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Education Flashcards

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Sociology 101 flashcards
1
Q

Durkheim - Role of Eduction

A

Promotion of Social Solidarity

Imparting Specialist Skills

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2
Q

Parsons - Role of Education

A

Secondary Socialisation of the next generation

Role allocation - differential award for differential achievement

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3
Q

Davis and Moore - Role of Education

A

Role allocation

Individuals need to gain higher rewards - social strata

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4
Q

Althusser - Role of Education

A

Transmission of ruling class ideology

Myth of Meritocracy

Ruling class ideology prevents the Proletariat from revolting against the Bourgeoisie

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5
Q

Spender - Role of Education

A

Cultural Reproduction of Patriarchy

FC - Men are responsible for sociological developments

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6
Q

Usher and Edwards - Role of Education

A

Promote the idea that there are many truths and that education should teach many things

We no longer believe that one size fits all (metanarrative)

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7
Q

Bowles and Gintis - Hidden Curriculum

A

HC nurtures a subservient workforce

Teaches students to accept hierarchy and their place in society (below the Bourgeoisie)

Year 7s are not equal to the headmaster

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8
Q

Spender - Hidden Curriculum

A

HC reinforces patriarchy

HC is institutionally sexist

Male students over sexualise female students which negatively impacts their final grades but do not get punished for it

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8
Q

Coard - Hidden Curriculum

A

Black underachievement links to racism in the education system

West Indian students are made to feel ‘inferior in every way’

This gives them a low self image and becomes a self-fulfilling prophecy

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8
Q

Parsons - Hidden Curriculum

A

Secondary socialisation of the next generation demonstrates existence of HC

Students learn how to interact with strangers without realising it - value consensus

HC is necessary and society couldn’t function without it

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9
Q

Reay - Formal Curriculum

A

Marketization policies

SATs scores

Worse SAT score = more w/c students

Students forced to learn subjects during GCSE so hey underachieve

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10
Q

Tikly et al - Formal Curriculum

A

Interviewed 84 Afro-Caribbean students about their underachievement

FC is substantially white-dominant.

Black history only links to slavery and oppression, leading to underachievement.

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11
Q

Skelton - Formal Curriculum

A

FC is underpinned by patriarchal beliefs.

HIStory - history subject is male dominant and rarely covers the achievement of women

Malestream - Literature teaching favours male authors

JK Rowling hid her name to prevent her gender being known as fantasy fiction is male dominated

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12
Q

Hargreaves - Labelling

A

Participant observation contended that their is a correlation between streaming and behaviour

Low ability banded students rejected education and formed a non-conformist subculture

Teachers gave them a negative self-concept which led to a self-fulfilling prophecy.

Low ability students then decided to act out to confirm te teacher’s label.

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13
Q

Ball - Labelling

A

CSEs vs O-Levels

Children who’s father did non-manual work most likely to succeed.

Deterred the middle band away from O-Levels which created a self-fulfilling prophecy

Bright students started to act up and consequently failed

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14
Q

Wright - Labelling

A

Asian girls: Didn’t go on school trips because of assumption that parents wouldn’t let them, wasn’t asked Qs in class due to assumption that thy can speak English

Afro-Caribbean boys: perceived as troublemakers and disruptive and were punished despite white students pulling the same antics without much punishment\

Causes underachievement

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15
Q

Gillborn and Youdell - Labelling

A

Teachers grant C/D students extra revision support however black students are perceived as trouble makers and are put below this band despite their grades, denying them support and leading to underachievement

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16
Q

Mirza - Labelling

A

Young black girls’ achievements were overlooked despite doing better than white students

Labelling does not effect their self-esteem

Racism is an issue.

Young West Indian girls were given low aspirations and supported into getting a job instead of a career

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17
Q

Willis - Subcultures

(LADS)

A

Skeptical about ruling class ideology controlling the w/c

Young boys used hatred of the education system in order to work in a factory and formed a subculture (the lads)

The lads did no work and created a counter school culture was a response to the HC

Skills they learnt (having a laugh and doing no work) helped them integrate into work in the factories

Earholes tried to succeed however ended up working in the same factories as the lads.

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18
Q

Mac an Ghaill - Subcultures

A

Macho lads - similar to ‘‘the lads”, w/c boys who do manual work (UNDERACHIEVERS)

Real Englishmen - white m/c students who succeed without trying (ACHIEVERS)

Academic Achievers - aspiring w/c and asian boys who see achievement as their way to success (ACHIEVERS)

New Enterprisers - w/c boys who succeed without losing masculinity by doing masculine subjects like IT (ACHIEVERS)

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19
Q

Griffin - Subcultures

A

W/C girls are socialised into their subcultures by virtue of their position in society instead of choosing them

Females are taught that money from labour is secondary to their male partner - preserves patriarchy.

Sexual Market - success depends on sexual opinion of male, whether they are virginial or slutty.

Marriage market - happiness for women only happens when they find a man to rely on

links to HC

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20
Q

Archer et Al - Subcultures

A

Schools constructed around a habitus that embodies and celebrates cultural values of the middle class.

The equivalent w/c values are denounced - symbolic violence.

W/C pupils believe they must lose their identity to flourish in society.

Nike Identities - males wear nike clothes to fit in and avoid social suicide

Hyper heterosexual feminine identity - gain status from being loud and wearing make up

these students would conflict teachers, leading to alienation from school and underachievement.

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21
Q

Sewell - Subcultures

CIRR

A

Subcultural groups for black students studied to reflect their view of the single parent family

Conformists - abandon black cultural roots to embrace white m/c cultural values. (SUCCEEDS)

Innovators - keen to stay true to their culture so they develop anti-school values, would rather struggle then receive academic help. (UNDERACHIEVES)

Retreatists - usually SEN and keep themselves to themselves (UNDERACHIEVES)

Rebels - have inaccurate self-concept of what it means to be black. Boys aspire to be gangster rappers to show off their masculinity. MTV makes hem believe studying is unmanly therefore refuses to study. (UNDERACHIEVES)

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22
Q

Halsey et Al - Environmental Explanations

A

Examined educational careers of 85,000 males between 1913 - 1947.

Large proportion of w/c students left school at the minimum leaving age.

75% from m/c stayed on at school.

Financial implications - w/c couldnt afford to continue their studies

Parents relied on kids wages to maintain their house life.

23
Q

Harker - Environmental Explanations

A

1 million British children live in bad housing

Children were prone to illness and fell behind with school work

Families move a lot which makes it hard for the students to constantly integrate into the new schools

Settled children do not have the correct facilitis - materially deprived - leads to failure

24
Q

Platt - Environmental Explanations

A

Strong link between ethnic minority achievement and material deprivation.

70% of Bengali children and 50% of Pakistani children grow up in poverty.

Indian households less likely to suffer from poverty therefore perform better at school.

25
Q

Douglas - Parental Interest

A

Main determent of educational attainment was parental interest.

M/C parents visit schools more than w/c parents.

M/C parents understand more academically than w/c students so they are able to help their children more

26
Q

Ballard - Parental Interest

A

Parents have a high level of commitment towards their childrens’ education.

Parents expect their children to enter high-profile workforces and failure to do this leads to social embarrassment.

Indian students often attend additional english and maths classes in order to achieve and make their parents proud.

27
Q

Driver - Parental Interest

A

Focuses on gender differences in the educational performance of black children.

Black girls are advantaged due to their mothers’ educational experience as a consequence of single-parent childhood.

The mother-centred family encouraged West Indian girls to be independent and education secures this.

Black boys and w/c girls’ performance suffers as they do not have an equivalent relationship.

28
Q

Rutter et Al - Parental Interest

A

Cultural deprivations makes black children underachieve at school.

Afro-Caribbean parents love their children as much as other cultures but place less emphasis on imparting specialist skills during primary socialisation.

Lone-parents mothers have to work so place less emphasis on their children’s education.

29
Q

Bernstein - Socialisation Based Explanations

A

W/C students speak in a restricted code at home therefore struggle to succeed in the educational system.

M/C language is very similar to the language of learning therefore they find it much easier to succeed as they already understand what they are being told.

Blue collar workers cannot articulate and argument as well as their non-manual counterparts.

Use of language offers PARTIAL explanation of link between language and success.

30
Q

Bourdieu - Socialisation Based Explanations

A

Cultural Capital is unevenly distributed throughout society.

Dominant classes with more cultural capital have an inbuilt educational advantage.

M/C appears to be more intelligent because they possess ‘the code of the message’ - built upon by teachers during primary socialisation.

True purpose of education is the social function of elimination - w/c are deterred or prevented from going to higher qualifications due to their intellect.

31
Q

Sugarman - Socialisation Based Explanations

A

W/C families have a different view over the importance of educational achievement.

Manual workers are conditioned to believe they have a little chance of self-improvement.

W/C do not see the value of individual effort which contrasts white collar workers.

These values turn the w/c culturally deprived.

32
Q

Gillborn - Socialisation based explanations

A

Teachers tried not to discriminate against ethnic minority students however this eventually led to underlying discrimination.

Teachers misinterpret the behaviour of Afro-Caribbean and perceived their actions as threatening so punished them.

West Indian conversations sound like arguments to the untrained white ear.

8.1% of expelled students in 1994 were Afro-Caribbeans despite only being 2% of the student population.

33
Q

Modood - Socialisation Based Explanations

A

Bangladeshi and Pakistani students struggle to speak English the most out of any other students.

Even if their parents cared about their education, they could not sit down and help them with any work because they cant speak English.

Therefore, they underachieve.

34
Q

Archer - Socialisation Based Explanations

A

Bengali and Pakistani boys defined themselves as Islamic / From their parent’s country of origin first and foremost instead of being English.

They also defined themselves as patriarchs and future breadwinners.

They discovered that they were closely linked to Afro-Caribbean boys because of their gangster lifestyle.

Felt teachers preferred their white female counterparts so they acted up in class, which led to lacked focus and more underattainment.

35
Q

Oakley - Socialisation Based Explanations

A

Boys and Girls are canalised from birth into two distinct genders.

Girls play with dolls and wear pink, but Boys play football and wear blue.

Boys are over-stimulated with their gadgets so spend less time focusing during primary socialisation.

Therefore- girls are more successful in early educational careers as they already have and understanding of how to write their own names, pay attention in class etc.

36
Q

Sharpe - Socialisation Based Explanations

A

1970s - all girls wanted in life was o be mothers and wives - impacted subject choices as a result of gender role socialisaton.

1990s - girls all wanted careers and have equal rights to men.

Socialisation has changed despite norms sustaining.

37
Q

Mac an Ghaill - Wider Structural Factors

A

Crisis in masculinity in Modern Britain - heavy duty jobs have gradually disappeared and been replaced by feminine jobs (retail)

Women have become more independent in life - boys struggle to see the point of studying which makes them underachieve.

38
Q

Phillips - Wider Structural Factors

A

Education has become feminised in recent years - competition has made them less macho (uprise in coursework)

Sport was frowned upon and participation was rewarded instead of winning.

Students told to cry and not hide emotions - male students felt alienated due to their gender.

Girls then outperform boys in school/

39
Q

Pryce - Wider Structural Factors

A

Difference in achievement between Caribbean students and Indian students.

Colonialism has left a mark on both groups throughout history until the modern day.

Black culture was smashed and therefore black kids lost their language, culture, identity etc.

Indian culture was maintained during history and colonisation therefore Indian students deal with racism better and don’t let it impact their grades in school - thus making them outperform.

40
Q

Chubb and Moe - Marketisation

A

Private schools are in a competitive market and have a more direct relationship with their consumers.

Power to select a school lied directly to parents - parentocracy.

Schools maintained their standards in order to sustain their amount of consumers ever year (like a business) successful ones stayed open and failures closed down.

Stopping political intervention in education would make standards go up and close the achievement gaps between different groups.

41
Q

David - Marketisation

A

Introducing market forces into education and giving parents the power to choose their children’s school was a parentocracy.

Education policy gave power to parents and took power away from schools (consumers vs suppliers)

Schools would raise their game in order to avoid closing down.

Schools that couldn’t maintain consumer levels would fall and those that could would expand.

42
Q

Rutter - Marketisation

A

Having to publish and OFSTED inspection reports lead to improved standards and the attainment gap closing between social groups.

Schools that received Outstanding scores across the board received the most amount of students and expanded.

Failing schools had a blueprint of what to improve with their lesser amount of students.

Any school can become outstanding.

43
Q

Bartlett - Marketisation and Selection Policy

A

Reality of marketisation policies was different to how Chubb and Moe, Rutter and David argued.

Attainment gaps would widen due to the retention level per school.

Cream-skimming - schools choose their customers (musical aptitude tests)

Silt-shifting - successful schools filter out underperforming students by excluding them and replacing them with intelligent m/c students.

44
Q

Tough and Brooks - Marketisation and Selection Policy

A

Schools employ covert selection methods.

This can happen by creating an expensive school uniform and making events like Open Evening have a complicated sign up form.

Some schools host cheese and wine nights for their m/c parents to create a sense of community.

This alienates w/c counterparts who transfer to a school at the bottom of the league table - a sink school.

45
Q

Gewirtz et Al - Marketisation and Selection Policy

A

Identified 3 different types of parent competing in the market.

  1. Privileged / Skilled choosers - well informed parents who have cultural capital so they understand the market and get their children into the correct school.
  2. Semi-skilled choosers - Know the school their children want to go to but don’t know how to achieve this goal.
  3. Disconnected choosers - Usually w/c. Pick a school due to external factors like location.
46
Q

Giddens - Compensatory Education

A

Regarded social exclusion as the main cause of underachievement in different social groups.

Advocated the building of Children’s Centres which had free nursery provision for kids but also access to services for parents such as Adult literacy classes.

Helps parent secure a job and higher their self esteem - makes kids work harder to make parents proud and breaks the cycle of poverty.

47
Q

Whitty - Compensatory Education

A

Was positive about power of Education Action Zones and the government’s efforts to put extra resources into education.

Policies like Pupil Premium give w/c students benefits like free meals and cheap uniform to give them a fair chance at education.

M/C children attend breakfast clubs within school which has their own benefits.

The gap between m/c and w/c student achievement never closes, but gets closer.

48
Q

Trowler - Compensatory Education

A

Progress of w/c students with Pupil Premium is undermined.

Marketisation and Selection policies discriminates against the w/c and refuses their entry into their schools.

Schools cannot compensate for all problems faced by w/c students, therefore the gap between the w/c and m/c stays the same.

49
Q

Kerr and West - Compensatory Education

A

Compensatory Education can only go as far as closing the gap between m/c and w/c.

Some challenges that w/c families face are too tough for children to overcome in school.

Could be factors of unemployment, poverty or abusive relationships.

PP money should b spent from birth to help the whole family instead of the child’s educational experience.

50
Q

Pirie - Compensatory Education

A

Changes in the late 1980s to GCSEs and A levels accounts for male and female underachievement.

Boys prefer exams to cram the night before but girls prefer coursework based subjects.

Masculinity does not account for male underachievement, it is the fault of the examination process.

51
Q

Buckingham and Scanlon - Privatisation

A

Pearson, textbook provider, accounts for millions of pounds of educational budget each year.

If the same money is spent on teachers instead of multi-billionaire corporations, would the standard quality of teaching increase?

52
Q

Ball - Privatisation (BUILDINGS)

A

Builder companies own the school buildings and rent it to the school staff.

Money spent on rent is substantial, which, if spent on the students, could be used to increase grades.

53
Q

Hall - Privatisation (HOAX)

A

Public tricked into believing that allowing private companies to take over schools would increase their children’s grades.

Argues that education is only to make the rich richer and not actually care for children’s education.

54
Q

Molnar - Privatisation

A

Active Kids vouchers appear to help schools buy promising to buy sports equipment for the winning school, but its actually used to promote capitalism.

Children put pressure on parents to shop at these stores to chance a win at the sports equipment despite the winning rate being ridiculously low.

Grandparents save their vouchers to help the kids which benefits the store but hardly helps the school.

55
Q

O’Toole et Al - Globalisation

A

2015 counter terrorism and safety act made schools identify any child that may be radicalised and tell the social services.

Mainly used to spy on Muslim children in the wake of ISIS terrorist attacks around the UK.

Made young Muslims feel forced to join these organisations in order to fight against the Islamophobia that they are experiencing.

Without globalisation, this legislation would not be an issue.

56
Q

Alexander - Globalisation

A

Examined the creation of globalised tests to measure the academic progress across the world.

UK Schools criticised as we come about a third in the list.

Introduction of free schools (Sweden) showed that we should be proud of our education system as we have invitations worldwide to implement our education system there.

57
Q

Harper - Globalisation

A

Countries like China nd India are constantly top of the worldwide list.

UK students are invited to try a week of school life in China and vice versa.

UK Students cannot cope in the Chinese education system, but Chinese students thrive in UK system.

This increases the educational funding for the UK.

Sociology (6 decks)

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