Education 📚 Flashcards

Question

evaluation of Parsons

Answer 1

- society doesn't have achieved status - marxists

Answer 2

-most vocational work happens in the workplace -isn't a good enough link between education and salary

Answer 3

-academies and free schools from US charter schools -larger classrooms from china -harder teacher requirements from Finland

Answer 4

- 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

Answer 5

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

Answer 6

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

Answer 7

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

Answer 8

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

Answer 9

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

Answer 10

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

Answer 11

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

Answer 12

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

Answer 13

the most important factor in educational success is parental encouragement.

Answer 14

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

Answer 15

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

Answer 16

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

Answer 17

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)

Answer 18

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

Answer 19

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

Answer 20

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

Answer 21

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

Answer 22

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

Answer 23

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

Answer 24

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

Answer 25

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

Answer 26

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.

Answer 27

working class = fatalism, immediate gratification and present-time orientation middle class = collectivism, future orientation, delayed gratification

Answer 28

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

Answer 29

language was not the major factor in this underachievement of minorities

Answer 30

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

Answer 31

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

Answer 32

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

Answer 33

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

Answer 34

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

Answer 35

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

Answer 36

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

Answer 37

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

Answer 38

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

Answer 39

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

Answer 40

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

Answer 41

individual racism= prejudice of individuals institutional racism= discrimination in a way school operates

Answer 42

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

Answer 43

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

Answer 44

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

Answer 45

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

Answer 46

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

Answer 47

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

Answer 48

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.

Answer 49

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.

Answer 50

‘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

Answer 51

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

Answer 52

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