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Sociology Year 1 & 2 > Education > Flashcards

Education Flashcards

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1
Q

what is cultural capital?

A

Pierre Bourdieu argued it is the possession of the appropriate tastes, attitudes and values which lead to an advantage over other students thus leading to material rewards later in life

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2
Q

what 4 things make up cultural capital?

A
  1. economic
  2. social
  3. cultural
  4. symbolic
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3
Q

what did Marilyn Howard think was the most significant cause of underachievement?

A

poverty
affects where they live, how they eat, stability within their lives

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4
Q

who is the ‘ideal student’ and who researched this?

A
  1. middle-class white girl
  2. Howard Becker - researched in 67 Chicago schools to find this
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5
Q

what is a meritocracy?

A

a fair system that gives everyone an equal chance of success so that if a student is talented + works hard they will achieve good results

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6
Q

what is role allocation and whose theory is it?

A
  1. preparing people for their future roles/jobs
  2. Davis and Moore
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7
Q

what is marketisation and whose theory is it?

A
  1. schools were encouraged to compete against each other like private businesses rather than gov institutions
  2. Chubb and Moe
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8
Q

what is bedroom culture

A

Where girls are read to more leading to better literacy skills. They’re more consciousess

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9
Q

what are sets?

A

ability-based groups for ONE subject

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10
Q

what are streams?

A

ability-based groups for multiple subjects

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11
Q

what is labelling?

A

a label (can be positive or negative) is placed upon someone. Within education teachers label students.
For example the teacher may label a working-class black-Caribbean boy as stupid.

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12
Q

what is self-fulfilling prophecy?

A

label internalised and they become their label
For example working-class black-Caribbean boy➜ labelled as stupid ➜ he is given less support by the teacher➜ he tries less within his school work ➜ living up to the label.

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13
Q

what are limitations of self fulfilling prophecy?

A
  • too deterministic
  • wouldn’t all teachers label all students as smart if it was true
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14
Q

what are the strengths of self fulfilling prophecy?

A
  • teachers would argue they have professionalism and don’t label students
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15
Q

what is material deprivation?

A

the inability to afford basic resources

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16
Q

what are the external factors of gender differences?

A

rise of feminism
changing ambitions
changing families
changing employment

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17
Q

explain changing ambitions (external factor for gender differences)

A
  • sue sharpe ➜ girls priorities were love + marriage in 1970s this changed in the 1990s to careers + independence
  • Feminism has made it possible for girls to have realistic ambitions (supported by laws like Equal Pay Act)
  • realistic ambitions = more motivation within school = better grades
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18
Q

evaluate changing ambitions (external factor for gender differences)

A
  • doesn’t explain why girls are doing better than boys as they both now have realistic ambitions so shouldn’t it be the same?
  • other factors may have bigger impact (changing families, changing employment, rise of feminism)
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19
Q

explain changing families (external factor for gender differences)

A

changes of the family ➜ increased divorce rate
female headed lone parent families
increase in cohabitation declining birth rate ➜ more time to focus on career
more women staying single

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20
Q

explain changing employment (external factor for gender differences)

A
  • laws + policies which have been put in place in order to improve the position of working women ➜ Equal Pay Act 1970, Sex Discrimination Act 1975
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21
Q

evaluate changing employment (external factor for gender differences)

A
  • pay gap still here today
  • social pressures may hinder women getting a job over a man
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22
Q

what are the internal factors of gender differences in education?

A
  • equal opportunities policy
  • role models
  • coursework
  • selection and league tables
  • teacher attention
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23
Q

explain equal opportunities policy (gender differences in education)

A
  • led to GIST (Girls In Science and Technology) + WISE (Women In Science and Engineering)
  • national curriculum (1988) girls + boys study majority same subjects ➜ equal opportunities
  • caused education to be more meritocratic (equal opportunities)
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24
Q

explain role models (gender differences in education)

A
  • more female teachers+ headteachers in schools so more role models for girls to aspire to be like
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25
Q

explain coursework (gender differences in education)

A
  • Mitos and Browne believed that girls do better in coursework because they’re more conscientious and organised
  • gender gap increased when GCSEs were introduced (most subjects included coursework)
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26
Q

explain teacher attention (gender differences in education)

A
  • French and French ➜ boys attract more attention due to misbehaviour
  • Francis ➜ boys received more attention (disciplined more, picked on by teachers, had lower exectations set on them)
  • Swann ➜ boys dominate class discussions girls listen + cooperate ➜ more encouragement to girls from teachers
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27
Q

explain selection + league tables (gender differences in education)

A
  • marketisation policies led to competition between schools
  • more incentive to recruit more able students ➜ better results ➜ better league tables
  • girls are seen as better students ➜ recruited into better schools ➜ receive better education ➜ achieve more
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28
Q

what was the correspondence principle and who came up with it?

A
  1. norms + values learnt in school correspond to norms + values that make it easy for them to be exploited by capitalist employers
  2. Bowles + Gintis
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29
Q

what are the gender differences in vocational courses?

A

1% of construction apprentices = female

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30
Q

what are the gender differences in post-16 education?

A

more choice ➜ bigger gender difference

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31
Q

what are the gender differences in the national curriculum?

A
  • do majority same subjects
  • where possible boys + girls choose differently (boys=woodwork girls=food tech)
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32
Q

what are the explanation for gender differences in subject choice?

A
  • early socialisation
  • gender identity + peer pressure
  • gender domains
  • gendered subject image
  • gendered careers
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33
Q

explain early socialisation (gender differences in subject choice)

A

family ➜ boys + girls dressed differently + given different toys
school ➜ Byrne ➜found teachers encourage boys to be tough but expect girls to be quiet + helpful
leisure ➜ Murphy and Elwood ➜ boys read info books, girls read stories

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34
Q

explain gender identity and peer pressure (gender differences in subject choice)

A
  • boys + girls pressure each other into gender stereotypes
  • example ➜ girls opt out of sport in fear of being labelled as ‘butch’
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35
Q

explain gender domains (gender differences in subject choice)

A
  • gender domains = activities that are seen as male or female
  • gender domains set up during primary socialisation
  • BROWNE + ROSS ➜ found when boys+ girls were set open-ended tasks e.g. designing a boat, boys designed battleships girls designed cruise ships
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36
Q

explain gendered subject image (gender differences in subject choice)

A
  • subjects seen as either male or female
  • EXAMPLE ➜ science mainly taught by men + textbooks contain more male subjects + images (science=male subject)
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37
Q

explain gendered careers (gender differences in subject choice)

A
  • jobs seen as either male or female
  • EXAMPLE ➜ nursing = dominated by women
  • EXAMPLE ➜ construction = dominated by men
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38
Q

what does Connel argue about gender identity + schooling?

A
  • schools reproduce hegemonic masculinity ➜ dominance of hetero masc identity and subordination of female + gay identities
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39
Q

what do feminists argue about gender identity + schooling?

A
  • experiences in school act as social control to reproduce patriarchy (4 ways this occurs)
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40
Q

explain verbal abuse in the context of gender identity + schooling

A
  • name-calling girls who act in a certain way makes them conform to male expectations which therefore acts as a social control
  • Mac + Ghaill ➜ anti-school working class boys use verbal abuse to reinforce their definitions of masculinity (other working class pro-school boys = ‘dickhead achievers’)
  • Lees ➜ girls who are sexually able = slags (no male equivalent)
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41
Q

explain the role of teachers in gender identity + schooling

A
  • Haywood + Mac + Ghaill ➜ male teachers tell boys off for behaving like girls + ignore boys’ verbal abuse of girls
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42
Q

explain male gaze in the context of gender identity + schooling

A
  • form of social control where male students + teachers look girls up + down as sexual objects.
  • boys who don’t do this = gay (another form of social control)
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43
Q

explain double standards in the context of gender identity + schooling

A
  • Lees ➜ boys boast about their own sexual exploits. girls labelled negatively (slags) for doing the same
44
Q

what are the main reasons for boys underachievement?

A
  • laddish subcultures
  • feminisation of schooling
  • literacy
  • globalisation
45
Q

explain feminisation of schooling as a reason for boys underachieving

A
  • Sewell ➜ school no longer embodies traditional masculine traits (competition + leadership)
  • lack of male role models ➜ 1 in 6 primary teachers=male. rise of female headed lone parent families = lack of male role models at home leads to underachievement
46
Q

explain laddish subcultures as a reason for boys underachieving

A
  • Francis ➜ boys fear being labelled as smart (threatens their masculinity). non-manual work = feminine
  • ## Epstein ➜ pro-school working class boys harassed + labelled as gay + verbally abused
47
Q

explain globalisation as a reason for boys underachieving

A
  • since 1980s manufacturing industries relocated into development countries
  • decline in traditional male jobs in heavy industries within the UK
  • this led to crisis of masculinity
  • many boys think they dont have a chance for a job ➜ less motivation ➜ lower grades
48
Q

explain literacy as a reason for boys underachieving

A
  • girls read to more as it is a ‘feminine’ activity
  • boys leisure activities don’t encourage communication + language skills (girls activities do)
49
Q

what are the 2 basic functions education performs according to Durkheim?

A
  • promotes social solidarity ➜ binds people together by teaching norms + values + common history + shared rituals as well as teaching students to follow universalistic rules
  • prepares students for work ➜ equips individuals with specialist skills needed to work in modern society
50
Q

what does Parsons say about secondary socialisation (role of education)?

A
  • families treat everyone as special (cannot work in society)
  • school = bridge between family + wider society + teaches universalistic standards
  • gives shared values
51
Q

what did Parsons say about meritocracy (role of education)?

A

individual achievement ➜ everyone achieves their own status through their own efforts and abilities ‘
equal opportunity ➜ everyone has the opportunity to reach their full potential

52
Q

explain Davis + Moore role allocation theory in more detail

A
  • some = more naturally talented than others+ some jobs = more complex than others
  • most talented people need to be allocated to more complex jobs for society to function
  • more complex jobs = higher rewards (more people want them)
  • meritocratic education system ➜everyone has a chance (most talented succeed academically + allocated more complex jobs)
53
Q

what are the similarities between functionalism + the new right?

A
  • some more naturally talented than others
  • education should be meritocratic + competitive
  • education prepares students for work (good way)
  • education socialises people to share values
54
Q

What is the neo-marxism view on education?

A

Willis - Learning to Labour (1977)

Willis criticises Bowles & Gintis. Instead of the correspondence principle Willis believes that working-class students don’t passively accept the system, but know that they are set up to fail.
They see through the myth of meritocracy and form counter-school subcultures where they go against school rules and aspire to manual jobs.
Crucially, the end result is the same as Bowles and Gintis, as the boys still fail and become servants to capitalism.

His study focused on “the lads” - a group of working-class boys who were disruptive, misbehaved and had a very negative attitude to education. They had formed what Willis called an anti-school subculture. Within this subculture it was “cool” to “mess about” and to fail.

55
Q

what is streaming?

A

splitting pupils into groups based on their ability, which they typically stay in across all their subjects

56
Q

who believes the government cannot run a good education system and why do they believe this?

A

1.) New Right
2.) individuals and communities have a variety of different needs which state-run education system cannot cater to this

57
Q

why do the new right believe state-run schools have lower standards?

A
  • schools aren’t accountable to students + parents
  • schools that get bad results don’t have to change
  • thus lower standard of education + less qualified workforce
58
Q

what do the new right believe to be the solution to the problems of state-run schools/education?

A
  • marketisation
  • chubb and moe specifically believe each family should be given a voucher per student that they can spend on a private school of their choosing
59
Q

what do the new right believe about national identity?

A
  • schools should promote ‘Britishness’
  • teach positive elements of British history
  • oppose multiculturalism
60
Q

what are the limitations of the new right’s view on education?

A
  • Gerwitz and Ball ➜ marketisation only benefits middle-class as they have material + cultural resources to receive them
  • contradict themselves by promoting both parental choice and a national curriculum
  • ignores what others consider to be the ‘real’ cause of low results e.g poverty
61
Q

what is parentocracy?

A

the idea that the parents are in change of the education system

62
Q

what does Althusser say capitalism maintained through?

A

Repressive State Apparatus (RSA) ➜ state uses force to stop rebellion e.g. the police
Ideological State Apparatus (ISA) ➜ brainwashing society to believe capitalist ideas (meritocracy)

63
Q

Education is an ISA through two function which are?

A

1.) reproduction ➜ next gen of workers reproduced through failing working-class students
2.) legitimation ➜ making lies e.g. meritocracy appear as true make people blame failure on individual rather than capitalist system

64
Q

what are the limitations marxism on education?

A

postmodernists ➜ post-class era (correspondence principle no longer exists)
feminists ➜ schools reproduce patriarchy (not capitalism)
romanticisation ➜ working-class students seen sympathetically rather than poorly behaved students who can make bad decisions

65
Q

what is the hidden curriculum?

A

lessons taught indirectly

The hidden curriculum is the way in which the rules and routines of school are designed to shape pupils’ attitudes and behaviour.

66
Q

what are the limitations of marxism on education?

A

Reynolds ➜ national curriculum doesn’t teach skills necessary for work
Willis ➜ many pupils don’t accept hidden curriculum
Functionalists ➜ schools teach shared values (not ruling class ideology) and status is achieved
(not ascribed)

67
Q

how do post modernists criticise marxism?

A
  • focuses too much on rich v poor (ignores other issues)
  • questions whether there is one big truth about society + education
68
Q

how do postmodernists criticise functionalists?

A
  • makes things too simple by thinking society works perfectly
  • ignores schools can sometimes control people too much
69
Q

how do postmodernists criticise feminists?

A
  • some feminists assume all women have the same experiences
  • suggests we should break down the idea of fixed male + female roles
70
Q

who were Moore & Hickox and what did they say?

A

1.) postmodernists
2.) impossible to provide a curriculum that suits everyone, either a national or vocational curriculum, because of the social changes that are taking place in society

71
Q

what are the criticisms of postmodernists?

A
  • postmodernism doesn’t exist ➜ ethnicity gender + social class are still important in today’s society
  • contradict themselves
  • their criticisms of sociological theories for being meta-narratives (stories of other stories) but postmodernism is the meta-narrative as it is describing or criticising other theories.
72
Q

what is considered as the main internal factor?

A

labelling ➜ all other internal factors are results of or responses to labelling

73
Q

what are all the educational policies? (only names + year)

A
  • 1944 Butler Education Act
  • Comprehensive Education (1960s + 1970s)
  • The National Literacy and Numeracy Strategies (1988)
  • New Labour policies (1997-2010)
  • Pupil premium (2011)
  • Free School Meals for Infants (2014)
74
Q

what are the internal factors for class differences in achievement?

A
  • labelling
  • self-fulfilling prophecy
  • streaming + setting
  • student subcultures
  • class identities
  • educational policies
75
Q

what was Basil Bernstein’s theory?

A

language codes
elaborate codes ➜ middle-class +
restricted code ➜ working-class
Teachers, textbooks and external examiners all use elaborated code which gives middle-class students an advantage over working-class

76
Q

what are the portions of young people ahcieving 5 or more A* GCSEs? (ethnicity + education)

A
  • chinese girls = highest
  • black-Caribbean boys = lowest
77
Q

what are the GCSE attainment by ethnicity?

A
  • minority groups underperforming
  • black-Caribbean going up but still lowest
  • white British still doing the best
78
Q

what are the percentage of pupils achieving 5+ A* GCSEs? (including english + maths)

A

-2013/14
- black Caribbean lowest
- white British highest

79
Q

what are the percentage of pupils taking their GCSEs in 2008 who went on to uni at 18/19?

A
  • white British = lowest
  • chinese + indian = highest
80
Q

what proportion of school pupils in years 10 and 11 eligible for free school meals 2012/13?

A
  • highest performers (chinese + indian) = least eligible
  • lowest performers = more eligible (black-Caribbean)
81
Q

what are the permanent exclusions from maintained schools by ethnicity 2011/12 - 2012/2013?

A
  • black-Caribbean = most excluded
  • indian least excluded
82
Q

what are social policies?

A

plans or actions put in place by a gov to tackle a social issue

83
Q

describe the butler education act (1944) (priminister, what it did)

A
  • 1944
  • Churchill ➜ conservative
  • introduction of tripartite system
  • children had to take 11+ test and go to one of three schools based on the result
    1.) grammar 2.) secondary modern 3.) secondary technical
  • this meant free education for everyone
84
Q

describe the comprehensive act (1965) (priminister, what it did)

A
  • Harold Wilson ➜ Labour
  • Turn all grammar schools into comprehensives
  • this meant all children regardless of ability attended the same school
  • school decided by the catchment areas
85
Q

describe 1976 push for vocational education started (priminister, what it did)

A
  • Labour PM James Callaghan
  • education didn’t teach people skills needed in work
  • youth training schemes for school leavers aged 16-17
  • NVQs (practical qualifications)
  • new deal ➜ people on benefits had to attend courses if they didn’t accept work
  • key focus on vocational education to improve quality of basic skills of workforce (especially 14-18 year olds)
  • allow britian to maintain a successful position in world economy
86
Q

what does Charles Murray say?

A
  • girls potentially get pregnant for benefits, housing etc
  • culture of dependency
    -welfare dependency
87
Q

describe Education Reform Act (1988) (priminister, what it did)

A
  • Maggie Thatcher (milk snatcher) ➜ conservative
  • views influenced by New Right e.g. Chubb and Moe
  • Chubb and Moe thought schools weren’t promoting social mobility
  • this policy brought ofsted, league tables, national curriculum, core subjects etc
88
Q

what is social mobility

A

the idea of people moving “up” or “down” a social hierarchy. In the context of education it would normally refer to people from lower social and economic backgrounds achieving higher status occupations thanks to good education and qualifications.

89
Q

what does Charles Murray call people on benefits?

A

the underclass
these people are long-term unemployed and will likely turn to crime

90
Q

what is formula funding?

A

gov use a funding formula to determine how much money should be allocated to each school. An undersubscribed school where fewer parents chose to send their children would decrease in size whereas an oversubscribed school would expand

91
Q

what did the national curriculum allow?

A

schools to be compared easily because students learned same things and did same tests.

92
Q

what are the types of parents?

A

privileged school chooses ➜ middle-class parents use their cultural capital to take advantage of oppurtunities available
disconnected-local choosers ➜ working-class ➜ culturally deprived

93
Q

what is parentocracy?

A
  • Miriam David argues that marketisation has created parentocracy
  • means parental choice ➜ increased competition + choice means parents hold the power in the education system
94
Q

what was Will Bartlett’s idea?

A

cream-skinning ➜ process of recruiting best middle-class students
silt shifting ➜ good schools offload working-class students with learning disabilities who are expensive + get poor results

95
Q

what is the A to C economy?

A
  • schools under pressure to stream and select pupils ➜ if they want a good league table to attract pupils + funding
  • policy of publishing league tables creates A to C economy ➜ schools ration their time to focus on the student who are capable of getting 5 grade A to C to boost their league table.
96
Q

what is covert selection in the context of education?

A
  • some schools discourage working-class parents to even apply for the school
  • cherry-picking middle-class students behind the scenes e.g. by holding social events for wealthy parents
  • this is forbidden by the school admissions code
97
Q

describe New Labour 1997 (priminister, what it did)

A
  • Tony Blair ➜ Labour
  • combined marketisation with old policies of state intervention (third way politics)
  • aimed to reduce inequality
98
Q

what was education action zones?

A
  • New Labour policy
  • underperforming areas in education were provided with additional resources + funding (ICT + better teachers)
  • only had impact at KS1 and none at GCSE
99
Q

what was educational maintenance allowances (EMAs)?

A
  • New Labour policy
  • payments for pupils from low income families to encourage them to stay in post-16 education
100
Q

what was sure start?

A
  • New Labour Policy
  • offered up to 2 years of free childcare + early education to all 3-4 year olds
101
Q

what were specialised schools?

A
  • New Labour Policy
  • promoted diversity + choice
102
Q

what was compensatory education?

A
  • New Labour Policy
  • targeting funds on schools in socially deprived areas to raise achievement + reduce material + cultural deprivation
103
Q

evaluate sure start

A
  • very little improvement in child development with the exception of lower levels of childhood obesity
104
Q

evaluate EMAs

A
  • helped many people stay in post-16 education
105
Q

what did Labour encourage schools to apply for to promote diversity + choice?

A
  • to apply for speicalised status in particular areas of the curriculum to build an ‘identity’
  • successful for raising standards
  • selected a disproportionate amount of middle-class students
106
Q

what did Labour think about sponsored academies?

A
  • supported them
  • academies supported schools that failed ofsted inspections ➜ received funding from sponsor and gov
  • 2010 coalition gov largely pushed for these academies
107
Q

define the term compensatory education

A

programmes to overcome underachievement by providing additional support to students who come from disadvantaged backgrounds. It involves providing extra funds, resources, and targeted assistance to schools and communities in deprived areas

Sociology Year 1 & 2 (9 decks)

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