Education

Question 1

Ascribed Status

Answer 1

An ascribed status is a social position that an individual is assigned to at birth or involuntarily acquires later in life, based on factors such as age, sex, race, or family background.

Being born into a wealthy family would be considered an ascribed status because it’s something you inherit and don’t have control over. It’s a social position you’re given rather than one you achieve through your own efforts or choices.

Question 2

Particularistic Standards

Answer 2

Particularistic standards are personalised rules or judgments that vary depending on the person or situation, rather than being the same for everyone.

Question 3

Universalistic Standards

Answer 3

Universalistic standards are rules or expectations that are applied equally to everyone, regardless of their individual characteristics or relationships.

Question 4

Achieved Status

Answer 4

An achieved status is a social position that a person gains through their own efforts, abilities, or accomplishments, rather than being assigned at birth or predetermined by factors like family background or age.

Question 5

Meritocracy

Answer 5

Meritocracy is a system or society in which people’s social status and opportunities are based on their abilities, talents, and achievements rather than factors like wealth, family background, or social class.

Question 6

The Hidden Curriculum

Answer 6

The hidden curriculum refers to the unwritten or implicit lessons, values, and behaviours that students learn in school through the social environment, school culture, and interactions with teachers and peers, rather than from formal academic instruction.

Question 7

Correspondence Principle

Answer 7

The Correspondence Principle, by Bowles and Gintis, suggests that the structures and dynamics of the education system mirror or correspond to the structures and dynamics of the wider society, particularly in terms of reproducing social inequalities and preparing individuals for their future roles in the workforce.

Question 8

Intelligence Quotient

Answer 8

An Intelligence Quotient (IQ) is a measure used to assess a person’s cognitive abilities and intellectual potential compared to others in their age group. It’s typically derived from standardised tests that evaluate various aspects of mental abilities such as reasoning, problem-solving, and comprehension.

Question 9

Comprehensive Schools

Answer 9

Comprehensive schools are schools that provide a wide range of academic courses and cater to students of all abilities without selection based on academic achievement, religion, or other criteria.

They aim to offer a comprehensive education to all students regardless of their background, often in contrast to selective or specialised schools.

Question 10

Special Schools

Answer 10

Special schools are educational institutions specifically designed to cater to the needs of students with disabilities, learning difficulties, or special educational needs (SEN). These schools offer tailored support, resources, and teaching methods to help students overcome challenges and reach their academic and developmental potential.

Question 11

Free Schools

Answer 11

Free schools are also like regular schools, but they’re set up by different groups like parents, teachers, or charities. They still get money from the government, but they have more freedom to choose what they teach and how they teach it.

Free schools are independent, state-funded schools in England that have more control over their curriculum, teaching methods, and budget compared to traditional state schools. They are set up by groups of parents, teachers, charities, or other organisations, and they do not have to follow the national curriculum. However, they are still accountable to the government for educational standards and outcomes.

Question 12

Academies

Answer 12

Academies are schools that get money from the government to teach kids, but they’re not run by the local council like most schools. They have more freedom to decide things like what they teach and how they do it.

Question 13

What is the difference between a Free School and a Comprehensive School?

Answer 13

Comprehensive schools are state-funded schools that aim to provide a broad and balanced education to students of all abilities without selection based on academic achievement, religion, or other criteria. They follow the national curriculum and are overseen by local education authorities.

Free schools are also state-funded but have more autonomy and flexibility in terms of curriculum, teaching methods, and management. They can be set up by various groups, such as parents, teachers, charities, or other organisations, and they do not have to follow the national curriculum.

Question 14

What is the difference between Free Schools, Academies and Comprehensive Schools?

Answer 14

1. Governance:

Academies: Academies are independent, state-funded schools that operate outside of local authority control. They have their own governing bodies and can make decisions about their curriculum, teaching methods, and management.

Comprehensive Schools: Comprehensive schools are traditional state-funded schools overseen by local education authorities. They follow the national curriculum and are accountable to the local authority.

Free Schools: Free schools are also state-funded but have more autonomy compared to comprehensive schools. They can be set up and managed by various organisations and operate independently of local authority control.

2. Funding:

Academies: Academies receive funding directly from the government, similar to comprehensive schools and free schools.

Comprehensive Schools: Comprehensive schools are funded by the government through local education authorities.

Free Schools: Free schools are also funded by the government but have more control over their finances and budget allocation compared to comprehensive schools.

3. Autonomy:

Academies: Academies have the highest level of autonomy among the three types of schools. They have more control over their curriculum, teaching methods, staffing, and budget.

Comprehensive Schools: While comprehensive schools have some autonomy, they operate within the framework set by the national curriculum and local education authorities.

Free Schools: Free schools have more autonomy compared to comprehensive schools but less than academies. They have flexibility in curriculum design, teaching methods, and management, but they are still accountable to the government for educational standards and outcomes.

In summary, academies, comprehensive schools, and free schools are all state-funded institutions, but they differ in terms of governance structure, funding arrangements, and level of autonomy.

Question 15

Further Education (FE)

Answer 15

It’s where people go to learn new skills, get qualifications, or prepare for jobs. It can include things like college courses, apprenticeships, or vocational training.

Question 16

Higher Education (HE)

Answer 16

Higher Education (HE) is like the next step after Further Education (FE). It’s where people go after secondary school to study for degrees, like a Bachelor’s or a Master’s, at universities or colleges.

Question 17

Private Schools

Answer 17

Private schools are not funded by the government and are instead financed through tuition fees paid by students or their families, as well as through other sources such as endowments or donations. These schools operate independently of government control and often have their own admissions criteria, curriculum, and policies.

Question 18

Public Schools

Answer 18

This refers to prestigious, fee-charging private schools. Eton College is one of the most well-known and prestigious public schools in the UK, and it charges tuition fees for attendance.

Question 19

Independent Schools

Answer 19

Independent schools are schools that are not funded or controlled by the government. They are privately funded, usually through tuition fees paid by students’ families, donations, or endowments. These schools have autonomy over their curriculum, admissions policies, and other aspects of their operation.

Question 20

Selective Schools

Answer 20

Selective schools are educational institutions that admit students based on academic ability, achievement, or other criteria rather than geographical location or catchment area.

These schools often require students to pass entrance exams or meet specific academic standards for admission.

In the context of the independent sector, selective schools may include prestigious private schools that have rigorous admissions criteria based on academic ability or other factors.

Question 21

Ethos

Answer 21

It refers to the core values, beliefs, and principles that guide the culture and atmosphere within the school community. This includes the attitudes towards learning, behaviour expectations, relationships between staff and students, and the overall educational philosophy of the institution. The school’s ethos influences how teaching and learning are approached, how students are supported and encouraged, and the overall tone and environment of the school.

Question 22

Tripartite System

Answer 22

The Tripartite System refers to an educational system implemented in some countries, notably the United Kingdom after World War II. It consisted of three types of secondary schools:

1. Grammar Schools: These schools focused on academic education and prepared students for higher education, typically through a curriculum emphasising classical languages, mathematics, and sciences. Admission to grammar schools was based on academic achievement, often determined by the results of an entrance examination taken at age 11 (the Eleven-Plus exam).
2. Secondary Modern Schools: Secondary modern schools provided a more vocational or practical education, preparing students for skilled trades or entry-level jobs. They offered a less academic curriculum compared to grammar schools and typically did not prepare students for higher education.
3. Technical Schools: Technical schools offered specialised education focused on technical and vocational subjects, such as engineering, technology, and practical skills. They aimed to prepare students for careers in technical fields or skilled trades.

The Tripartite System aimed to provide different pathways for students based on their abilities and interests, with the intention of fostering social mobility and meeting the diverse educational needs of the population.

However, it became criticised for perpetuating social inequalities and providing unequal opportunities for students based on their performance in the Eleven-Plus exam.

Question 23

Why was the Tripartite System criticised?

Answer 23

It became criticised for perpetuating social inequalities and providing unequal opportunities for students based on their performance in the Eleven-Plus exam.

Question 24

Mixed Ability

Answer 24

Refers to a teaching or learning approach where students of varying abilities are grouped together in the same classroom or educational setting.

In a mixed ability setting, students with different levels of academic skill, aptitude, or prior knowledge learn alongside each other, rather than being separated into distinct ability groups or classes.

This approach aims to promote inclusion, diversity, and collaboration among students, as well as to cater to the individual needs of all learners within a varying group.

Question 25

Setting

Answer 25

Refers to the practice of grouping students based on their academic abilities or performance into separate classes for certain subjects or activities.

These groups, often referred to as “sets,” typically consist of students who are at a similar level of ability or achievement in a particular subject. Setting allows teachers to tailor their instruction to the specific needs of each group, providing appropriate challenges and support to maximise learning outcomes.

Question 26

Deschooling

Answer 26

Deschooling refers to the process of transitioning from a traditional school-based educational model to alternative forms of education or learning that are less structured and institutionalised.

It involves challenging conventional ideas about education, questioning the role of schools in society, and exploring alternative approaches to learning, such as homeschooling, unschooling, or self-directed education.

Deschooling often involves reevaluating assumptions about teaching, learning, and the purpose of education, and may entail a period of adjustment or reflection for individuals or communities as they explore new educational paradigms.

Question 27

Public Examinations

Answer 27

GCSE and A-level

Public examinations are standardised tests or assessments that are administered by an official examining body, typically at the end of a certain stage of education, such as the completion of secondary school or specific courses.

These examinations are usually taken by a large number of students and are used to assess their knowledge, skills, and understanding in various subjects.

Public examinations often play a significant role in determining academic achievement, progression to higher levels of education, and eligibility for further opportunities, such as college admission or employment.

Question 28

Cultural Deprivation

Answer 28

Cultural deprivation means not having enough chances to do fun and educational things like going to museums, reading books, or visiting different places. It’s like not having the same opportunities to learn and have fun as some other kids might have.

Question 29

Cultural Capital

Answer 29

Parents and caregivers can pass on cultural capital by sharing their knowledge, interests, and values with their children. For example, if your parents take you to museums, read books with you, or teach you about different cultures, that can give you a lot of cultural capital too.

Question 30

League Tables

Answer 30

League tables are like scoreboards that show how well different schools or teams are doing compared to each other.

In education, league tables rank schools based on things like exam results or student performance. They help people see which schools are doing the best and can be used by parents, students, and policymakers to make decisions about education.

Question 31

Marketisation

Answer 31

The policy of bringing market forces such as competition and parental choice into education.

This reinforces the advantages of middle-class parents and makes education less equal.

Schools become more concerned with attracting the brightest and best students than with helping disadvantaged ones.

Question 32

Labelling

Answer 32

Labelling is when people, especially in authority positions like teachers or police officers, give someone a certain label or name that describes them in a particular way.

This label can influence how others see that person and even how the person sees themselves. For example, if a student is labelled as “troublemaker” by a teacher, other teachers and students might start to see them that way too, even if it’s not entirely true.

Question 33

Self-fulfilling Prophecy

Answer 33

A self-fulfilling prophecy is when a belief or expectation leads to behaviours or actions that make the belief come true.

In other words, if you believe something will happen, you might behave in a way that actually causes it to happen.

For example, if a teacher expects a student to do poorly in school and treats them accordingly, the student may start to believe they are not capable of doing well and may stop trying, thus fulfilling the teacher’s initial expectation.

Question 34

Anti-School Sub-Culture

Answer 34

An anti-school subculture is a group of students within a school who reject or oppose the norms, values, and authority of the educational institution.

Members of this subculture may display behaviours such as truancy, defiance of rules, disengagement from academic activities, and resistance to authority figures such as teachers and administrators.

They may form their own social group with shared beliefs and attitudes that challenge the mainstream school culture. Anti-school subcultures can emerge as a response to perceived injustices, inequalities, or frustrations within the educational system.

Question 35

Streaming

Answer 35

Streaming is a practice in education where students are grouped into different classes or tracks based on their perceived academic ability or achievement.

These groups, often referred to as “streams,” “sets,” or “levels,” receive instruction at different levels of difficulty or pace.

Streaming can involve separating students into groups for all subjects or only for certain subjects, such as mathematics or English. The goal of streaming is often to provide tailored instruction that meets the needs of students at different ability levels, but it can also lead to inequalities and stigmatisation for students in lower ability groups.

Question 36

Band

Answer 36

Refers to a grouping of students based on their academic ability or achievement level within a particular subject or course.

Bands are often used in schools to provide differentiated instruction, with students in higher bands receiving more advanced or challenging coursework, while students in lower bands receive additional support or remedial instruction.

The purpose of banding is to meet the diverse learning needs of students and ensure that instruction is appropriately targeted to their abilities.

Question 37

Ethnocentric Curriculum

Answer 37

An ethnocentric curriculum is an educational approach that prioritises the perspectives, experiences, and values of one particular ethnic or cultural group over others.

This can result in a curriculum that is biased towards the dominant culture or ethnicity within a society, while marginalising or excluding the contributions, histories, and perspectives of minority or marginalised groups.

Ethnocentric curricula may reinforce stereotypes, perpetuate inequalities, and contribute to the cultural dominance of certain groups, while neglecting the diverse experiences and identities of others.

Question 38

Institutional Racism

Answer 38

Institutional racism refers to the systemic patterns of discrimination, bias, and unequal treatment experienced by racial or ethnic minority groups within organisations, institutions, or societal structures.

Unlike individual acts of prejudice or discrimination, institutional racism operates at a broader level, embedded within the policies, practices, and norms of institutions such as schools, workplaces, governments, and law enforcement agencies.

It can manifest in various forms, including disparities in access to opportunities, resources, and services; differential treatment in hiring, promotion, and disciplinary practices; and the perpetuation of stereotypes and biases that disadvantage certain racial or ethnic groups.

Question 39

Legislation

Answer 39

Legislation refers to the process of making or enacting laws, as well as the laws themselves that are created by a legislative body, such as a parliament or congress.

Legislation can take various forms, including statutes, regulations, ordinances, and acts, and it serves as the formal framework for governing society by establishing rules, rights, duties, and procedures that individuals and organisations are required to follow.

Legislation addresses a wide range of issues, from criminal justice and taxation to environmental protection and civil rights, and it plays a central role in shaping the legal and regulatory framework of a country or jurisdiction.

Question 40

Gendered Curriculum

Answer 40

An educational framework or approach that reflects or reinforces traditional gender roles, stereotypes, and expectations.

It may include content, materials, and teaching methods that prioritise or emphasise certain skills, subjects, or behaviours based on gender norms, while marginalising or neglecting others.

For example, a gendered curriculum might offer science and math classes as more suitable for boys, while promoting home economics or childcare for girls. This approach can perpetuate inequalities, limit opportunities, and reinforce gender stereotypes by prescribing certain roles and interests for individuals based on their gender identity.

Question 41

Crisis of Masculinity

Answer 41

The crisis of masculinity refers to societal challenges and shifts in traditional notions of masculinity, which can lead to feelings of insecurity, uncertainty, or loss of identity among men.

This crisis is often associated with changes in gender roles, expectations, and power dynamics, as well as broader social, economic, and cultural transformations.

Factors contributing to the crisis of masculinity may include shifts towards gender equality, changes in family structures, economic insecurity, shifts in employment patterns, and evolving cultural norms around masculinity.

This concept suggests that traditional ideals of masculinity are being challenged or redefined, leading some men to feel a sense of disconnection or disillusionment with traditional roles and expectations.

Question 42

Moral Panic

Answer 42

A moral panic is a widespread feeling of fear, anxiety, or outrage within a society or community over perceived threats to social order, morality, or values.

Moral panics typically arise when media, authorities, or influential figures exaggerate a particular issue or phenomenon, leading to public concern and a heightened sense of urgency to address the perceived threat.

Question 43

Counter-School Culture

Answer 43

Paul Willis studied working-class boys in a British school in the 1970s. He observed that some of these boys formed a “counter-school culture,” which was a rebellious attitude and behaviour against the school’s authority and academic values.

This counter-school culture often involved defiance of teachers, rejection of academic achievement, and prioritisation of peer group identity and working-class values.

Willis argued that this counter-school culture served as a form of resistance to the school’s efforts to socialise students into obedient, passive workers, reflecting broader patterns of class-based resistance to authority and main norms in society.

Question 44

White-Collar Work vs. Blue-Collar Work

Answer 44

White-collar jobs are usually done in offices and involve things like paperwork or managing people. Examples are accountants and managers.

Blue-collar jobs involve manual work, like building things or fixing machinery. Examples are construction workers and mechanics.

White-collar workers often have more education and earn salaries, while blue-collar workers are paid hourly and may need specialised training.