Education Flashcards

Question

ball (class and achievement)

Answer 1

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.

Answer 2

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.

Answer 3

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.

Answer 4

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.

Answer 5

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.

Answer 6

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.

Answer 7

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.

Answer 8

Toxic masculinity - boys are encouraged to be physical and less emotional - discourages them to achieve in school.

Answer 9

Argues that women have more choice in their lives than their predecessors.

Answer 10

Teachers see some girls as ‘ideal students’ and interact with them in a positive way, improving their self-esteem, motivation and success rates.

Answer 11

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.

Answer 12

Gendered stereotypes were removed from classrooms and textbooks compared to the past.

Answer 13

The introduction of coursework into GCSE curricula benefitted girls because they are more conscientious and have better organisational skills than boys.

Answer 14

Most girls prefer open-ended, process-based tasks - especially project and source-based work such as coursework.

Answer 15

Teachers are less likely to see and label boys as ‘ideal students’. They have lower expectations of them and are more likely to label them as disruptive.

Answer 16

Girls were put off from doing science because of its masculine characteristics. Science teachers in comprehensive schools were mostly males, and science labs were seen by boys as a male environment and scientific equipment was monopolised by boys.

Answer 17

Girls no longer prioritise traditional pathways of marriage and motherhood, and instead prioritise education and a career, and are less reliant on men.

Answer 18

Argue than w/c boys see education and qualifications as irrelevant due to the ‘crisis of masculinity’ and the decline of manual labour jobs.

Answer 19

Afro-caribbean students often live in lone parent families - Less academically focused.

Answer 20

Found that nearly half of ethnic minority children live in low income families compared to a quarter of white children.

Answer 21

Found that ethnic minority parents from higher socio-economic backgrounds can afford to hire private tutors for their children (chinese and indian).

Answer 22

Found evidence of direct and deliberate discrimination in employment. He sent out 3 closely matched job applications to almost 1,000 vacancies, using names from different ethnic groups. He found that only 1 in 16 ‘ethnic minority’ applications were offered an interview, as against 1 in 9 ‘white’ applications.

Answer 23

Black children suffer from verbal deprivation. They claim that children from lower-class black american families are unable to use complex vocab or engage in abstract thought, and instead communicate through gestures and use shorter words and fragmented phrases.

Answer 24

Black girls were often labelled as potentially disruptive but good at sport - teachers did not focus on their academic ability.

Answer 25

Study of black girls found that they valued academic success but this did not mean that they liked their teachers. Their anger towards teacher labelling motivated them to work harder in order to prove them wrong.

Answer 26

Challenges the view that white children are the main victims of educational inequality. He observes that white children in poverty measured by the number who claim free school meals (FSM) are 3 times more likely to achieve 5 GCSEs compared to gypsy children.

Answer 27

Talks about institutional racism in the education system. Argues that in their ‘educational triage’ many black students were labelled as the ‘no-hopers’. ‘Educational triage’ - High flyers - C/D Borderline - ‘no hopers’

Answer 28

Ethnocentric curriculum. What is taught in schools is predominantly focuses on white culture, and ignores black culture. Black students may view the knowledge taught in schools is irrelevant or insulting and disengage with the lesson.

Answer 29

Poorer parents were less likely than m/c parents to take an interest in the education of their children - the social class gap was pushed even further apart by the w/c parents’ lack of interest in their child’s education.

Answer 30

m/c parents may use their economic, social and cultural capital to get their children into top-performing comprehensives. Achievement levels and success rates in these schools are therefore likely to be high.

Answer 31

Criticises new labour for opening up the public sector of education to greater privatisation. They also criticise the inefficiency of private contractors, which often failed to deliver services on time or at a lower cost than local authorities.

Answer 32

Criticises the Education Reform Act (ERA). The ERA failed to address inequalities caused by the existence of private schools.

Answer 33

British educational policy has become increasingly geared to global economic competitiveness. Governments argue that education has to produce workers who are able to compete in a global economy by having skills that will be valuable in a global market.

Answer 34

Marketisation reproduced and increased social class inequalities within education because the high-achieving schools tended to select the ‘cream’ of middle class academic students and were less likely to admit students with learning difficulties.

Answer 35

Globalisation may have positive effects on the british educational system. Increased migration has led to a more multicultural curriculum, which promotes understanding of other cultures and racial and ethnic tolerance.

Answer 36

Cream skimming and silt-shifting - selecting students based on their abilities - offloading students with learning difficulties to other schools to avoid receiving bad grades.

Answer 37

Butler Education Act 1944 Free secondary ed till 15 Schools sift, sort and select children and allocate them to one of three types of school according to ability? - grammar schools - academic - technical schools - scientific or creative - few built - secondary moderns - non-academic

Answer 38

An ideal meritocracy is a society or institution that practices equality of opportunity and in which people are rewarded solely on the basis of merit. In other words, on the basis of talent, ability, hard work and effort.

Answer 39

the knowledge, tastes, language, values and behaviours transmitted by middle-class parents to their children, giving them the ability and confidence to interact with teachers.

Answer 40

a secondary school for pupils aged 11–16 or 11–18, that does not select its intake on the basis of academic achievement or aptitude

Answer 41

- National curriculum (meritocratic?) - SATs - League tables - New schools (e.g. City Tech Colleges and grant-maintained schools) - OFSTED - Formula funding

Answer 42

schools were encouraged to compete against each other and act more like private businesses rather than institutions under the control of local government.

Answer 43

a system in which a child's education must conform to the wealth and wishes of parents rather than the abilities and efforts of the pupil.

Answer 44

paid to students aged 16-19 who were from lower income families. Students received the funding if they attended all their lessons and achieved their performance targets.

Answer 45

schools and colleges operating in similar ways to private independent businesses, including managing their own affairs, competing with other schools for pupils, and using target setting and league tables to measure progress.

Answer 46

based on a cluster of schools, usually in a local. area. Its aim is to develop, in conjunction with local partners, imaginative approaches to raising educational standards in seriously disadvantaged areas.

Answer 47

education is an important social institution. socialisation and value consensus are essential components. they see education as functional because it teaches the skills required by a modern industrial society and allocates people to their most effective role in the economic system.

Answer 48

they believe an education system run on meritocratic principles better serves the needs of the economy as it produces skilled workers.

Answer 49

education aims to legitimise and reproduce class inequalities by forming a subservient class and workforce.

Answer 50

1. material deprivation - Bull, Tanner, Forsyth and Furlong 2. cultural capital - Bourdieu, Reay 3. other factors - Berstein, Douglas, Feinstein, Sugarman

Answer 51

1. teacher labelling - Becker, Rist, Rosenthal and Jacobson 2. setting and streaming - Ball, Gillborn and Youdell 3. anti-school subcultures - Willis, Young

Answer 52

1. changing expectations - Sharpe, Francis and Skelton, Wilkinson 2. gender socialisation - McRobbie, Mackay 3. changes to the family - Oakley

Answer 53

1. labelling - Fuller, Mitsos and Browne, Weiner 2. subcultures - Willis, Young, Mac an Ghaill 3. literacy elements - Gorard, Arnot

Answer 54

1. racial discrimination - Wood 2. verbal deprivation - Bereiter and Engelmann 3. family type - New right (Murray)

Answer 55

1. teacher labelling - Connolly, Gillborn 2. institutional racism - Moore and Davenport 3. ethnocentric curriculum - Coard

Answer 56

Govt intervention in the form of the comprehensive system, the expansion of university places and welfare policies has dramatically improved the chances of w/c people to escape being allocated to manual labour or factory work

Answer 57

- Academies Act - further privatisation - Academies Act - authorised creation of free schools - Reform to national curriculum in 2013 - encouraged more traditional teaching styles - EMA scrapped - Tuition fees rose to £9,000 in 2010 - Between 2010 and 2012 over 500 Sure Start centres were closed down - Introduced the Bursary

Answer 58

Girls Into Science and Technology Social policy initiative introduced in 1970s

Answer 59

35% more likely Men also more likely to drop out

Answer 60

black males

Answer 61

Gypsy/ Roma students in 2014, only 8.2% achieved at least 5 A' - C GCSEs

Answer 62

a set of attitudes and values held by the dominant class. they permeate to middle class parents who naturally see the need to invest time and money to conserve and increase cultural capital.

Answer 63

m/c children acquire this, as their ways of speaking, tastes and preferences are seen as having greater value than those of w/c children.

Answer 64

1. FSM students are less likely to achieve 5 good GCSE grades 2. students at private schools are 3 times more likely to get 3 A grades than comprehensive school students 3. w/c students are 10% less likely to attend university.

Answer 65

minority pupils fail to get into get into better secondary school due to discrimination -They found that primary a child reports were used to screen pupils with language difficulties, while the application process was difficult for non English speaking parents to understand