education

Question 1

cultural deprivation

Answer 1

wc fail to socialise their children adequately as they lack the cultural equipment needed to succeed in education.

3 main aspects: language, parents’ education and wc subcultures

Question 2

Language (cd)

Answer 2

Hubbs-Tait et al where parents use language that challenges their children to evaluate their own understandings e.g ‘what do you think’ cognitive performance improves

By contrast less educated parents use simple language that requires children to make small descriptive statements e.g ‘whats this animal called’

Feinstein- educated parents more likely to praise and encourage independence and competence

Question 3

speech codes (cd)

Answer 3

Bernstein
restricted code- wc, limited vocabulary, short, unfinished, predictable, context bound

elaborate code- mc, wider vocabulary, complex, abstract, context free

gives mc an advantage and wc disadvantage as elaborate code is used by teachers, textbooks and exams

early socialisation into elaborate code make mc already fluent users enabling them to feel at home and more likely to succeed unlike wc.

Question 4

Parents’ education (cd)

Answer 4

Douglas
-wc parents place less value on education and as a result are less ambitious and encouraging towards their children showing less interest. Leads to lower motivation levels from children

parenting style
-educated = consistent discipline and high expectations, encourages active learning
-less educated= harsh or inconsistent discipline, prevents independence and self control

parents’ educational behaviour
-educated= more aware of what child needs, good relationship with teachers, educational value of activities e.g museums

use of income
-better educated= higher incomes, promote education, educational toys, private tutors, better nutritional understanding

Question 5

working class subcultures (cd)

Answer 5

Sugarman
4 key features
1- Fatalism (belief of fate)

2- Collectivism (group over individual)

3- Immediate Gratification (pleasure now)

4- Present time orientation (present as more important)

why these values exist- *stem from mc jobs being secure and offering individual advancement. *Encourages ambition and long term planning
*wc jobs are less secure and have no career structure
*parents pass on the values of their class to their children

Question 6

A03 cultural dep

Answer 6

*Keddie, ‘myth’ of cultural deprivation. victim blaming explanation.
Children cannot be deprived from their own culture it’s simple culturally different not deprived.
They fail because education favours mc culture

*Troyna and Williams, not language but schools attitude. ‘speech hierarchy’ where mc is at the top followed by wc

*Blackstone and Mortimore, wc attend less parents evenings due to longer or less regular hours or put off by schools mc atmosphere

Question 7

Material deprivation

Answer 7

Poverty and lack of necessities

1/3 of FSM pupils achieve 5 or more A*-C against nearly 2/3 others

90% ‘failing schools’ from deprived areas

Question 8

Housing (md)

Answer 8

overcrowding, lack of spaces to do homework, disturbed sleep, lack of safe space, temporary accommodation, constant change and disturbed education, damp or cold, ill health, infections and accidents

Question 9

Diet and Health (md)

Answer 9

Howard
lower intakes of energy, vitamins and minerals. Weakens immune system, lower energy levels = more absences and difficulty concentrating

Wilkinson
more likely to have emotional or behavioural disorders , among 10 year olds the lower the social class the higher rate of hyperactivity, anxiety and conduct disorders

Question 10

financial support and costs of education (md)

Answer 10

Bull ‘costs of free schooling’
transport, uniform, resources, textbooks place heavy burden on wc families

make do with hand me downs ending in bullying

Flaherty fear of stigmatisation is why 20% of FSM don’t take up the offer

lack of private tuition and often need to work

Question 11

Fear of debt (md)

Answer 11

uni = debt

wc debt adverse (avoid)
5x less likely to apply than debt tolerant (mc)

81% higher class recieve help from home vs only 43% of lower classes

Question 12

3 types of capital

Answer 12

Bourdieu
material and cultural factors are interrelated
–economic capital
–cultural capital
–educational capital

cultural capital
-knowledge, attitudes, values, language and abilities of mc
-advantages those who possess it
-more likely to develop intellectual interests and understanding of what education system requires for success
-gives mc advantage
-school devalues wc culture as ‘rough’ and inferior. Lack of cultural capital leads to exam failure , many wc ‘get the message’ that education isn’t meant for them and truant

educational and economic capital:
-can all be converted into one another
-mc children with cultural capital are better equipped for school and parents can convert their economic capital into educational capital through private schools or tutors

A03- Sullivan, where pupils had same level of cultural capital, mc still did better.
Greater resources and aspirations that make the difference

Question 13

labelling - becker and rist
(internal)

Answer 13

Becker
sfp, master status
ideal pupil

Dunne and Gazeley
schools produce wc underachievement due to labels and assumptions from teachers

teachers normalise wc underachievement and seem unconcerned by it

teachers believed wc backgrounds played a part as parents were uninterested whereas mc parents were supportive

lead to differences in treatment of children e.g giving mc extension work but wc easy work and if they did well they were overachieving

Rist
teachers use info of home background and appearance to label children

tigers- mc and clean appearance = closest

clowns- wc = furthest away with least opportunities e.g reading as a group not individuals

A03-
determinist - Fuller rejecting labels

Question 14

self fulfilling prophecy
(internal)

Answer 14

teacher labels, pupil acts accordingly, label becomes master status

teachers expectations - Rosenthal and Jacobson ‘spurters’
47% made progress
Pygmalion effect (high expectations = high performance)

teachers beliefs of pupil influence the attention they get

Question 15

streaming
(internal)

Answer 15

separating into different ability groups or classes (all subjects)

Question 16

A-C economy
(internal)

Answer 16

Gillbourn and Youdell

teachers less likely to see wc and black pupils as having ability and therefore these pupils are more likely to be in lower streams and entered for lower exams

they link streaming to the policy of publishing exam league tables as this creates an A to C economy, a system in which schools focus their time, effort and resources to ensure the pupils they believe can will achieve so their league table looks good

Question 17

Educational triage
(internal)

Answer 17

Gillbourn and Youdell say an A-C economy produces an educational triage

normally used to describe a battles field or major disaster and includes three categories

1-‘walking wounded’ who can be ignored as they’ll survive = those who will pass anyway

2- those who will die anyway so also ignores = hopeless cases

3-those with a chance of survival who are given treatment = potential to get good grade

stereotypical view of wc and black pupils automatically leave them at the hopeless cases category

Question 18

pupil subcultures, Lacey
(internal)

Answer 18

group of pupils who share similar values and behaviour patterns, often emerge as a response of being labelled

Lacey-
differentiation = process of teachers categorising pupils according to how they perceive their ability. e.g streaming

polarisation = process in which pupils respond to streaming by moving towards one of two opposite poles. In his study he found streaming polarised boys into either an anti or pro school subculture

pro- high streams, mc, academic success to gain status, committed to school values

anti- low streams, wc, inferior status which undermines self worth, find other ways of gaining status which are usually disruptiv. joining an anti school subculture often leads to sfp of educational failure

Hargreaves found similar response to labelling and streaming . boys in lower streams were triple failures due to failing 11+, being in lower steams and being labelled as ‘worthless louts’

Question 19

Abolishing streaming
(internal)

Answer 19

Ball- in favour of mixed ability teaching as when banding was abolished, polarisation into subcultures was removed and anti school subcultures declines

differentiation continued, teachers continues to categorise pupils differently and labelled mc as cooperative and able.

positive labelling was evident in pupils exams . this shows teacher labelling continues to have an effect even of subcultures/streaming is removed

Question 20

habitus
(internal)

Answer 20

‘dispositions’ or learned ways of thinking, being and acting that are shared in a social class

e.g tastes, lifestyle preferences, consumption

mc have power to define their habitus as superior and to impose it on the education system and as a result school puts higher value on mc tastes and preferences

Question 21

symbolic capital/violence
(internal)

Answer 21

due to mc habitus, pupils socialised into this gain symbolic capital or status/recognition from the school and are deemed worthy

by contrast wc habitus is devalued and deemed worthless

Bourdieu calls this symbolic violence, by devaluing wc habitus it reinforces the class structure keeping them at the bottom

Archer found in order for wc to be successful within education they had to change how they spoke and looked to align with mc habitus, therefore ‘losing themselves’

Question 22

nike identities
(internal)

Answer 22

many conscious that society looked down on them so turned to alternative ways to gain status

they constructed class identities that invested heavily on styles especially through consuming branded clothing

styles performances was heavily policed by peers, if not conforming it was ‘social suicide’ and symbolic capital would be denied

teachers opposed street style and pupils who dressed like it were labelled as rebels

Archer- mc habitus stigmatises wc identities.

wc style = struggle for recognition but mc see it as tasteless however young see it as self worth

also play a part in wc view of rejecting higher education as:
-undesirable, would not suit their habitus, cannot live on student loan as would be unable to afford street style
-unrealistic, not for ‘people like us’ but for more intelligent and posh individuals. Unaffordable and risky investment

Question 23

wc identity and educational success
(internal)

Answer 23

Ingram

2 groups of wc boys from same deprived neighbourhood

one group went to grammar, the other didnt

those who went to the grammar felt a pressure to fit in and conform, one boy from the grammar wore a tracksuit on non school uniform day and was ridiculed by mc peers

wc can achieve with nike identites

Question 24

cultural deprivation
(ethnic differences, external)

Answer 24

3 main aspects:
-intellectual and linguistic skills
-attitudes and values
-family structure and parent support

intellectual and linguistic skills:

-low income black families lack intellectual stimulation and enriching experiences leaving children poorly equipped for school.

-Moreover not speaking English at home held back educationally (however, only 3.2 points ahead)

Attitudes and values:

-lack of motivation, black children socialised into fatalistic subcultures with ‘live for today attitudes’ leaving them unequipped for educational demands

Family structure and parental support:

-Moynihan, many black families headed by lone mother, struggle financially and absent of father role model. CD is a cycle where inadequately socialised children from unstable families fail at school and become inadequate parents themselves

• New right, Murray high rates of lone parenthood = lack of positive male role model

-Sewell, disagrees with Murray, lack of fatherly tough love. results in black boys finding it hard to overcome emotional and behavioural difficulties. Turn to street gangs of other fatherless boys with media inspired role models of ‘anti school black masculinity’ (Arnot- an ultra tough ghetto superstar, an image constantly reinforced through rap lyrics). Greatest barrier to success = pressure from other boys, if they did well in school they would be seen by their black peers as ‘selling out’ to the white establishment. Sewell- blacks doing worse than asian as whilst they are nurtured by MTV the asians are getting up educational hours
AO3- not peer pressure but institutional racism (Gillborun)

Lupton- adult authority in Asian communities = respectful towards adults = supportive of school policies

AO3
-Keddie, victim blaming, culturally different not deprived. underachieve due to ethnnocentrism

Question 25

compensatory education (ethnic differences, external)

Answer 25

policy to tackle cultural deprivation, e.g head start AO3 -attempt to impose dominant white culture propose 2 alternatives -multicultural education (recognises and values minority and includes within curriculum) -anti-racist education (challeneges the prejudice and discrimination that exists in wider society)

Question 26

Material deprivation (ethnic differences, external)

Answer 26

Palmer- Ethnic minorities are more likely to face these problems: -twice as likely to be unemployed -3x to be homeless -almost half in low income households In addition, several reasons why ethnic minorities are at greater risk of overcrowding, unemployment and low pay -economically depressed areas -racial discrimination -lack of language skills HOWEVER Chinese pupils who are materially deprived still do better. 86% Chinese girls who receive FSM achieve 5 A*-C compared to 65% white girls who are NOT receiving FSM

Question 27

Racism in wider society (ethnic differences, external)

Answer 27

Rex, racial discrimination = social exclusions which worsens poverty. e.g housing, more likely to be forced into substandard accommodation Wood et al, employment -3 job applications to 1000 vacancies -one from white, two from ethnic minority -1 in 16 'ethnic minority' -1in9 'white' therefore more likely to face unemployment and children suffer educationally

Question 28

labelling and teacher racism (ethnic differences, internal)

Answer 28

Gillborn and Mizra, black were highest achievers on entry to primary school (20points above average)yet by the time it came to GCSE's they had the worst results and were 21 points below average challenges assumption of CD that black children enter school unprepared. -teachers often see black as disruptive and asian as passive, both far from ideal pupil Gillborn and Youdell -teachers quicker to discipline black pupils due to 'racialised expectations', they expect them to misbehave so misinterpret their behaviour sometimes leading to black pupils feeling underestimated -this can also explain their higher levels of exclusions -Foster, get put in lower sets as a result of their stereotype and leads to SFP

Question 29

pupil identities (ethnic differences, internal)

Answer 29

Archer: teachers dominant discourse defines ethnic minorities identities as lacking of the ideal pupil dominant discourse constructs 3 different pupils identities 1- ideal pupil identity (white ,mc, normal sexuality, and achieves the 'right way' through natural ability) 2- pathologised pupil identity (Asian, feminised identity, asexual or oppressed sexuality, plodding conformist, succeed through hard work) 3-demonised pupil identity (black or white, wc, hyper sexualised identity, unintelligent, peer led, underachiever. Chinese pupils- perform but are seen as doing it the wrong way (through hardwork) and are stereotyped negatively as quiet and passive

Question 30

Pupil responses and subcultures (ethnic differences, internal)

Answer 30

pupils can accept the label and become withdrawn or reject it and work harder to prove it wrong Fuller- black year 11 girls, London comprehensive school Mizra, failed strategies for avoiding racism ambitious black girls who faced teacher racism, teachers discouraged them from ambitious careers.

Question 31

institutional racism (ethnic differences, internal)

Answer 31

-Troyna and Wiiliams- need to look at bigger picture, how schools routinely even unconsciously discriminate against minorities. -critical race theory (racism ingrained feature of society, locked in inequality) 1-marketisation and segregation (Gillborn, marketisation gives schools more scope to select pupils therefore it allows negative stereotypes to influence decisions) 2- ethnocentric curriculum 3-access to opportunities -gifted and talented, created to meet needs of more able pupils, however Gillborn notes official statistics show whites are over twice as likely to be chosen over Black Caribbean and 5x over Black African AO3 -Sewell, rejects this view due to black boys underachievement, not powerful enough to prevent achievement and we need to focus on external factors such as anti school attitudes

Question 32

Fuller ethnic differences, pupil responses

Answer 32

Fuller- black year 11 girls, London comprehensive school, placed in low streams, channelled their anger into their studies and worked harder to reject label and pursue educational success

Question 33

Mizra, failed strategies for avoiding racism, ethnic differences, pupil responses

Answer 33

Mizra, failed strategies for avoiding racism ambitious black girls who faced teacher racism, teachers discouraged them from ambitious careers. 3 types of teacher racism 1-colour blind (believe all pupils are equal but allow racism to go unchallenged) 2-liberal chauvinists (see black pupils as culturally deprived and have low expectations of them) 3-over racists (believe blacks are inferior and actively discriminate) -students were selective on chosen subjects, teachers they asked for help from and did work in lessons without contributing. -However this disadvantaged them and they were unsuccessful

Question 34

institutionalised racism, marketisation and segregation (internal)

Answer 34

Gillborn, marketisation gives schools more scope to select pupils therefore it allows negative stereotypes to influence decisions leads to ethnic segregation as schools discriminate against minorities leaving them to 'worse' schools e.g primary school reports were used to screen out pupils with language difficulties Moore and Davenport selection leads to ethically stratified education system

Question 35

institutionalised racism, ethnocentric curriculum (internal)

Answer 35

builds a racial bias into everyday workings of school Ball - ignores ethnic diversity and promotes 'little Englandism' e.g history curriculum attempts to recreate a 'mythical age of empire and past glories' whilst ignoring the history of ethnic minorities leaving them to feel left out and underrepresented

Question 36

gender differences (external)

Answer 36

1- impact of feminism (McRobbie girls magazine study 1970s 'left on the shelf' now independent women, allows girls to see a future and become ambitious) 2-changes in the family (increase of divorce, lone parents, smaller families. e.g encourages women to be a breadwinner and lessens importance of dependency on men) 3-changes in women's employment (equal pay act, sex discrimination act, breaking through 'glass ceiling') 4-girls changing ambitions (Sharpe 1970 vs 1990 ambitions changed from educational success being unfeminine and prioritises being marriage and love to priorities of careers and independence)

Question 37

gender differences (internal)

Answer 37

1- equal opportunities policies 2-GCSE's and coursework 3-teacher attention 4-selection and league tables (policies created a competitive climate in which girls are desirable. Jackson, improved opportunities for girls.

Question 38

equal opportunities policies (internal)

Answer 38

GIST and WISE (girls into science and technology, women into science and engineering) national curriculum HOWEVER gendered subject image

Question 39

GCSE and Coursework (gender differences, internal)

Answer 39

Gorard, gender gap in achievement increased sharply when GCSE's were introduced, bringing coursework with it gender gap of achievement was a product of changed system of assessment Mitos and Browne -girls = better at coursework due to better organisation (e.g meeting deadlines, spend their own time on work, take care with presentation) However, Ellwood- exams have more influence than coursework when it comes to the final grade

Question 40

teacher attention, gender differences (internal)

Answer 40

Francis, boys disciplined more, felt picked on and had lower expectations of them Swann, gender differences in communication styles. boys dominate class discussions whereas girls were better at listening and cooperating teachers responded more positively towards girls than boys who they saw as disruptive and could've led to a sfp

Question 41

identity, class and girls hyper heterosexual identities achievement

Answer 41

symbolic capital Archer, wc feminine identities gained them symbolic capital from peers preventing them from gaining educational capital strategies to create a valued sense of self: 1-hyper-heterosexual feminine identities -investing time, effort and money to a desirable appearance, this brings status but conflict with school due to dress codes leading to symbolic violence 2- boyfriends -got in the way of schoolwork, lowered aspirations, lost interest in going to uni, drop out if become pregnant 3- being 'loud' -outspoken, independent, assertive and questioning of teachers authority -working class girls dilemma -they can either gain symbolical capital by conforming to hyper heterosexual behaviour or gain educational capital by rejecting wc identity and conform to mc notions of a respectable ideal mc pupil

Question 42

boys and literacy (gender differences)

Answer 42

boys poorer literacy and language skills may be due to parents spending less time reading to them and boy's leisure activity being football which does little to enrich their communication skills unlike girls due to their bedroom culture

Question 43

globalisation and the decline of traditional men's jobs (gender differences)

Answer 43

significant decline in heavy industries such as iron and steel due to globalisation of the economy. Mitosis and Browne, decline in male employment opportunities has led to 'identity crisis for men' as they believe they have no chance in getting a proper job so motivation worsens and they give up trying. However, decline has mostly been in in manual wc jobs that require little if any qualifications so it seems unlikely that this would impact boys motivation to obtain qualifications.

Question 44

feminisation of education (gender difference)

Answer 44

Sewell, boys fall behind because education has been feminised, school does not nurture masculine traits but favours those closely related to females such as attentiveness in class. Coursework= major cause of gender difference, Sewell says we've challenged the patriarchy but thrown the boy out with the bathwater

Question 45

lack of male role models (gender differences)

Answer 45

lack of male role models both at home and at school causes boys underachievement e.g 1.5 million female headed lone parent families 42% boys said the presence of a male teacher would make them work harder as they are better to impose discipline boys need in order to concentrate AO3 -Francis, 2/3 of 7-8yr olds said gender didn't matter when it came to their teachers -Read, critical of claims that primary school is becoming feminised and that only male teachers can give discipline boys need: -disciplinarian discourse: teachers authority made explicit and visible, e.g shouting or sarcasm -associated with masculinity -liberal discourse: teacher's authority is implicit or invisible, teacher speaks to pupil as if they were an adult and expects them to be sensible -associated with femininity

Question 46

reasons for gender differences in subject choice

Answer 46

1- gender role socialisation 2-gendered subject image 3-gender identity and peer pressure 4-gendered career opportunities

Question 47

gender role socialisation as an explanation for gender differences in subject choice

Answer 47

Norman, from an early age socialised differently (e.g what to wear, toys, activities) Byrne, schools play important role as encourage boys to be tough and show initiative and to not be weak. As a result in differences of socialisation they develop different interests in reading. Boys read hobby books and information texts whereas girls read stories. (boys prefer science and girls prefer english) Gender domains -shaped by their early experiences, the task that is seen as their 'territory' e.g mending a car is a male domain, children are more confident engaging in a task that fits their domain e.g if theres a maths problem girls are more confident to tackle it if it's about food and nutrition whereas boys are more likely to tackle it if it's about cars -focus on different details, girls focus on how people feel (humanities), boys focus on how things are made and work (stem)

Question 48

gendered subject image as an explanation for gender differences in subject choice

Answer 48

what deems a subject as a 'female' or 'male' one in the past women were excluded from picking subjects that didn't fit their domian, since national curriculum this has changed single sex schooling- girls from single sex schools more likely to study male dominated subjects at uni

Question 49

gender identity and peer pressure as an explanation for gender differences in subject choice

Answer 49

can be influenced by peer pressure as this leads individuals to opt for choices that please their peers e.g Paechter, sport is seen as within the male domian so girls who are sporty had to cope with an image that contradicts the traditional female stereotype Moreover, girls interested in sport were called butch or lesbians

Question 50

gendered career opportunities as an explanation for gender differences in subject choice

Answer 50

jobs tend to be sex-typed womens involve childcare or nursing whereby they are concentrated into a narrow range of occupations

Question 51

pupils sexual and gender identities

Answer 51

1- double standards 2-verbal abuse 3-the male gaze 4-male peer groups 5-female peer groups

Question 52

double standards, pupils sexual and gender identities

Answer 52

Sue Lees, double standard of sexual morality, in which boys can boast about their sexual exploits but call a girl a slag if she doesn't have a steady bf. Sexual conquest is approved of an given status by male peers and ignored by male teachers but promiscuity within girls is negatively labelled. example of patriarchal ideology that justifies male power

Question 53

verbal abuse, pupils sexual and gender identities

Answer 53

Connell 'rich vocabulary of abuse' is one of the ways dominant sexual and gender identities are reinforced e.g 'slags' if girls dress 'wrong' police sexual identites- 'queer' 'gay' often had no relation to sexual identity but reinforced gender norms

Question 54

the male gaze, pupils sexual and gender identities

Answer 54

Mac an Ghaill male pupils and teachers look a girl up and down seeing them as sexual objects and making judgments about their appearance form of surveillance whereby dominant heterosexual masculinity is reinforced and femininity devalued a way for boys to prove their masculinity and if they don't they'll be labelled as gay

Question 55

female peer groups identities (ringarose)

Answer 55

Ringrose, small scale study 13-14year old wc girls popularity was crucial for girls identity transition from girls friendship culture to heterosexual dating culture they faced tension between -idealised feminine identity (showing loyalty to female group and getting along with everyone) -sexualised identity (competing for boys in the dating culture) Currie- forced to perform a balancing act as too much competitiveness leads to slut shaming, not enough results in them being 'frigid shamed'

Question 56

Durkheim view on education

Answer 56

social solidarity -individual members of society must feel they are a apart of a single community, without social solidarity, social life and cooperation would be impossible due to selfish desires. -education encourages social solidarity as it transmits societies culture through generations e.g teaching a countries history instils a sense of shared heritage and commitment to a wider social group -school = society at miniature' specialist skills modern industrial economies have a complex division of labour, production of items requires cooperation of different specialist skills. Education teaches individuals these skills so they can play their part in the social division of labour

Question 57

Parsons view on education

Answer 57

Parson sees education as the focal socialising agency in modern society that builds a bridge between the family and wider society. Within the family child is judged by particularistic standards (only apply to them) By contrast at school they'll be judged by universalistic standards that reflect society e.g laws School is meritocratic- status isn't ascribed but achieved e.g work hard get a promotion, school work hard get rewards through good grades everyone has equal opportunities to succeed

Question 58

Davis and Moore

Answer 58

Role allocation education as a device for selection and role allocation ensures most important roles in society are filled by the most talented and best suited e.g it would be dangerous to have less able people perform roles such as pilot or surgeon education performs this as it acts as a proving ground for ability and it 'sifts and sorts' and the most able gain the best qualifications and get the best jobs

Question 59

New right perspective on education

Answer 59

the state cannot meet people's needs and people are best left to meet their own needs through the free market. Favours marketisation. Do not believe current education system is achieving goals, as it's run by the state. Currently follows a one size fits all approach and consumers have no say. need to create an education market Chubb and Moe- consumer choice - state run education ahs failed because: -not created equal opportunity -fails to produce pupils with needed skills -private schools better as answerable to paying customers introduction of a market system in education each family given a voucher to spend on buying education from a school of their choice, forces schools to become more responsive to parents wishes and allows customers to shape school to meet their needs AO3 -Gerwitz and Ball, competition benefits mc who use economic and cultural capital to gain access to desirable schools -marxists, education imposes culture of dominant minority ruling class and devalues wc culture

Question 60

functionalist perspective on education

Answer 60

durkheim AO3, doesn't teach specialist skills adequately, parsons AO3, myth of meritocracy davis and moore AO3, Tumin, circular argument, how do we know the jobs are more important, because they're highly rewarded, why are they highly rewarded, because they're more important

Question 61

Althussar

Answer 61

The state = the means by which ruling class maintain their dominant position -repressive state apparatus maintain rule of bourgeoisie by force (police) -ideological state apparatus maintain rule of bourgeoisie by controlling peoples beliefs and ideas (education, media, religion) The education system is an important IS as it performs 2 functions: 1-reproduces class inequality by transmitting it from generation to generation 2-legitimises class inequality by producing ideologies that hide the true case and persuade workers to accept inequality as it's inevitable

Question 62

Bowles and Gintis

Answer 62

capitalism requires workers to passively accept their lot and the education system produces this by reproducing an obedient workforce that accepts inequality schools reward personality traits that make for a submissive worker such as punctuality and students who showed creativity often got lower grades parallels between school and the workplace as the correspondence principle (e.g hierarchies) operates through hidden curriculum e.g everyday workings of the school teach children to be accustomed to accepting hierarchy and competition this prepares wc to be exploited in the future so they become passive to it The myth of meritocracy: -meritocracy doesn't exist -achievement is based on their class and family, not their ability -serves to justify the privileges of the higher classes, making it seemed they gained them through success as well as convincing wc to accept inequality as legitimate

Question 63

Willis

Answer 63

12 wc boys who are scornful of conformist boys found school boring and meaningless, rebelled against the rules as a way to 'con' the schools meritocratic ideology similarities to male manual shopfloors (both see manual work as superior over intellectual work) the lads anti school counter culture helps them slot into the very jobs capitalism needs them to e.g -rebellion guarantees they will end up in unskilled jobs by failing to gain worthwhile qualifications -accustomed to boredom and finding ways to amuse themselves at school means they don't expect satisfaction from work

Question 64

Marxist perspective on education

Answer 64

Althussar AO3, ignores free will Willis AO3, romanticses the lads antisocial behaviour, 12 cant generalise Bowles and Gintis AO3, postmodernists argue today schools produce a different type of labour force that reproduces diversity

Question 65

new right 2 roles of the state

Answer 65

1- imposes framework on schools, e.g ofsted and league tables, these give info to parents 2-ensures schools transmit a shared culture through the national curriculum

Question 66

comprehensive school system 1965

Answer 66

aimed to overcome class divide set by tripartite system 11+ abolished along with grammars and secondary moderns, replaced with comprehensive schools that all pupils in the area would attend However, left to local authority to decide whether to 'go comprehensive' and not all did so social inequality remained due to grammars and secondary moderns still existing

Question 66

tripartite system 1944

Answer 66

1944 education act 11+ exam grammar schools (academic curriculum, higher education and non manual jobs, mc) secondary modern (manual work, non academic curriculum, wc) technical schools intended to promote meritocracy but really reproduced class inequality by channelling two classes into two separate social classes into two separate schools that offered unequal opportunities

Question 66

2 theories of the role of comprehensives

Answer 66

functionalists: -promote social integration as all are in the same school -more meritocratic as gives longer to show ability rather than at age 11 marxists: -not meritocratic, reproduce inequality through streaming and labelling -myth of meritocracy

Question 67

marketisation

Answer 67

introducing market forces of consumer choice and competition between suppliers into areas run by the state e.g education central theme of government education policies since 1988 education reform act introduced by conservatives under Maggie Thatch -means schools have to attract customers by competing, schools provide customers with what they want (success) and they wont go out of business -parentocracy *publication of league tables and OFSTED gives parents info to choose schools *free schools *academies *formula funding -David, marketisation = a parentocracy as power shifts away from producers and goes to consumers AO3- Ball 'myth of parentocracy' , appears that all parents have same freedoms but in reality mc can better take advantage of choices available e.g moving into desirable catchment areas

Question 68

marketisation as reproducing inequalities

Answer 68

Ball and Whitty policies such as league tables and funding formula reproduce class inequality by creating inequalities between schools Bartlett, league tables encourage -cream skinning, good schools can be more selective and recruit high achieving mc students -silt shifting, good schools can avoid taking on bas students who get poor results, wc the funding formula -schools allocated funds based on how many pupils they attract, popular schools get more funds so can reinvest this into their facilities and teaching and can be selective with why they take in whereas less popular schools cant and are unable to keep up with their rivals, improve facilities.

Question 69

Gerwitz, parental choice

Answer 69

mc parents economic and cultural capital puts them in a better position to choose good schools for their children privledged-skilled choosers: -mc parents who used their economic and cultural capital to gain educational capital for their children. -cultural capital - Being confident and well educated means they can take full advantage of the options open to them. They know how school admissions work, importance of visiting schools and the importance of putting particular schools first. -Economic capital - pay transport to attend better schools disconnected-local choosers: -wc parents whose options are restricted due to a lack of economic and cultural capital -less confident, aware and able -distance and cost of travel = major restrictions -most realistic option = closest semi-skilled choosers: -mainly wc but unlike disconnected, ambitious for their children -lacked cultural capital and found it hard to make sense of educational market -rely on others opinion -frustration

Question 70

new labour reform

Answer 70

aimed to raise standards in order to create a skilled labour workforce aimed to reduce inequality -deprived areas with education action zones (additional resources) However, introduced fees for higher education which deterred wc from attending

Question 71

gender differences, impact of feminism

Answer 71

strives for equal rights challenges women's stereotypical position as mother and housewife raised women's expectations and esteem can affect girl's self image and ambitions with regard to family and careers, in turn improves education McRobbie's study of girls magazine 1970s 'left on the shelf', now show independent women

Question 72

gender differences, changes in family

Answer 72

-increase divorce -increase cohabitation -decrease in marriage -increase in lone parents -smaller families affect girls attitudes towards education in a number of ways: -female headed lone parent families = women as breadwinner, new adult role model for girls with financial independence - to achieve this independence women need well paid jobs and qualifications which requires attention in school -increase in divorce rates show women it isn't smart to rely on men as their provider

Question 73

gender differences, changes in women's employment

Answer 73

-equal pay act -discrimination act -shows women breaking through glass ceiling -encouraged women to see their future in terms of paid work rather than housewives

Question 74

gender differences, girl's changing ambitions

Answer 74

-sue sharpe 1970/90s 1970s -low aspirations, educational success was unfeminine, having ambitions was unattractive, priorities was love, marriage, husbands and children 1990s -ambitions had changed -priorities= careers and being able to support themselves, individualised notion of self -clearly require educational qualifications

Question 75

gender differences, selection and league tables

Answer 75

-marketisation policies have created a more competitive climate in which girls are viewed as desirable due to better exam results -Jackson, introduction of exams and league tables has improved opportunities for girls as high achieving girls are more attractive to schools than low achieving boys, sfp -Roger slee, boys less attractive as more likely to suffer behavioural problems 4x more likely excluded -boys may be seen as 'liability students', obstacles to the school improving it's league table position

Question 76

'successful' working class gilrs

Answer 76

-some wc do succeed. -However, even they are disadvantaged by gender and class identities. -Sarah Evans, 21 wc sixth form girls -she found girls wanted to go to uni to increase earning power but to help their families -reflects wc feminine identity as caring is one of these

Question 77

privatisation of education

Answer 77

-transfer of public assets such as schools to private companies -education becomes a source of profit for capitalists in a process Ball calls, 'education services industry' or ESI -ESI involved in increasing range of educational activities including building schools, supply teachers, oftsed etc -large scale school building projects often involve public private partnerships in which private sector offers capital through design and finance etc -many of theses activities are very profitable Ball- 10x as much profit compared to other work

Question 78

privatisation and globalisation of educational policy

Answer 78

-many private companies in education are foreign owned e.g edexcel owned by us -cola-isation of schools private sector penetrating schools indirectly through vending machienes on school -education as a commodity privtisaation= key facyor in shaping educstionla policy, means state is losing its role

Question 79

policies on ethnicity

Answer 79

multicultural education -recognise all ethnicities within teaching AO3- mere tokenism, picks out stereotypical features of ethnicities culture Assimilation -need for minority pupils to assimilate into mainstream British culture as a way of raising achievement e.g compensatory education

Question 80

development of state education

Answer 80

tripartite system 1944 -11+ -3 main schools comprehensive schools system 1965 -abolished 11+ - same school for all but not all 'went comprehensive' -Func = meritocratic -marx = myth of meritocracy due to streaming and labelling

Question 81

marketisation policies

Answer 81

creating education market 1988 education reform act parentocracy reproduction of inequalities: -league tables (gillborn) -funding formula (Bartlett) - parental choice (Gerwitz) -myth of parentocracy -free schools

Question 82

new labour policies 1997-2010

Answer 82

city academies education action zones educational maintenance allowance AO3 EMA encourage wc to higher education but now tuition fees?

Question 83

conservative policies since 2010

Answer 83

neolib and privitisation: academies free schools fragmented centralisation spending cuts

Question 84

education market

Answer 84

marketisation, introducing market forces such as consumer choice and competition

Question 85

policies since 2010 Q

Answer 85

policies such as ema, sure start and academies aimed to reduce inequality, since 2010 the scrapping of these = more inequality. Aswell as introduction of more ONE before 2010 but have since been removed: surestart - implemented to support wellbeing of those in disadvantaged areas ema- payment to low income studentsto encourage educational commitment AO3 Have seen more wc in 6th form BUT could be due to raising age of leaving school TWO raising leaving age increase educational ambitions? financial burden for 2 more years symbolic violence education favouring middle classes THREE raising tuition fees NEW LABOUR INTRODUCED (pre 2010) COALITION RAISED fear of debt (81% high classes get help vs 43% lowest classes) CHECK mc capital, know about loans etc AO3- hasn't changed much BUT scrapping of bursaries = not impact attendance but their free time (wc need job on side) FOUR academies- encourage local authorities to turn to academies (68% converted) giving funding to government -earliest focused in deprived areas BUT since this everyone encouraged so no special treatment for those disadvantaged free schools- set up by parents (only accessible for mc) AO3-system must accommodate for all BUT should prioritise fixing inequalities before giving the advantage more f and advantage

Question 86

gender 30m (in and ex)

Answer 86

gcse and coursework -Gorard, sharply widened gender gap -Mitos and Browne, girls = better organised AO3 Elwood, exams more influential of final grade changing ambitions -sharpe 70s vs 90s 70s = love and marriage, educational success and ambitions = unattractive 90s= careerand supporting themselves AO3 still not as many female CEOs BUT glass ceiling feminism -Mcrobbie, 70s, left on the shelf, now independent -influences media and women -new female norm AO3 Sewell, thrown the boy out with the bathwater changes within family -more divorce (don't rely on men) -less marriage -lone parents (women as breadwinner, new role model) AO3 gender pay gap still a thing, risk women's disadvantage in the long run

Question 87

internal ethnic factors 10m

Answer 87

ethnocentric curriculum Ball- little englandism marketisation- Gillborn more selective negative stereotypes of ethnic minorities primary school, screen out any language difficulties

Question 88

boys underachievement 10m

Answer 88

globalisation and decline in traditional jobs steel/iron, now developing world mitosis and browne= identity crisis for men lacking career opportunities and then motivation feminisation of education Sewell, nurture girls traits eg attentiveness but scold boys such as leadership and competitiveness coursework throw boy out with bathwater

Question 89

ways housing may impact achievement 6m

Answer 89

overcrowding (no space) cold damp (immune system) temporary housing (disrupts education)

Question 90

ways pupils respond to labelling and streaming 6m

Answer 90

sfp (Internalise) polarisation (anti or pro) rebellion (outrightly reject system)

Question 91

for and against privatisation

Answer 91

for -new right and neo lib -state = inefficient -marketisation against -change knowledge taught to pupils e.g more emphasis on maths, less on humanities that aren't as profitable -Ball Cola-isation, private sector penetrates schools through vending machines -cherry pick best schools - universal education NEEDS state as private would mean millions don't attend due to inability to keep up with fees

Question 92

fem views

Answer 92

lib - positive change rad- maintains gender inequality

Question 93

privatisation of education

Answer 93

education as a commodity Ball concludes fundamental change as policies have moved from seeing education in the public sector to private companies ‘legitimate object of private profit making’ state = losing role Hall- rising of standards is a myth and this only makes profits colaisation private sector indirectly penetrates schools eg vending machines Molnan- see schools as their nature carry enormous good will and are product endorsement