Education Flashcards
1
Q
Education in pre industrial
A
Ascribed roles
Limited social mobility
Less meritocratic.
Unnecessary education.
2
Q
Education in industrial
A
Achieved roles.
Upward social mobility.
Necessary education
Formal education and welfare state expansion.
3
Q
What’re the 2 functions of education according to Durkheim?
A
Creating social solidarity.
Teaching specialist skills.
4
Q
What’s Durkheim’s view on education
A
Transmit knowledge and skills.
Bridge between particularistic to universalistic view
5
Q
What’s Parsons view on education?
A
Meritocracy.
A bridge.
Identify talents.
Allocate to suitable positions.
Promote social mobility.
6
Q
Education:Davis and Moore
A
Social stratification
Sorting mechanism, sifts and sorts people
Jobs not equally important.
7
Q
Marxism and education
A
Shared n+v reinforce capitalism.
Conform and accept authority.
People still judged on backgrounds.
8
Q
Marxism:Bowles and Gintis
A
how education works to make people suited for capitalism
9
Q
Correspondence principles (Bowles and Gintis)
A
School teach skills and knowledge to work for capitalism.
Socialization.
Reward obedience.
Mini versions of society.
10
Q
Myth of meritocracy (Bowles and Gintis)
A
Education control inequalities.
Justify inequality that it is inevitable.
Achievement determined by background.
Myth making machine.
11
Q
Hidden curriculum (Bowles and Gintis)
A
Teach capitalist values.
Conformity and hierarchy.
Students and workers motivated by external rewards.
12
Q
Neo-Marxism:Willis
A
Class conscious.
Lads study, counterculture.
Pointless to be academically good.
13
Q
New right and education
A
Consensus.
Education is failing
Prefers marketization and meritocracy.
14
Q
Marketization (New right)
A
Competition to increase quality.
Favors traditional teaching.
Modern society, left wing add to progressive.
15
Q
Parentocracy (New right)
A
Freedom and the choices for parents.
Vocationalism.
Inc parental participation, diversity.
League tables.
16
Q
Chubb and Moe
A
Failed state school.
Disadv groups not served, no equal oppor.
Neg impact on economy.
State schools don’t teach skills needed.
17
Q
Cream skimming (Gerwitz and Ball)
A
School place a boundary.
Select top student, push weaker students.
May exclude special needs students.
18
Q
Feminism and education
A
Traditionally discriminate.
Steered into stereotypical roles.
Restricted career opportunities.
19
Q
Feminism:Stanworth
A
Education pass stereotypical messages.
20
Q
Glass ceiling
A
See the top, can never get there as they are women.
21
Q
Postmodernism and education
A
Societies changed, create uncertainties.
Full of risks with constant surveillance.
Globalization.
Dislike what size if it’s off.
Lifelong education needed.
Education reproduces diversity not inequality.
22
Q
What are the 5 key characteristics Jones stated in postmodern society?
A
Rise of global capitalism.
Reduced states power.
Population growth and urbanization.
Globalization of market and marketing.
Rise of information society.
23
Q
Postmodernism:identity
A
Before, standard life course.
Now, idea of job for life disappeared, difficult to make identity.
24
Q
Postmodernism:economy
A
Fordism to postfordism
Jobs based on flexible specialization.
25
Postmodernism:changes to education
Fit the new workforce.
Greater choices and diversity.
Fragmented and hyper real.
26
What are the ways education has adapted to postmodernism?
Schools are more consumerist.
Individualized education.
Diverse education.
Fragmented education.
Hyperreal education.
27
Eva:functionalism
Hargreaves, promote competition add individualism brother that shared values.
Althusser, ideological stay apparatus.
Feminism, traditional gender roles.
Postmodernism, education is also shaped by other things.
Postmodernism, ignores the fluid of identity.
28
Eva:Marxism
Postmodernism, structured work is outdated.
Brown et al workforce required teamwork, not obedience. 
Reynolds, education also teach critical thinking.
Willis, hidden curriculum not always accepted.
Functionalism, education benefit society as a whole.
Feminism, ignores that a reproduces patriarchy.
29
Eva:New right
Gewirtz and Ball, new vocationalism create gap between academic and vocational studies.
Marxism, education focused on students from U/C.
Assisted places scheme, ones actually disadv didn’t participate.
Marxism, a fundamental right rather than a product that sold in market.
30
Eva:Feminism
GIST and WISE bring women into science.
Difference feminism, other feminism ignores barriers EM female students face.
Functionalism, ignore spell logical differences.
Marxism, reinforces capitalism.
31
Types of uk schools
Grammar school.
Six from college.
Academies.
Private or independent.
Voluntary schools.
State schools.
32
Class in pre industrial society
Easily recognized based on class.
Very little social mobility.
33
Class in post modern society
Blurred class boundaries.
Indicators of class can’t be applied to everyone.
More social mobility.
Inc M/C.
34
Class differences in educational achievement
Free school meals children, 27% less likely to achieve 5 or more GCSEs at grade A*-C .
4/5 children from W/C EM fam, taught with high concentrations of immigrant or disadv students.
35
What is cultural dep?
W/C fam fail to act as a primary socialization, limit one’s performance.
36
Cultural dep:Bernstein
Speech codes differences put W/C at disadv.
37
Cultural dep:Bereiter and Engelmann
Language in W/C is deficient.
38
Cultural dep:Douglas
Parents attitude is crucial in shaping children’s motivation
39
Cultural dep:Fernstein
Lack of parental support leads to underachievement.
40
Cultural dep:Sugarman
Identified 4 barriers to educational achievement for W/C.
Fatalism.
Collectivism.
Immediate gratification.
Present time orientation.
41
Cultural capital:Bourdieu
Old boys Network.
Habitus
M/C better equipped to meet demands of school curriculum.
Parents convert cultural capital into economic capital.
42
Cultural capital:Evans
M/C mothers understand education system.
43
Cultural capital:Ball et al
M/C parents choose best school, play system
44
What’s material dep?
Lack basic necessities
Born to fail
45
Material dep:Woldofgel and Washbook (housing)
Likely to be ill and missing school
46
Material dep:Cooper and Stewart (housing)
Not in catchment area
47
Material dep:Wilkinson (diet)
Poor diet cause emotional and behavioral issues.
Free school meals
48
Material dep:Smith and Noble (material goods)
Low income fam put a barrier.
Lack fundamental resources.
Hidden cost.
49
Tanner (material goods)
Lack oppor for extra learning.
50
Hirisch (material goods)
M/C, structured life outside.
51
Eva:external factors
Cultural differences between classes in modern world exaggerated.
Blackstone and Mortimore, parental interest can’t be measured.
Evans, observations and interviews on a W/C council estate, W/C parents have high aspiration.
Gaine and Geoge, Bernstein oversimplify speech patterns.
Blame W/C for their own failure.
52
Labeling:Becker
Interviewed teachers in a Chicago school.
Abilities determined on appearance.
Teacher judge a label pupils according to how closely to fit into the ideal pupil image.
53
Labeling:Dunne and Gazeley
Labels, main reason cause underachievement
54
What is SFP?
Can be pos or neg.
Labeler observe something fit the label, reinforces, teacher and students behavior change.
Internalize and act upon the label.
55
SFP:Rosenthal and Jacobsen
Fake IQ test, told teachers a random 20% were bright bloomers, returned a year later found ones labeled as bloomers made more progress.
56
SFP:Hargreaves, Hester and Mellor
Different factors make students get labeled
57
What’s setting and streaming?
Setting-Grouped by ability according to subject.
Streaming-groups according to general academic ability.
58
Gilborn and Youdell
Educational triage.
Link to marketization.
W/C, hopeless
59
Setting and streaming:Ball
Studied banding system in a comprehensive school.
Secondary uses primary school reports, determine the 1 of 3 bands they should be in.
Low expectations on W/C, directed to practical subjects and lower level exams.
60
Setting and streaming:Ireson and Hallam
Participants aged 14-15 using questionnaire in 23 secondary schools.
Students in higher sets tend to have a pos self-concept.
61
Setting and streaming:Keddie
Observed classes from different streams studying same subjects.
Simplified content in lower streams, questions seen as a distraction.
Complex contents in higher streams, questions taken seriously and answered in detail.
62
 What is subculture?
Different views to wider society.
Pro an anti-school.
Willis, Similar labels and views join together
63
Subculture:Hargreaves
Differentiation made low streamer who is neg labeled rebel.
Develop a delinquent subculture, aim to make troubles.
64
Subculture:Archer et al
Symbolic violence
Achieve alternative status by adopting NIKE identity.
M/C reject this style.
65
Eva:Archer et al
Woods, dividing student subcultures into two groups is too simplistic.
66
Symbolic interactionism
Social action theory
Interactions between teachers and students
67
Ethnicity and education
In 2022 Chinese students had highest average score 66 and Indian had an average 61.
Pakistani, Bangladesh and black Caribbean tend to underachieve.
68
Cultural dep and ethnicity
Education follow M/C culture.
Some EM have higher cultural capital.
69
Ethnicity external:intellectual and linguistic skills (Bowker)
Lack standard eng.
Misinterpretation and miscommunication.
70
Ethnicity external:intellectual and linguistic skills (Bernstein, Bereiter and Englemann)
Bernstein
Restricted and elaborated code.
Bereiter and Englemann
Incapable of expressing abstract ideas.
71
Ethnicity external:attitude and values 
Lack of motivation.
Black students socialized into subcultures (immediate gratification)
Link to lack language skills to support children.
72
Ethnicity external:attitude and values (Driver and Ballard)
Asian fam culture bring educational benefits.
Understand sig learning.
73
Ethnicity external:attitude and values (Lupton)
Asian fam promote respect for elders.
Helps attitudes towards authority.
74
Ethnicity external:fam structure (Moynihan)
Many black fam are matrifocal
75
Ethnicity external:fam structure (Sewell)
Lack tough love, join subculture
76
Material dep (Howard)
Pakistani and Bangladesh 3x more likely to be in the poorest fifth of the population, limited oppor.
Male unemployment is 3x higher.
77
Material dep (Flaherty)
15% EM in overcrowded housing, 2% white.
Pakistani 2x likely to be unskilled or semi skilled jobs.
Bangladeshi had most children free school meals, Indian have the lowest.
78
Causes of material dep
Live in economically depressed areas.
Cultural factors prevent Muslim women from work.
Lack language skills.
Asylum seekers not allowed to work.
Racial discrimination and labor and housing market.
79
Racism in wider society
Poverty is a byproduct of racism.
Supported by Mark Duggan.
Mason, ‘ discrimination is a continuing and persistent feature of the experience of Britain’s citizens of minority ethnic origin’
80
Racism in wider society (Rex and Noon)
Rex
Where is schism cause social exclusion, worsens poverty of EM.
Noon
Sent same letters of enquirer of employment with different surnames, Evans and Patel
81
Ethnicity and labeling
Teachers see black and Asian students not fitting the ideal pupil image, disruptive and passive.
82
Black pupils (Gilborn)
Racism is deeply embedded in education
Seas black students as threats and misinterpret behavior.
83
Black pupils (Bourne and Foster)
Bourne
School see black boys as a threat and label them neg leads to exclusion.
Foster
Teachers stereotype black students, placed in lower sets.
84
Asian pupils (Archer)
Pathologiesed identity apply to Asian, passive and feminized
Demonized identity apply to black students, unintelligent and hyper masculine.
85
Asian pupils (Wright)
Studied a multi racial primary school.
Despite the school’s apparent commitment to equal oppor, teachers held ethnocentric view.
86
Responses to labeling (Fuller)
Studied black girls in yr11 in London comprehensive school.
Anger to label were a type of motivation.
Created their own way of life.
87
Responses to labeling (Mac an Ghaill)
studied black and Asian students a sixth form college.
Reject neg label.
Label doesn’t inevitable produce SFP.
88
Ethnocentric curriculum (Troyna and Williams)
Prioritize white culture and Eng lang.
Neglect EM experiences.
89
Ethnocentric curriculum (David)
National curriculum is specifically British.
Teaching culture of the host community.
Ignores non-European languages, literature and music especially literature has not been updated.
90
Ethnocentric curriculum (Ball)
National curriculum ignores cultural and ethnic diversity.
Only include neg things.
Little Englandism
91
Ethnocentric curriculum (Coard)
Adv white students.
History present white people as civilized in the world, bring ideas.
92
What does ethnocentric school culture include?
School uniform.
Not providing Halal food.
Timing of holiday.
Arrangement of PE games or changing may conflict with cultural requirement.
History taught from a British perspective.
93
Setting, streaming and segregation (Gilborn)
Monetization allows school to select students they want
Cream skimming.
94
Setting, streaming and segregation (Moore and Davenport)
Selection procedures lead to ethnic segregation.
Favor white M/C.
Unequal access to resources and educational oppor.
95
What’s the commission of racial equality?
The report found biases in British education, EM pupils more likely to be in unpopular school even if they got similar results.
This is because school interview bias, primary school reports stereotypes, EM parents and students unaware of how waiting list system works and importance of deadlines.
96
Institutional racism (Strand)
Longitudinal study of young people in England.
For every 3 white British pupils doing higher tiered exams in math and science, 2 African Caribbean were entered.
Shows teacher bias in making decisions about exam entries, have to inform others so reinforces racism.
Also more likely to be excluded and doing normal things is seen as a distraction.
97
Institutional racism (Gilborn and Youdell)
Educational triage.
Black students labeled as hopeless
98
Institutional racism-black students (Gilborn)
Deeply rooted and large that’s practically inevitable.
Teachers interpret policy in a way that disadv black students.
UCAS, white students with similar a level results are more successful than EM.
Inc marketization allow neg stereotype.
Disciplinary process also this proportionally impact black students.
99
Why black pupil’s ability is socially constructed?
Before Foundation Stage Profile tests were rewritten in 2000, black students went from top achievers to bottom achievers overnight, shows they take out all the things black student did well in.
100
Institutional racism-Asian students (Gilborn)
Racism affect some EM more.
Indian and Chinese are model minorities, more resistant to racism and absorbs n+v of education better, not affected by racism.
Pakistani and Bangladesh lack tolerance to racism, create anti-school subculture.
101
Institutional racism (Ransons)
School governing bodies are disproportionally white M/C male.
102
Gender and education
Both improved. Girls has more rapid improvement, creates a sig gap between gender achievement.
103
Rise of feminism
Historically girls underachieve
But since 1960s feminism challenged traditional stereotypes and raised girls ambitions.
104
External:Rise of feminism (McRobbie)
Compared girls magazine in 1970s and 19890s.
1970s, portrayed importance of getting married and reinforces expressive role.
1980s, emphasize career and independence of women.
105
External: changes in the fam (Silver and Schor)
Commercialization of house work gives women inc freedom to find full-time jobs, men can be more inclusive in home.
106
External: changes in the fam (Laurie and Gershuny)
Woman move into paid employment, doing less housework and shared roles as it is easier for men to get involved.
107
External: changes in women’s employment
Equal pay act
Women in employment inc from 47% to over 70% in 2023.
Pay gap dec from 30% to 17%.
Some break through glass ceiling.
Female role model.
Greater career oppor and better pay.
108
External: changes in ambition and perception (Sharpie)
Interviewed girls in 1970s and 1990s.
In 70s, low aspirations and education is pointless, prioritize family.
In 90s, prioritize themselves, value career.
109
External: changes in ambition and perception (Fuller)
Studied at all girls girls school with high numbers of W/C and EM.
Low aspirers planned to leave school at 16, often in bottom sets.
Middle aspires wanted to carry-on, majority did vocational courses rather than A levels.
High aspirers wanted to pursue higher education, not always in the high set but confident in their abilities.
110
External for men:Mac an Ghaill
Crisis of masculinity.
Declining of manufacturing industry and rise in long-term unemployment, unable to fulfill their role.
New jobs are often part time and fit female skills.
111
External for men:Wragg
Decline of traditional masculinity, jobs to do a favor female traits.
112
External for men:Jackson
W/C boys find education pointless as they will still end up doing the same job.
Subculture.
Hegemonic masculinity.
Although some boys want to achieve high, don’t want to look feminine so worked hard at home.
113
External for men:Francis and Skeleton
Seem tough on the outside but vulnerable on the inside, reinforces by educational underachievement.
114
Why school is neg for boys? (Rothermel)
Home educated boys are just as successful as girls, prove internal factor are more important.
115
Why school is neg for boys? (Epstein)
Schools failed to cater for boys.
GIST, WISE
116
Why school is neg for boys? (Sukhnanda et al)
Have higher expectations for girls so pay more attention.
Critical of boys for none academic reasons.
117
Why school is neg for boys? (Mitsos and Browne)
Low expectations.
Teachers don’t give proper feedback.
118
Why school is neg for girls? (Coffey and Delamont)
Always been patriarchal so boy’s fault for underachieving
Male staff
119
Why school is neg for girls? (Stanworth)
Teacher give more time to boys and expect higher
120
Why school is neg for girls? (Spender)
When boys challenged they met with respect, girls criticized for being on lady like.
Work marked by different standards.
121
Why school is neg for girls? (Myhill)
Girls are passive, boys have more interaction so getting better education.
Conformity place a barrier in workplace.
Girls doing better in test but have neg school experience.
122
Why school is neg for girls? (Carrington et al)
Female teachers have a little impact on learning
123
Why school is neg for both gender? (Abraham)
Teachers maintain traditional gender stereotypes.
Some favor deviant boys more than academic boys and girls.
124
Why school is neg for both gender? (Swanne)
Grammar of argument.
Boys dominate class discussion, use aggre lang, girls speak in smaller groups and communicative.
125
Internal:assessments
Changes from Olevels to GCSE in 1988.
Reduced coursework in GCSE.
2013 coalition gov limited oppor to resit A levels.
Exam system shifted towards end of course exams in both GCSE and A levels.
126
Internal:assessments (Pirie)
O levels favored boys, revise a day before.
Coursework require organizational and sustained motivation that boys luck so girls improved rapidly.
127
Internal:assessments (Machin and McNally)
Changes to GCSE improved girl’s performance.
Girls do better in coursework, boys do better at end of course exams.
More emphasize on exams explain a narrowing gender gap.
128
Internal:assessments (Hurst)
Exams used impact grade.
Boys overtook girls in GCSE math following a change in emphasize of end of course exams.
129
Internal:assessments (Sewell)
Feminized education over the last 30 years.
Failed to display masculine traits.
130
Internal:curriculum (Bleach)
Girls like fiction and creative writing, boys like non-fiction and factual writing.
Boys dislike pre-20th century text but is essential in the national curriculum so Eng favors girls.
131
Internal:curriculum (Arnot)
Girls like sustained an open ended tasks.
Boys like brief and fixed answers and memorizing facts.
132
Internal:subject choices (Skelton, Francis and Valkanova)
Stats show high stereotypical trend for both gender to pursue certain subjects.
133
Internal:subject choices (Colley)
Female a level choices likely to end up in low paid professions causing financially dependent.
134
Factors influencing subject choices
Partly external.
Teachers still hold traditional cultural beliefs.
Combination of external and internal leads to subject to become gendered, problematic for boys doing female subjects and girls doing masculine subject.
In single sex schools, girls 2x likely to study maths a Uni due to pos female role model.
135
What’s the tripartite system, what’s good and bad about it?
Only M/C educated before WW2.
Butler’s education act of 1944 introduced secondary education for all students, free education until 15. Introduced the tripartite system, students must take 11+ exam and sorted into 3 types of school.
Grammar school offered academic curriculum and access to higher education for high achievers, secondary/state school offer practical curriculum so access to manual work, technical schools provided vocational education for students who failed, stops them from dependent.
Pos
Served M/C family very well as they tend to be the high achievers, provide guaranteed social mobility for W/C grammar.
Neg
Reproduce class inequalities, unequal oppor and resources.
Girls required higher marks.
Born smart ideology, determine children’s life based on a test alone at 11 is not enough.
Child’s social economic background affect their chances at school.
136
What’s the comprehensive system and was good and bad about it?
Tripartite system failed.
Educate all children in the same school regardless of their background.
Labor gov instructed local authorities to submit plans for comprehensive recognization, birth of new national curriculum.
Pos
Tackled previous schooling system issues.
Upgraded facilities so broader curriculum.
Equal oppor, reduce class gap in achievement.
Neg
Maintained stereotypical features e.g. streaming (Douglas).
Labeling.
Seems meritocratic but justifies inequality through myth of meritocracy (Bowles and Gintis)
137
Marketization policies
League tables.
Funding formula – schools are funded on how many students they recruit.
138
Aim of educational policies
Economic efficiency- teach skills needed for the labor force.
Raising educational standards-compete in a global education eg PISA.
Equality of educational oppor– ensure students get best educational oppor.
139
Educational equality aspect
Equality of access-every child should have same oppor to access educational provision of similar quality regardless backgrounds.
Equality of circumstance – start school with similar background.
Equality of participation – participate on an equal footing in the processes within school.
Equality of outcome – same chances of achievement regardless of background.
140
What’s schools admission code and what’s the positive or negative?
Stop school discrimination when admitting.
3 types of selection, ability eg entrance test, aptitude eg talents and faith eg Catholic, all can be impacted by socioeconomic background.
Pos
Allow high achievers to benefit and go to better schools.
Specialized teaching.
Neg
Late developers don’t benefit eg 11+.
Mixed ability groups help create more social cohesion and high achievers could motivate.
141
What are the policies promoting equality?
Open enrollment policy-parents applied to any state schools in any area and must take the child if undersubscribed but schools to get filled up quickly so favors M/C as they know to apply quicker.
Over subscription policy – prioritize children in care, pupil premium, sibling, catchment area and faith but some still favors M/C. (Tough add Brooks, covert selection, cherry picker students.)
Educational Reform Act – ensure school same curriculum.
Pupil premium – additional funding given to school with students from low socioeconomic backgrounds.
Aim higher program-encourage students from W/C to participate more in higher education.
Raising school living age to 18.
Academies and free school meals-academies from local authorities, free school meal could be developed by charities, faith groups, business etc.
Literacy and numeracy hours.
Educational maintenance allowance – money given to students from low socioeconomic background to support post 16 education.
142
What are the key features of marketization?
Independence, competition and choice.
143
What are the features of quality control?
Ofsted inspections, publication of performance and national curriculum giving a baseline.
144
New right gov and policies
Inc competition.
New vocational education and training.
Marketization and parentocracy.
145
Eva:new vocationalism
Finn, hidden political agenda, providing cheap labor.
Cohen, create good attitudes and work discipline rather than actual job skills.
146
Eva:marketization
Cultural capital.
Ball and Witty, reproduce inequality as allows schools to be selective.
147
Eva:parentocracy
Ball, not all parents have the same freedom of choice.
Gerwitz, M/C have more choices available and better adv.
148
New labor and policies
Education action zone.
Aim higher program.
Educational maintenance allowances.
Raise school living age to 18.
Literacy a numeracy hours
149
Eva:new labor
Witty, aim was to tackle inequality but were also committed to marketization.
Curtis, diversity in education is exaggerated
150
New labor and postmodernism
Promote diversity and choices.
Thompson, schools no longer one size fits all mass education, more customized.
151
Coalition policies
Academies and free schools-from 2010, academy status was opened up to all schools that achieved outstanding in ofsted.
Religious parents groups and teachers could set up new schools with approval which are free schools, have distinctive content.
Curriculum reform-made a levels more difficult.
In 2013 introduced new national curriculum, emphasize on traditional learning styles, more emphasize on grammar and spelling in Eng.
Reformed league tables for secondary schools, EBac was introduced, made a certain subjects regarded as academic, league tables were based on % achieved GCSE A*-C in Eng, math, science, modern language.
Vocational education reform-EMA were abolished to reduce state size and gov spending, downgraded value of many vocational courses, 125 vocational qualifications counted as GCSE equivalent compared to around 3000 previously.
Tuition fees in higher education– rise in tuition fees from max of £3000 to £9000, able to take out loans to meet the fees and had to be repaid with interest once they earn over 21,000 per year.
Higher education became like market based on service, uni able to expand and take more students if there was sufficient demand from qualified applicants.
Free school meals-compensate children from low income families for educational disadv.
General policies-low and medium incomes could get maintenance grants, not be repayable, helping cover a living cost.
Widen access for higher education, requires uni charging fees above £6000 to implement schemes to encourage underrepresented groups to go to uni.
152
Eva:coalition policies
National union of teachers, free schools and academies tend to reduce budget for other schools.
Finish educational system have some of the best schools in the world even though there’s no competition in the system.
Limited parental choices so difficult for children to go to popular schools.
Eligible students for EMA lost financial support to help them pay the cost of education and compensate for lack of earnings.
153
Impact of globalization on education
Inc competition.
Interconnected world,more adverts.
154
4 aspects of educational equality
Equality of access, circumstance, participation and outcome
