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Education Flashcards

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Sociology 101 flashcards
1
Q

What is cultural deprivation

A

When students lack the ‘cultural equipment’ to do well in school.
E.g language and reasoning skils

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2
Q

What are the 3 main external factors that impact achievement

A

Cultural deprivation
Material deprivation
Cultural capital

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3
Q

What are the 3 main aspects to cultural deprivation

A

Language subculture
Parents education
Working class

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4
Q

Who came up with speech codes

A

Bernstein

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5
Q

What are the 2 different types of speech codes and who uses them

A

Restricted - Used by Working class. It is limited vocab
Elaborated - Used by middle class. It has wider vocab

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6
Q

Who looked at the idea of parental education

A

Douglas and Feinstein

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7
Q

What did Douglas find

A

Working class parents placed less value on education
E.g They give less encouragement, They visited less schools

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8
Q

What did Feinstein find

A

He argues middle-class parents have better education and place more positivity on education

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9
Q

What are the 4 ways middle-class parents create positivity for education

A
  • Parenting style
  • Parents educational behaviours
  • Use of income
  • Class, income and parental education
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10
Q

What is a subculture

A

A group whose attitudes and values differ from the mainstream culture

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11
Q

Who looked at subcultures

A

Sugarman

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12
Q

What were Sugarman’s 4 key beliefs for the working class

A
  • Fatalism
  • Present-time orientation
  • Collectivism
  • Immediate gratification
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13
Q

What is compensatory education

A

Programmes that aim to tackle the problem of cultural deprivation by providing extra resources

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14
Q

Examples of compensatory education

A

Sesame street
Sure start

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15
Q

What is material deprivation

A

Refers to poverty and a lack of material necessities such as housing and income

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16
Q

What are the 4 aspects of material deprivation

A
  • Housing
  • Diet and health
  • Financial support and cost of education
  • Fear of debt
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17
Q

What are the direct effects of housing on achievement

A

Overcrowding
Development can be impaired

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18
Q

What are the indirect effects of housing on achievement

A

Impact child’s health
Greater risk of accidents
All lead to absence from school

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19
Q

Who looked at diet and health

A

Howard

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20
Q

What did Howard find out about diet and health

A

Children from poorer homes are more likely to have emotional and behavioural problems. As they have lower intakes of energy and vitamins

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21
Q

Who looked at financial support and cost of education

A

Tanner

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22
Q

What did Tanner find for the financial support and cost of education

A

Cost of transport, books etc place a heavy burden on poor families

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23
Q

Who looked at the fear of debt

A

Callendar and Jackson

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24
Q

What did Callendar and Jackson find looking at the fear of debt

A

Working class students are more debt averse (they saw it as a negative).
They saw more costs than benefits to going to university

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25
Q

What is cultural capital

A

Refers to the knowledge, attitudes, values, language and abilities of the middle class

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26
Q

Who looked at cultural capital

A

Bourdieu

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27
Q

What is said about economic and educational capital

A

That economic, educational and cultural capital can be converted into one another

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28
Q

What survey did Sullivan conduct

A

Used questionnaires with 465 pupils in 4 schools and asked them questions about reading and TV viewing.
Read complex fiction - greater cultural capital

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29
Q

What are the 5 main internal factors that impact achievement

A
  • Labelling
  • SFP
  • Streaming
  • Pupil subcultures
  • Pupil’s class identities and the school
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30
Q

Who came up with the labelling theory

A

Becker

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31
Q

What did Becker find when looking at labelling

A

Middle-class pupils were seen as the ideal pupil
Whereas working-class students were regarded as being badly behaved

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32
Q

What were the two labels given to primary school kids (Rist)

A

The tigers - fast learners
The clowns and cardinals - lower ability

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33
Q

What is a SFP

A

A predication that comes true

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34
Q

What is the process of a sfp

A
  1. Teacher labels the pupil
  2. Teacher treats student accordingly
  3. Pupil internalises the concept
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35
Q

What was Rosenthal and Jacobsen’s experiment

A

Picked 20% of students and labelled them ‘spurters’. 47% of them made significant progress

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36
Q

Who came up with streaming and the A-C economy

A

Gillbourn and Youdell

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37
Q

What did Gillbourn and Youdell find about streaming

A

Teachers place working-class pupils in lower sets which means they come out with lower GCSE grades

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38
Q

Who looked at pupil subcultures

A

Lacey

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39
Q

What is differentiation

A

The process in which teachers categorise pupils according to ability

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40
Q

What is polarisation

A

The process in which pupils respond to streaming by moving towards one of two opposite poles

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41
Q

What are the two types of subcultures Lacey found

A

Pro-school - they enjoy school and gain status from education
Anti-school - They dont approve of school. Gain status from breaking rules

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42
Q

What are the two things that Archer found

A

Symbolic capital - popularity
Symbolic violence - going against symbolic capital

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43
Q

What is a nike identity

A

Working class pupils create their own status by constructing class identities for themselves

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44
Q

What are the 3 external factors which impact ethnic differences in achievement

A

Cultural deprivation
Material deprivation
Racism

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45
Q

What are the 3 aspects of cultural deprivation

A

Linguistic skills
Attitudes and values
Family structure

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46
Q

Who looked at linguistic skills and what did they find

A

Bereiter and Englemann
- They found that language spoken by low income, black American families is inadequate for educational success

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47
Q

What was found about attitudes and values

A

Lack of motivation is a major cause of the failure of many black children
They are socialised into subcultures that don’t value education and instead should ‘live for today’

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48
Q

What does attitude and values link to

A

Sugarman’s theory of present time orientation

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49
Q

Who looked at family structure and what did they find

A

Pryce
- Black Caribbean culture is less cohesive and less resistant to racism
- Leading to low self-esteem

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50
Q

What did Sewell say about Fathers, gangs and culture

A

-It isn’t the absence of a father, its the lack of ‘tough love’
-Many black boys are subject to peer group pressure. Speaking in standard english and doing well was suspicious

51
Q

What did Sewell find about Asian families

A

They have the ‘Asian work ethic’ where they place high emphasis on education

52
Q

What did Palmer find when looking at material deprivation

A

Ethnic minorities are x3 more likely to be homeless

53
Q

Why is this happening (Palmer and material deprivation)

A
  • Cultural factors stop women from going to work
  • Many live in economically depressed areas
54
Q

Who looked at racism in wider society

A

Wood et al

55
Q

What was Wood et al’s experiment

A
  • Sent 3 closely matched job applications to 1000 job vacancies
  • 1 application (white person)
  • 2 applications (ethnic minorities)
  • Found only 1 in 16 EM applications received an interview
  • Compared to 1 in 9 ‘white’ applications
56
Q

What are the 3 internal factors

A

Labelling
Identities
Responses

57
Q

Who looked at labelling and teacher racism and what did they find

A

Gillborn and Youdell
- Teachers are quicker to discipline black pupils as they expected black pupils to present more behaviour problems
- Black students have negative stereotypes which could lead to them being put in lower sets

58
Q

Who looked at pupil identities and what are the 3 types

A

Archer
- Ideal pupil - white, middle class, male
- Pathologised pupil -asian, female, hardworker
- Demonised pupil - black or what working class, unintelligent

59
Q

What are the 4 types of responses Sewell found in boys

A
  • Rebels - reject rules of the school
  • Conformists - keen to succeed
  • Retreatists - disconnected from school and subcultures
  • Innovators - pro education but anti school
60
Q

What are the 5 types of institutional racism

A
  1. Marketisation and segregation
  2. Ethnocentric curriculum
  3. Assessment
  4. Access to opportunities
  5. The ‘New IQism’
61
Q

Who looked at Marketisation and segregation and what did they find

A

Moore and Davenport
- Selection can lead to ethnic segregation
- Leads to an ethnically stratified education system

62
Q

Who looked at history and what did they say

A

Ball
- The National Curriculum over looks ethnic diversity and ignores the history of black and asian people

63
Q

Who looked at assessments and what did they find

A

Gillborn
- Assessment is fixed to maintain dominant culture’s superiority

64
Q

What were the two programmes which associated with access to opportunities and who looked at them each

A
  • The ‘Gifted and Talented’ programme - Gillborn (whites are 5x more likely to be identified as talented and gifted)
  • Exam Tiers - Tikley et al (Aiming Higher initiative was introduced to raise black caribbean achievement)
65
Q

Who looked at the ‘New IQism’ and what did they find

A

Gillborn
- Teachers make false assumptions about the nature of pupil’s “ability” or “potential”
- There is no genuine measure of “potential” - all a test does is measure what someone has learnt so far

66
Q

What are the 4 external factors that impact girl’s achievement

A
  1. Impact of feminism
  2. Changes in the family
  3. Changes in women’s employment
  4. Girl’s changing attitudes
67
Q

Who looked at the impact of feminism and what did they do

A

McRobbie
- Looked at magazines from the 1970s and 1990s
- 1970s - emphasises the importance of marriage
-1990s - portrayed strong independent women

68
Q

What was found in the changes in the family that impacts girl’s achievement

A

Increase in divorce rates, have meant women have become more independent and don’t rely on the husband
This gives girl’s a positive role model to look up to

69
Q

What was found in the changes in women’s employment that impacts girl’s achievement

A

Some women are breaking through the “glass ceiling”

70
Q

Who looked at Girl’s changing attitudes and what did they do

A

Sharpe
- Interviewed girls in the 1970’s and 1990’s and saw a shift in how the girl’s view their future
-1970’s - girls had low aspirations and prioritised love
-1990’s - girls prioritised their career

71
Q

What are the 6 internal factors that impact girl’s achievement

A
  1. Equal opportunities policies
  2. Positive role models
  3. GCSE and coursework
  4. Teacher attention
    5.Challenging stereotypes in the curriculum
  5. Selection and league tables
72
Q

Who looked at GCSE and coursework for girl’s achievement and what did they find

A

Gorard
-Girls do better as there is an increase in oral exams as girls have usually developed better language skills

73
Q

Who looked at teacher attention for girl’s achievement and what did they find

A

Francis
- Boys were disciplined more harshly and felt picked on by teachers

74
Q

Who looked at selection and league tables and what did they find

A

Jackson
- High achieving girls are attractive to schools, whereas low achieving boys are not

75
Q

What are the two types of feminists

A

Liberal
Radical

76
Q

What do liberal feminists say

A

They celebrate the progress so far regarding girl’s achievement

77
Q

What do radical feminists say

A

They believe that girl’s are achieving more however it is still a very patriarchal system

78
Q

What are Archers 3 strategies the girls adopted

A
  1. Hyper-heterosexual feminine identity
  2. Having a boyfriend
  3. Being loud
79
Q

What are the 2 external factors that impact boys achievement

A

1.Boys and literacy
2. Globalisation and the decline of traditional men’s jobs

80
Q

What was found with boys and literacy

A

-They lack ‘bedroom culture’
- Mothers spend less time reading with their sons

81
Q

What was found with globalisation and the decline of traditional men’s jobs

A
  • Boys don’t pass their GCSE’s, Alevels etc as they feel they haven’t got any opportunities anymore
  • Industries are now cheaper in places like China
82
Q

What are the 3 internal factors which impact boy’s achievement

A
  1. Feminisation of education
  2. Shortage of male primary school teachers
  3. “Laddish subcultures”
83
Q

Who looked at the feminisation of education and what did they find

A

Sewell
- School’s don’t nurture “masculine” traits such as competitiveness

84
Q

Who looked at laddish subcultures and what did they find

A

Epstein
- Working class boys are more likely to be labelled as sissies
- Working class boys reject schoolwork, as it doesn’t contain manual work etc

85
Q

What are the 4 explanations of gender differences in subject choice

A
  1. Gender role socialisation
  2. Gendered subject choices
  3. Gender identity and peer pressure
  4. Gendered career opportunities
86
Q

What did Byrne say about gender role socialisation

A

Teachers encourage boys to be ‘tough’, show initiative and not to be weak

87
Q

What did Kelly say about gendered subject choices

A

Science is seen as a more male subject for a number of reasons;
Science teachers are mainly men

88
Q

What did Paechter say about gender identity and peer pressure

A

Sport is seen as a ‘male dominant’ subject, therefore girls who are ‘sporty’ have to cope with the image that goes against the original stereotype

89
Q

What is said about gendered career opportunities

A

Employment is highly gendered
Women are concentrated in a narrow range of occupations
Vocational courses are more gender-specific

90
Q

What did Lees say about double standards

A

Boys and girls have different standards, so are treated differently

91
Q

What did Lees find about verbal abuse

A

Boys called girls ‘slags’ if they appeared sexually available, and ‘drags’ if they didn’t

92
Q

What did Mac an Ghail find out about the male gaze

A

It’s the way male pupils and teachers look girls up and down, seeing them as sexual objects

93
Q

What is said about teachers and discipline

A

Boys are seen to be disciplined more than girls
Male teachers have a positive impact on boys

94
Q

What did Willis find out about male peer groups

A

Boys in anti-school subcultures who wanted to do well were labelled as gay

95
Q

What was found about female peer groups

A

Girls only cared for popularity, they saw that as the ideal

96
Q

What were the educational policies before 1888

A
  • There were no state schools
  • Education was only available to a minority of the population
  • Schooling was made compulsory in 1880
97
Q

What was the tripartite system and who came up with it - 1944 education act

A

Conservatives
- Grammar schools
- Secondary modern schools
- Technical schools

98
Q

What was the comprehensive system and who came up with it - 1965

A

Labour government
- Aimed to overcome the class divide
- All pupils in one area would attend
- Tried to make the education system more meritocratic

99
Q

What was the 3 types of selection

A
  • Ability
  • Aptitude
  • Faith
100
Q

What was the new vocationalism and who came up with it - 1979-1997

A

Conservative government
- Aimed to deal with youth unemployment
- Gives adequate preparation for work

101
Q

What was the education reform act and who came up with it - 1988

A

Conservative government
- Marketisation has created an ‘education market’
- Parentocracy - means where parents have all the control

102
Q

What are policies that promote marketisation

A
  • Funding formula
  • National curriculum
  • League tables and Ofsted
103
Q

What is cream skimming and silt-shifting

A
  • Cream skimming - “good” schools have more selection and gain high achieving pupils
  • Silt-shifting - “good” schools can avoid taking less able pupils who are likely to get low results
104
Q

What are the 3 types of parental choosers

A
  1. Privileged-skilled choosers
  2. Disconnected-local choosers
  3. Semi-skilled choosers
105
Q

What did the New Labour say about inequality - 1997-2010

A
  • Education Action Zones
  • Aim Higher Programmes
  • Introduced National Literacy Strategy
106
Q

What did the Coalition Government look at - 2010 - 2015

A

-Academies - went from state schools, were out sourced to larger companies and are ran by them (gov isn’t involved)
-Free schools - set up and run by parents, teachers or businesses

107
Q

What policies were introduced by the conservative government - 2015+

A
  • Funding cuts for schools
  • Increasing number of grammar schools
  • Introduce T-levels
  • Grading system at GCSE shifted to a 1-9 system
108
Q

What is the privatisation of education

A

Involves the transfer of public assets, such as schools to private companies

109
Q

Who came up with Endogenous and Exogenous privatisation

A

Ball and Youdell

110
Q

What is Endogenous privatisation

A

Involves privatisation from within the education system
Schools with this operate more as a private business

111
Q

What is Exogenous privatisation

A

Involves privatisation from the outside
e.g Global, private exam boards

112
Q

What is the cola-isation of schools

A

Private sector penetrates schools indirectly e.g vending machines in schools

113
Q

Examples of globalisation and education

A

Pearson
- It started as a construction business in the 1840’s but switched to publishing in the 1920’s

114
Q

2 ways globalisation has impacted educational policy

A
  1. Privatisation and marketisation of education
  2. International comparisons
115
Q

What are the 2 functionalist perspectives

A
  1. Social solidarity - population working together
  2. Teaching specialist skills - skills and knowledge needed for the workplace
116
Q

What is organic analogy

A

The body is society and we are the organs
We have to work together in order for society to work

117
Q

What did parson say about secondary socialisation

A
  • Particularistic standards - status given by parents - treated differently
  • Universalistic standards - status given by school - treated the same
118
Q

What did Parson say about meritocracy

A

We all have the same access to opportunity and you are rewarded through your own efforts and ability

119
Q

What did Davis and Moore find out about with role allocation

A

The role students get in life from their abilities and qualifications

120
Q

What is the marxist view based on

A

Based on class division and capitalist exploitation.
Made up of the bourgeoisie and the proletariat

121
Q

What did Althusser find

A
  • Repressive state apparatus - maintain rules by force or threat of it
  • Ideological state apparatus - controlling people’s ideas, values and beliefs
122
Q

What were the two things Bowles and Gintis found

A
  • Correspondence principle
  • Hidden curriculum
123
Q

What is the postmodernist view based on

A

Based on individualism

124
Q

How has the postmodernist view influenced our current system

A
  • Multitude of different qualifications
  • Customised schools
  • Increased in adult education

Sociology (4 decks)

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