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Sociology 🫂 > Education 📚 > Flashcards

Education 📚 Flashcards

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Sociology 101 flashcards
1
Q

Labelling Theory (Becker)

A

the assertion that once labelled as deviant, people come to accept the label as part of their identity, not just based on intelligence but also on speech, dress, personality and conformity etc..

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2
Q

Harvey and Slatin

A

showed 96 teachers pics of 18 students from different social class backgrounds and found that teachers were more likely to pick white middle class students to be most expected to succeed

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3
Q

Rosenthal and Jacobson

A

Beginning of year gave students a test and then showed teachers (random) names of kids who did best, then gave them another test later on and those random students ended up doing better showing that the teachers gave the ‘most likely to succeed’ kids more attention

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4
Q

Rist

A

labelling, studied an American kindergarten and found that teachers used information on the students such as income to separate them into groups ( tigers, cardinals and clowns), those put into clowns were mostly working class

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5
Q

Mirza

A

African Caribbean girls at school knew they were labelled as unlikely to succeed due to racism but this actually pushed them to work harder rather than accept this label.

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6
Q

streaming, setting and banding

A

streaming = students divided into streams based on ability, for all subjects

setting = students placed into sets based on ability for individual subjects

banding = students are placed into one of two bands based on ability

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7
Q

Gillborn and Youdell

A

A-C economy, educational triage, schools disregard the ‘hopeless cases’ and students who will pass no matter what, focus on those students who could get a C+ with help

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8
Q

Ball

A

‘warmed up’ students are encouraged to have high aspirations from school. ‘cooled down’ students are directed towards practical jobs and are less likely to stay in school

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9
Q

Louis Althusser

A

Marxist, repressive state apparatus, ideological state apparatus

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10
Q

Bowles and Gintis

A

studies 237 NYC schools found that obedience was rewarded but intelligence and creativity wasn’t. correspondence principle and hidden curriculum.

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11
Q

Paul Willis

A

Working class boys choose to fail in school as a rejection of capitalism and create an anti-school subculture.

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12
Q

1988 Education Reform Act

A

National Curriculum, National League Tables, formula funding, open enrolement, OFSTED

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13
Q

Chubb and Moe

A

The new right, children should be given vouchers to choose school to increase meritocracy

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14
Q

Sharon Gerwitz

A

these policies only really benefit the middle class due to their knowledge, culture and accessibility

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15
Q

Mass academisation

A

multi academy trusts would set up private organisations, these schools were outside of many restrictions such as not having to teach the national curriculum

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16
Q

Free schools

A

Schools set up by charities, teachers and businesses or parents but funded by the state. They were introduced by the coalition government after 2010.

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17
Q

coalition government

A

When two or more parties join together to form a majority in a national legislature.

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18
Q

Free nursery places

A
  • 15 hours a week for all 3-4 year olds
  • 30 hours a week for low income households
  • free school meals for children under 8
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19
Q

Compensatory policies

A

EMA, literacy and numeracy hours, specialist schools, city academies

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20
Q

Parsons

A

functionalist, role allocation, school acts as a focal socialising agent, universalistic values, particularistic values, achieved status and ascribed status

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21
Q

Blau and Duncan

A

functionalists, human capital- modern economy depends on using human capital and utilising its workers skills- a meritocratic education system allocated roles and maximises productivity

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22
Q

Davis and Moore

A

some inequality is necessary, those who work harder or are more talented deserve better paying jobs, all jobs need to be done

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23
Q

Durkheim

A

Functionalism, social solidarity and specialist skills

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24
Q

evaluation of Durkheim

A

does not teach everyones culture, not creating social solidarity - Miriam David, the black curriculum

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25
Q

evaluation of Parsons

A
  • society doesn’t have achieved status - marxists
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26
Q

evaluations of functionalism in education

A

-most vocational work happens in the workplace

-isn’t a good enough link between education and salary

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27
Q

systems UK has taken through globalisation

A

-academies and free schools from US charter schools

-larger classrooms from china

-harder teacher requirements from Finland

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28
Q

evaluations of globalisation

A
  • Alexander says it creates ‘moral panic’
  • we can’t just copy others without implementing our culture

-Mitsos and Browne have argued globalisation has lead to a disinterest in education from male working class boys

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29
Q

Chubb and moe (private schools)

A

All schools should work as a market place, if parents want to send their kids to private shchool they should be able to.

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30
Q

Sam Friedman

A

studied success rated of graduates of private and state schools with the same grades, private school graduates were more successful

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31
Q

Alan Milburn

A

old boys network should be cleansed for the UK to be fully meritocratic

32
Q

old boys network

A

Set of informal relationships among private school students providing increased career advancement opportunities for men and reinforcing a male culture.

33
Q

Keddie

A

argues that its not cultural deprivation but simply just different cultures, school should be able to teach more

34
Q

Robson

A

the middle-class have greater cultural capital than the working-class, but the education system unfairly measures all against the same knowledge

35
Q

Berstein

A

language code differences between m/c elaborated and w/c restricted

36
Q

Archer et al

A

school and home lives are more similar for middle class students, making them look more intelligent

37
Q

Douglass/ goodman & Gregg

A

the most important factor in educational success is parental encouragement.

38
Q

Nick Gibb

A

children are leaving school without a deep understanding of history as only a small amount of history is taught.

39
Q

Hirsch

A

working class students underperform because their home lives aren’t educational enough

40
Q

cultural deprivation

A

The theory that many working class children are inadequately socialised and therefore lack the right culture needed for educational success

41
Q

Norman

A

girls and boys are dressed and treated differently from an early age which causes them to choose different subjects and deem some to be feminine and others to be masculine (early socialisation)

42
Q

Pierre Bourdieu

A

cultural capital, class cannot just bet down to wealth as there could be poor upperclass. It can be based on things such as activities

43
Q

ross

A

gender domains, children copy things that parents do which leads them to pick gendered subjects

44
Q

colley

A

gendered subject images, boys are more likely to do computing etc because of machinery and formal teaching

45
Q

paetcher

A

peer pressure, boys and girls can pressure eachother into choosing certain subjects based on gender. interviewed year 10s and 12s to find why they chose their subjects, girls were pressured by boys to not do sports

46
Q

gendered career opportunities

A

subject choices lead towards certain careers which may have gendered expectations even if the subject itself doesnt

47
Q

societal changes that lead girls to do better in school

A
  1. rise of feminism
  2. changes in the family
  3. changes in girls ambitions
  4. changes in women employment
48
Q

carol fuller

A

Carol Fuller studied 700 girls in British High Schools, in Years 10 and 12. She found that girls sorted themselves into three groups, based on a variety of factors. low middle and high aspirers

49
Q

Mac an Ghaill (1994)

A

found evidence of pro-school subcultures amongst two groups who would traditionally be expected to underperform.
He found that white working class and Asian boys formed groups of “academic achievers”, who studied hard, and “new enterprisers” who committed to vocational education and technology, especially computing.
Not only did these students subscribe to the values of schooling, they achieved better because of it.
This is not because of teachers’ expectations/labelling, or home values, but because of the individual students’ values

50
Q

anti school subcultures

A

A functionalist approach to anti-school subcultures comes from Albert Cohen.
Cohen claims that working class students start school with the wrong values to succeed. This leads to their inevitable failure, due to their homelife.
Because of this, they suffer from status frustration- they cannot succeed, so they hate systems that prevent them from holding high status.
Instead, they move towards subcultures where they may have high status, as they may be considered important to their peers.

51
Q

Sugarman

A

working class = fatalism, immediate gratification and present-time orientation

middle class = collectivism, future orientation, delayed gratification

52
Q

bereiter and Englemann

A

language spoken by low income black American families is inadequate for academic success

53
Q

Swann report

A

language was not the major factor in this underachievement of minorities

54
Q

gilbourn and mirza

A

Indian students do well in spite of English not being their home language

55
Q

attitudes and values towards education

A

some argue that black children have a fatalistic attitude that does not value education because of an ethnocentric curriculum or labelling

56
Q

driver and ballard

A

Asian family structures bring educational benefits. Asian families have a more positive attitude towards education and higher aspirations for children futures

57
Q

Sutton trust

A

80% of 11-16 year old ethnic minority pupils aspired to go to uni. only 68% of white students did

58
Q

Lupton

A

studied four working class schools, 2 white schools, one Asian and one mixed school. poorer levels of behaviour in white school

59
Q

critisms of cultural deprivation

A

driver- ignores positive effects of ethnicity on education, black girls achieve higher

Lawrence- black pupils fail cause of racism

keddie- theory blames the victims, ethnically different not deprived

60
Q

gilborn and youdell ethnicity and education

A

found that teachers were quicker to discipline black students for the same behaviour as white students

61
Q

wright

A

points out that Asian students are also victims of teacher stereotypes. she found that Asian students were assumed to have problems with language and teachers constantly mispronounced names

62
Q

Mirza ethnicity and education

A

studied a group of ambitious black girls and found there was three types of teachers that held back the girls potential
-colour blind= teachers weren’t racist but also didn’t challenge racism

-liberal chauvinists= teachers believe black people suffer cultural deprivation and have low expectations for them

-overt racists= teachers who actively discriminate

63
Q

Tony Sewell black masculinity and schooling

A

research described how black students are angels and devils in British society. he observed teacher prejudice and stereotyping. found that there were five types of black students
-conformists = conformed to the white institution or acted elite rather than conforming to acting white

-innovators = positive about education but rejects system often in conflict with teachers

-ritualists

-retreatists= don’t start conflict but miss lessons often ignored by teachers

-rebels political and hedonist, rejected school and looked for the black community for actual education, or reject school and use sexuality aggressively

blamed absence of male role models and media inspired role models

64
Q

troyna and Williams

A

argued that explanations of ethnic differences in achievement need to go beyond teachers and look at how schools discriminate as a whole

65
Q

Individual and institutional racism

A

individual racism= prejudice of individuals

institutional racism= discrimination in a way school operates

66
Q

David gilborn

A

marketisation has given greater scope to select pupils which puts some ethnic minorities at a disadvantage

67
Q

commission for racial equality

A

identified biases in the system. ethnic minorities are more likely to end up in unpopular schools due to selection

68
Q

teacher racism

A

gillborn and youdell found that teachers were quicker to discipline black students for the same behaviour as white ones, they had racialised expectations

Wright found that teachers assumed Asian students would have problems with language

69
Q

student responses and subcultures

A

Mirza (1992) also studied a group of ambitious black girls but found different
results. She found that the views of racist teachers held back the girls’
potential. She identified 3 types of teacher:

The colour blind – these teachers believed students were equal,
but didn’t challenge racism.
The liberal chauvinists – teachers who believe black pupils suffer cultural deprivation and have low expectations of them.
The overt racists – teachers who actively discriminate.

However, although these students didn’t get as much help they still were ambitious and didn’t let this stop them

70
Q

Tony Sewell black masculinities and schooling

A

observed teachers with black students and found that they had racist assumptions about them, like they are overly sexual and more misbehaved.

71
Q

ethnocentric curriculum

A

Miriam David describes the national curriculum as specifically British – ignoring non European languages, literature and music.

72
Q

institutional racism

A

Troyna & Williams argue that explanations of ethnic differences in achievement need to go beyond simply examining individual teacher racism to look at how schools and colleges routinely discriminate against ethnic minorities. They make a distinction between:

individual racism - the prejudice of individuals

institutional racism – the discrimination and racism in the way schools operate.

73
Q

selection and segregation

A

David Gilborn (1997) argues that marketisation has given schools greater scope to select pupils which puts some ethnic minority students at a disadvantage. This is because selection gives more scope for negative stereotypes.

The Commission for Racial Equality has identified biases in the system. Racism in selection procedures means that ethnic minority children are more likely to end up in unpopular schools. The Commission identifies the following reasons:
reports from primary schools that stereotype minority pupils

racist bias in interviews for school places

lack of information in minority languages

ethnic minority parents don’t always understand the school system – waiting lists, .deadlines etc.

74
Q

Sue sharpe

A

‘Just a girl’ study, found that girls were more confident, ambitious and assertive as they saw education as the main route to a career and independence

75
Q

McRobbie

A

Bedroom culture, girls are socialised to not engage as much in play and society due to being in their rooms constantly

76
Q

Lacey

A

Subcultures, those in lower sets formed an anti school subculture due to feeling polarised

Sociology 🫂 (5 decks)

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