Education Flashcards
durkheim (functionalist)
Education provided children with necessary secondary socialisation, and education serves the needs of society by helping pupils develop specialist skills and creating social solidarity.
parsons (functionalist)
Meritocracy - pupils education achievement and success were the result of their abilities and mentality to work and were not influenced by their social class, gender or ethnicity.
davis and moore (functionalist)
Role allocation - schools help students to provide for society
chubb and moe (new right)
Believes private schools are better than state schools because they listen to their consumer (the parents). They found that state education was not meritocratic because pupils from low-income households were less able to succeed.
david (new right)
Parentocracy is a significant factor in education as parents now have the power over which school their child attends. They believe schools now run like businesses that have to attract their customers (parents).
hargreaves (new right)
Kentucky Fried Schooling - every school was the same, and they all follow the national curriculum. They believe every school should be run like a business. The main role of education is to develop the skills and knowledge required to compete in the outside market.
althusser (marxist)
The education system is an ideological state apparatus - which is used to control the ideas of the proletariat.
bowles and gintis (marxist)
Myth of meritocracy
Correspondence Principle - work mirrors the workplace (e.g. uniform, and the hierarchy of authority)
giroux (neo-marxist)
Students resist the discipline imposed by schools.
willis (neo-marxist)
Earoles and Lads - Lads (w/c) were messing around in class because they didn’t see a benefit in learning, whereas Earoles (m/c) listened to the teachers and were active in lessons.
spender (feminist)
Invisible women - schools were patriarchal, male dominated institutions and that teachers tended to favour male pupils and paid more attention to them in the classroom.
sharpe (feminist)
Asked girls what their focus was for after school. In the 1970s the most common answer was marriage and children, whereas in the 1990s the most common answer was focusing on a career.
douglas (class and achievement)
Claimed that w/c parents are less interested in their child’s education. Consequently, their children are poorly motivated and less ambitious.
He measured parental interest by counting the number of times parents visited schools for parents’ evenings.
feinstein (class and achievement)
Parents’ education contributes to the child’s academic achievement - educated parents can socialise their children with stimulating academic books that prepare them for the m/c educational system.
Educated parents emphasise discipline and high achievement, because they understand the importance of the education system.
bernstein (class and achievement)
Linguistic deprivation.
m/c parents - socialise children into an ‘elaborate speech code’ - Can confidently use complex language - can confidently use language similar to the language used by teachers, textbooks and exams.
w/c parents - socialise children into a simplistic and inferior ‘restricted speech code’ - fails to fully convey meaning - fail to understand teachers or textbooks as quickly as m/c peers.
Argues that linguistic deprivation is responsible for their educational failure.
sugarman (class and achievement)
Immediate gratification.
m/c students understand the benefits of deferred gratification, while w/c prefer to get immediate gratification (get rewards straight away).
w/c more likely to want to leave school and enter paid employment straight away, while m/c more likely to go to university and get a higher paying job later in life.
bull (class and achievement)
‘Cost of free schooling’
Lack of financial support means that children from poorer families may have to do without equipment and may have to miss out on educational experiences.
tanner (class and achievement)
Supports bulls theory of ‘cost of free schooling’
Study in the oxford area found that cost of items such as transport, uniforms, books and calculators were a heavy burden on w/c families.
forsyth and furlong (class and achievement)
w/c students are less likely to go to university, not because of their ability but because of the cost.
bordieu (class and achievement)
Upper and middle class students are more likely to have cultural capital, whereas w/c students are likely to have cultural deprivation.
reay (class and achievement)
m/c mothers have more cultural capital than w/c mothers, which helps them support their child more with their homework, confidence and sorting out problems with their teachers.
becker (class and achievement)
Teachers apply labels on their students based on ability, potential or their behaviour - can be positive or negative and can result in the self-fulfilling prophecy.
rist (class and achievement)
Labelling is also influence by social class as well as ability.
He found that teachers made their judgments based on the students’ appearance (whether they were neat and tidy) or whether they were known to have come from an educated, middle class family.
rosenthal and jacobson (class and achievement)
Supports the idea of the self-fulfilling prophecy.
If teachers labelled their students as high-flyers or unusually gifted, their achievement would begin the reflect their label, which was the same for the negatively labelled students.
ball (class and achievement)
Examined the effect of banding and streaming on pupil performance.
Found that students in top stream were ‘warmed up’ because they had higher expectations of students in the top set
Those in lower streams were ‘cooled-down’ because the teacher had lower expectations.
gillborn and youdell (class and achievement)
Schools perform a triage - categorising students into 1: those who will achieve anyway, 2: hopeless cases (C/D borderline), and 3: those who will achieve with support.
willis (class and achievement)
Being in a subculture means the bottom-stream pupils can raise their self-esteem by gaining status in front of their peers.
Argued that lads were deliberately failing themselves in recognition of the inevitable manual working future that awaited them.
young (class and achievement)
non-educated delinquents (NEDs) - refers to stereotypical low class, uneducated, raucous and anti-school youth.
NEDs generally thought that school was a waste of time and so they often truanted - came from deprived areas where there was little prospect of finding work.
Students chose the NED identity as they were proud to be w/c.
wilkinson (gender)
Feminist ideas emphasising equality between the sexes and women having careers filtered down to girls via the media - despite that girls might not be conscious or openly supportive of such ideas today.
francis and skelton (gender)
The majority of primary and secondary school female students see having a career as the most important influence on their future identity as a woman.
mcrobbie (gender)
Bedroom culture - girls spend more time hanging out with their friends in their bedrooms, carrying out activities such as reading - leads to them having better communication skills than boys.
mackay (gender)
Toxic masculinity - boys are encouraged to be physical and less emotional - discourages them to achieve in school.
oakley (gender)
Argues that women have more choice in their lives than their predecessors.
fuller (gender)
Teachers see some girls as ‘ideal students’ and interact with them in a positive way, improving their self-esteem, motivation and success rates.
mitsos and browne (gender)
Claimed that teachers are likely to have lower expectations of boys, expecting them to be late, rushed, untidy and disruptive.
These expectations have a self-fulfilling prophecy effect.
weiner (gender)
Gendered stereotypes were removed from classrooms and textbooks compared to the past.
