewell= schools don’t nurture masculine traits, competitiveness and leadership
coursework should be replaced with final exams and greater emphasis on outdoor education

134
Q

how does the shortage of male primary school teachers affect boys achievement?

A

-lack of male role models at home and school
-1.5 mil lone parent female families
-Yougov- only 14% of primary school teachers male
-female teachers can’t control boys behaviour

135
Q

how do laddish subcultures affect boys achievement?

A

-Epstein= masculinity constructed within schools, wc boys likely to be harassed, homophobic insults, labelled as ‘sissies’
-Francis= boys more concerned about labelling

136
Q

are more male teachers needed?

A

-Francis= 2/3 7-8 year olds believe teachers gender doesn’t matter
-Read=only male teachers can control boys

137
Q

what is the moral panic associated with boys underachievement?

A

-Ringrose= shift in policies to help boys ignores women, wc, ethnic minority issues. girls sexually harassed
-Usler= girls disengage quietly but boys doe so loudly

138
Q

boys achievement and gender, class and ethnicity?

A

-McVeigh= class gap as GCSE 3x wider than gender gap
-Sewell= black boys form an identity to oppose education

139
Q

what is Archers study into girls identities and achievement?

A

-underachievement due to wc habitus and schools mc habitus
-symbolic capital
-symbolic violence
-hyper-heterosexual feminine identities= mix black urban American and unisex sportswear, avoided being called a ‘tramp’
-boyfriends= symbolic capital
-being loud= conflict passive stereotype

140
Q

what is the wc girls dilema with their identities?

A

-gaining symbolic capital or educational capital
-some girls identify themselves as ‘good underneath’

141
Q

what is Sarah Evans study on successful wc girls?

A

-study 21 wc sixth form girls in South London comprehensive schools
-they wanted to go to uni to increase earning power to help their families

142
Q

What is Skeggs study into wc girls achievement and identities?

A

-limited choice of unis and degrees as some live at home
-preferred by wc, wabt to stay local

143
Q

what affects gender identities within school?

A

-double standards
-teachers
-female peer group
-verbal abuse
-the male gaze
-male peer groups

144
Q

how do double standards affect gender identities within schools?

A

-Lees= boys boast about own sexual exploits ‘the lad’ but label girls negatively ‘whore’
girls who don’t adhere to slag status are seen as frigid

145
Q

how does the male gaze reinforce gender identities within schools?

A

-male teachers and pupils look at girls as sexual objects, boys mock girls with long skirts
-Mac an Ghaill= boys demonstrate masculinity by imposing sexual expectations on females

145
Q

how does verbal abuse reinforce gender identities within school?

A

name calling acts as a from of social control for girls and puts them down if acting outside of girls stereotype
-Lees= no equivalent term for boys when girls are called ‘slags’
-Paechter= pupils police one anothers sexual identities through negative labels
-Lees and Paechter= boys ‘gay’ if have female friends

145
Q

how do teachers affect gender identities within schools?

A

Haywood and Mac an Ghaill= male teachers reinforce and tell boys to ‘man up’ they also ignore boys verbal abuse to girls
-Askew and Ross= male teachers ‘come to the rescue’ of females

146
Q

how do male peer groups affect gender identities within schools?

A

-Mac an Ghaill= -anti school wc boys subculture use verbal abuse to reinforce definitions of masculinity. call wc class boys who work hard ‘dickhead achievers’
-however mc males utilise more sophisticated ‘real englishman’ image of intellectual ability

147
Q

how do female peer groups effect gender identities within schools?

A

-Archer
-Ringrose= wc girls in wales popularity crucial to identity, as girls grow up take on sexualised identity and compete for boys attention
idealised feminine identity- loyal, non competitive
sexualised identity- competing for boys attention
-Currie et al= gaining symbolic capital from boys is risky, balancing act. too competitive= slut shamed, dont compete= frigid
. however mc girls often have asexual identity so sexual identity enforced on ‘chavs’

148
Q

what does Connell say school reproduces?

A

hegemonic masculinity

149
Q

what is an evaluation for gender identities within schools?

A

-labels don’t often reflect actual behaviour
-moving away from gender identities, Postmodernist= era of choice and diversity
- liberal feminists= policies, 2010 equality act, keeping children safe in education 2021

150
Q

what affects gender and subject choice?

A

-gendered subject images
-gender identity and peer pressure
-gendered career opportunities
-gender role socialisation

151
Q

how does gendered subject image effect subject choice?

A

-Kelly= science boys subject:
male teachers
boys examples in textbooks
boys dominate labs
-Colley= computer science:
working with machines in boys gender domain
way its taught favours boys- no group work, formal style

152
Q

how does gender identity and peer pressure affect subject choice?

A

-Paechter= sporty girls gain image different to traditional stereotype
-Dewar= male students call girls ‘lesbian’, ‘butch’ if they take part in sport subjects
girls in same sex school likely to choose traditional boys subjects

153
Q

how does gender role socialisation affect subject choice?

A

-Byrne- teachers encourage boys to be initiative and girl quiet
-Murphy + Elwood= boys read info texts so prefer science, girls read stories so prefer english
-Browne + Ross= children confident in own gender domain
-Murphy= girls focus on feelings- humanities, boys focus on how things work- science

154
Q

how does gender career opportunities affect subject choice?

A

-over 50% womens employment falls in 4 categories: clerical, secretarial, personal services, cleaning
-affects ideas of jobs available

155
Q

how do Lawson and Garrod define ethnicity?

A

people share common history, customs, and identity as well as in most cases language and religion

156
Q

what is Sewell’s study on black Caribbean families?

A

-57% children families= female headed lone parent
-no positive role model and father figure so more susceptible to peer pressure
-media reinforces macho, hip hop, gangster rap, aggressive black male rejects authority creating comfort zone
-see school as effeminate
-only 18% adapt

157
Q

what’s Archers study on Pakistani Bangladeshi boys?

A

-31, 14-15y/o, group interviews
-led by Archer and 2 Pakistani females
-how boys ‘constructed and negotiated their masculine identities’
-religion key, compared selves to girls and create laddish subculture due to girls high praise
-Asian subculture= boys breadwinner, girls controlled and submissive- some strong headed and seen out of control, some see this as unfair but don’t question

158
Q

what is Basit’s study on Pakistani pupils?

A

-36 Indian and Pakistani interviews
-focus groups
-education seen as capital that can transform lives
-migrants always have aspiration for social mobility

159
Q

what is Strand’s study on ethnicity, gender, class and achievement at age 16?

A

-longitudinal, 15000 students
-several factors:
.parents
.schools
.students
.recent immigration
.cultural capital
.subculture

160
Q

what are the 3 external factors for ethnic (under)achievement?

A

-racism
-cultural deprivation
-material deprivation

161
Q

what does Rex say about racism as an external factor in ethnic achievement?

A

-racial discrimination leads to social exclusion
-worsens poverty
-housing EM forced to substandard housing over white

162
Q

what was Wood say about racism as an external factor in ethnic achievement?

A

-sent 3 matched job applications
-over 1000 places
-used names associated with EM or white
-1/16 EM , 1/9 white

163
Q

what does Ball say about racism as an external factor in ethnic achievement?

A

-gov EM policies sporadic for decades based on racism and riots
-60s-70s assimilation policies

164
Q

what does Palmer say about material deprivation as an external factor in ethnic achievement?

A

-1/2 EM live in lone parent household (1/4 white)
-2x likely to be unemployed
-3x likely to be homeless
-engaged in shift work
-Bangladeshi and Pakistani earn under £7

165
Q

what are the reasons for material deprivation?

A

-live in areas of high unemployment
-recent migrants lack of language skills
-cultural factors prevent women working outside home
-foreign qualifications unrecognised
-asylum seekers not allowed to work

166
Q

class VS ethnicity material deprivation

A

Modood= low income effects white pupils more than EM
materially deprived Indian students still do better

167
Q

what are the 3 subheadings in cultural deprivation?

A

-intellectual and linguistic skills
-parental support and family structure
-attitude and values

168
Q

what does intellectual and linguistic skills say about cultural deprivation as an external factor in ethnic achievement?

A

-black boys in low income families don’t experience intellectual stimulation and enriching experiences so are poorly equipped for schools and problem solving skills
-Gillbourn and Mirze= EAL underachievement disproves, Indian bilingual students above average achievers

169
Q

what does attitudes and values say about cultural deprivation as an external factor in ethnic achievement?

A

-black EM boys socialised into subculture instead of mainstream instilling fatalistic values, don’t value education
-Sewell

170
Q

what does Parental support and family structure say about cultural deprivation as an external factor in ethnic achievement?

A

-Moynihan= cycle, bad at school, bad parents. Black female headed lone parent families, no male role model or adequate care due to financial struggles (supported by Murray, New Right)
-Scruton= fail to embrace British culture- East Asian Tiger mums vs MTV
-Pryce= Asians higher achievers due to resilience to racism, Black Caribbean less resistant so low self esteem, slavery ruined black culture (Lawrence= underachievement due to racism not low self esteem) black peer pressure most influential
-Lupton= knock on effect, Asian parents similar to teachers

171
Q

What are evaluations of cultural deprivation and what should be changed?

A

-Keddie= can’t be deprived of own culture
-Nas= statistics on EM not accurate
-Driver= ignores positives- black families strong role model for black girls leading to their high achievement over black boys
- change to multicultural and anti racist education

172
Q

what are the internal factors for ethnic underachievement?

A

-labelling + teacher racism
-pupil responses + subcultures
-pupil identities
-institutional racism

173
Q

labelling + teacher racism:
what do Gillborn and Youdell say about black pupils + discipline

A

-racialised expectations
-quicker to discipline black pupils
-misinterpret their behaviour so pupils respond negatively and feel underestimated

174
Q

labelling + teacher racism:
what does Bourne say about black pupils + discipline

A

-see black boys as threat so label negatively which eventually leads to exclusions

175
Q

labelling + teacher racism:
what does Osler say about black pupils + discipline

A

-black pupils suffer internal exclusions
-more likely to be in PRU no accessing national curriculum and mainstream education

176
Q

labelling + teacher racism:
what does Foster say about black pupils and streaming?

A

-teacher stereotypes of black pupils result in lower sets than people with same ability
-can result in SFP

177
Q

labelling + teacher racism:
what does Wright say about Asian pupils?

A

-teachers held ethnocentric views that British culture and SE superior
-assume Asians have poor grasp of English left out of discussions and used simplistic language
-name often mispronounced
-seen as a problem they could ignore

178
Q

what was Fuller study about pupil responses and subcultures in ethnic achievement?

A

-Comprehensive London, y11 black girls
-challenge anger of negative stereotype into achievement
-friends with black girls in lower streams
-saw teachers as racist so disregarded their approval
-negative label doesn’t always lead to failure

179
Q

what does Mac and Ghaill study about pupil responses to subcultures in ethnic achievement?

A

-similar to Fuller
-A level Asian sixth form boys

180
Q

what does Mizra say about pupil responses to subcultures in ethnic achievement?

A

-teachers discourage black pupils through career talks and low aspirations
-3 types of teacher racism:
.colour blind- believe all pupils equal but don’t challenge racism
.liberal chavinists- black deprived so have low expectations
.overt racists- black inferior

181
Q

what does Sewell say about the variety of boys responses in ethnic minorities?

A

-rebels: most influential, smallest group
-Confomists: keen to succeed, largest group, anxious of being stereotyped
-Retreatists: tiny minority, disconnected from school and black subcultures
-Innovators: pro educations but anti school, second largest group

182
Q

what did Archer say about pupil identities in ethnic minority achievement?

A

-ideal pupil: white, m/c, masculine identity, ‘normal’ sexuality achieve in right way
-Pathologised pupil: Asian, feminine, asexual, overachiever
-demonised pupil: hyper sexualised, black/white, w/c, culturally deprived

183
Q

Chinese pupil identities in relation to ethnic achievement

A

-achieve success in the wrong way, hard working but never ideal pupil
-Archer + Francis= negative, positive stereotype
-teachers see Chinese families as tight knit and close explaining girls passive nature
-teachers wrongfully stereotype Chinese pupils as m/c

184
Q

what is the evaluation for internal factors effecting ethnic achievement?

A

-assumes labelled students will complete a SFP
-danger of seeing racism as product of individual teacher rather than whole education system

185
Q

what is the critical race theory and locked in inequality?

A

-institutional racism an engrained feature of society
-Roithmayr- scale of historical racism so large no need for intent to discriminate
-inequality self perpetuating
-Gillborn- EM inequality ‘so deep rooted it’s an inevitable feature of the education system’

186
Q

how does marketisation and education effect ethnic achievement?

A

-Gillborn= gives schools scope to select pupils, negative stereotypes effect admissions
-Moore + Davenport= American study, selection processed lead to ethnic segregation
-The commission for racial equality= EM parents unaware of how waiting system works and importance of deadlines, lack of info and applicant forms in EM languages, racist bias in interviews for school places, reports from primary schools that stereotype EM

187
Q

How does the ethnocentric curriculum effect ethnic achievement?

A

-builds racial bias into everyday schools and colleges
-David= language, literature and music all white
-Ball= history, ‘little Englandism’
-Coard= British presented as bringing civilisation to the primitive undermining black self esteem

188
Q

How do assessments effect ethnic achievement?

A

-Gillborn= rigged validate dominant culture, if black children succeed rule re-engineered (baseline assessment- foundation stage profile based on teacher judgements)
- Sanders + Horn- when tasks assessed by teachers used over written exams gap widens

189
Q

How does access to opportunities affect ethnic achievement?

A

-gifted and talented programme- whites 5x more likely than black Africans
-exam tiers= Tikely et al blacks more likely to be entered for lower streams, Strand black/white achievement gap in science and maths at 14 due to black lack of representation in higher teams

190
Q

How does New IQism effect ethnic achievement?

A

-teachers and policymakers make fake assumption about pupil ability and potential
-see potential as fixed and can be measured and used to sort into sets
-Gillborn and Youdell= secondary schools use IQ to set and stream but this can’t test potential

191
Q

what are the criticisms of Gillborn and his views on ethnic achievement?

A

-black boys underachievement: critical race theorists say institutional racism main reason for underachievement but Sewell says it’s not that powerful instead external factors and nurturing father role
-model minorities, Indian and Chinese achievement= conceals education systems institutional racism, appear fair and meritocratic, justifies underachievement of other EM

192
Q

when starting school how much more are boys likely to have a statement for SED

A

2 and a half

193
Q

by what % did the gap in gender education grow in the last decade?

A

9

194
Q

what did Yougov discover about primary school teachers?

A

only 14% are male

195
Q

When uni fees increased what % did applications fall by

A

8.6

sociology (4 decks)

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