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Sociology > Education > Flashcards

Education Flashcards

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Sociology 101 flashcards
1
Q

Parsons view on education

A

It forms a bridge between the family and society by socialising them to develop a meritocratic view of achievement.
Family - particularistic standards
Society - universalisatic standards
Education helps ease the transition

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2
Q

Davis and Moore view on education

A

Allocates people to their correct place in society (role allocation) by using exams
Ensures most talented are in most functionally important jobs in society eg. doctor
Everyone has an equal opportunity to succeed in society.

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3
Q

Evaluation of functionalist view on education

A
  • myth of meritocracy - Bowles and Gintis
  • fails to recognise the diversity of values and beliefs - the powerful are transmitted through education
    outdated
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4
Q

Neoliberalism view on education

A
  • schools should have a business approach to raise standards
  • schools need to be good or the UK won’t compete globally
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5
Q

Chubb and Moe view on education

A
  • To introduce a market into education parents should be given vouchers to spend on buying education from a school of their choice
  • schools would need to compete to attract ‘customers’
  • educational standards would go up
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6
Q

Althusser view on education

A

Education is an ideological state apparatus - it legitimises and reproduces class inequalities by transmitting capitalist and ruling class values disguised as common beliefs eg. competition

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7
Q

Bordieu view on education

A
  • Working class duped into accepting their failure and lack of social mobility
  • Education values middle and upper class culture eg. literature, classical music
  • Acts as symbolic violence against WC
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8
Q

general evaluation of marxist view on education

A
  • pays no attention to inequality based on gender or ethnicity
  • some subjects require critical thinking eg. sociology
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9
Q

Brown evaluation of marxist view of education

A

work requires much more teamwork now than obedience to authority so doesn’t correspond to school

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10
Q

Willis study in a school

A
  • studied anti-school subculture in group of boys
  • saw themselves as superior to teachers and pupils who conformed
  • valued WC masculinity eg. manual work
  • their rebellion in school still meant they ended up reproducing class inequality by working factory jobs
  • hidden curriculum doesn’t always succeed in socialising pupils into ruling class ideology
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11
Q

Bernstein - Cultural deprivation

A

Restricted code - used by WC families - predictable, short grammatically incorrect sentences
Elaborate code - MC - grammatically correct, wider vocab, more varied
- gives WC disadvantage as elaborated code is used in textbooks and by teachers

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12
Q

Douglas - Cultural deprivation

A

WC parents place less value on education, less ambitious, less interest, visit schools less - children lack motivation

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13
Q

Ball - parentocracy

A
  • Myth of parentocracy
  • makes it appear that all parents have the choice of what school to send their child to
  • cultural and material differences make this impossible
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14
Q

Keddie evaluation of cultural deprivation

A

CD is a myth - WC children are culturally different not deprived and schools should recognise that and build on the strengths

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15
Q

Blackstone and Mortimore evaluation of cultural deprivation

A

WC parents attend less parent meetings and seem less involved because they work longer hours or are put off by MC atmosphere of schools

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16
Q

Flaherty - material deprivation

A

nearly 90% failing schools are in deprived areas
money problems are a significant factor in children’s non-attendance

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17
Q

Housing - material deprivation

A
  • In WC houses there can be more overcrowding leading to lack of focus on homework
  • families constantly moving around can affect achievement due to disrupted education
  • Cold and damp housing causes ill health and more absences
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18
Q

Howard - material deprivation

A

children from poorer areas have a lower intake of energy which can lead to low concentration and weaker immune systems meaning more absences

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19
Q

Bordieu - cultural capital

A

education favours MC culture and perceives WC as inferior
MC more likely to have intellectual interests and understanding of the education system

20
Q

Gerwitz - cultural capital

A

3 types of parent choosers:
- Privileged skilled choosers - middle class parents with an understanding of school admissions
- Semi-skilled choosers - WC parents ambitious for their children but lack cultural capital
- Disconnected-local choosers - WC parents who lack cultural capital

21
Q

Archer - girls and symbolic capital

A
  • status, recognition and sense of worth we obtain from others
  • girls performing WC feminine identities (boyfriends, being loud, glamorous) gain symbolic capital from peers
  • this conflicts with school and prevents them from achieving highly
22
Q

Evans - WC girls

A
  • studied 21 WC sixth form girls
  • 40% girls on FSM got 5 GCSEs
  • 67% girls NOT on FSM got 5 GCSEs
  • girls wanted to go to university to help their families - part of ‘caring’ WC feminine identity
  • go to local uni - part of WC habitus as they’re near family
23
Q

McRobbie - impact of feminism on girls’ achievement

A

Feminism changed the traditional stereotype of a woman’s role. Images of women as assertive and independent in media and schools - explains improvement in girls’ achievement

24
Q

Changes in the family - impact on girls’ achievement

A
  • increased divorce rate, lone-parent families, decrease in marriage
  • women becoming more financially independent and taking on breadwinner role
25
Q

Sewell - explaining black boys underachievement

A
  • 1990s - 57% black Caribbean households are lone-parent, compared to 25% white households
  • Causes them to lack discipline from a father and makes them vulnerable to peer pressure
  • drawn into gang culture which emphasises a macho form of masculinity to gain respect
  • This leads to them rejecting the authority of teachers and not doing school work to not appear effeminate compared to the ease of making money through gang-related crimes
26
Q

Lupton - Asian pupils’ over-achievement

A

Asian households uphold values of respect and authority in the home which are reflected in school - they respect teachers as they do with their parents

27
Q

Becker - labelling

A
  • interviewed 60 Chicago high school teachers
  • they judged pupils against an image of the ‘ideal pupil’
  • work, conduct and appearance were key factors
  • middle class closest to ideal
28
Q

Rist - American kindergarten

A
  • teacher used info about children’s background to seat them
  • The Tigers - MC, neat, clean, near her, more encouragement
  • Cardinals and Clowns - further away, low level books, read as a group not individually, WC
29
Q

Gillborn and Youdel - setting

A

WC and black pupils less likely to be percieved as having ability, placed in lower sets and lower tier GCSEs - denying opportunity for good grades and widening class gap

30
Q

Rosenthal and Jacobson - labelling

A
  • Picked 20% students at a primary school and told teachers they were ‘spurters’
  • after returning a year later, 47% of these children made significant progress compared to the others
31
Q

Fuller - self-negating prophecy

A

Studied group of black girls in a London school who were labelled as unintelligent
- they rejected their label and worked hard to prove their teachers and the school wrong

32
Q

Mitos and Browne - girls’ achievement

A

Girls spend more time on coursework and homework
- introduction of national curriculum and GCSEs meant more coursework

33
Q

tripartite system 1944-1970s

A
  • free secondary education
  • removed inequalities in access to education from fees that poor families couldn’t afford
  • selection for one of 3 types of secondary school done by 11+ exam - disadvantaged groups
34
Q

Comprehensivisation 1970s

A
  • single type of secondary school accepting children of all abilities
  • eg. academies, free schools, faith schools, community schools
35
Q

why haven’t there been policies so all children have the same starting point?

A
  • inequalities are rooted in structure of society as a whole
36
Q

compensatory education

A
  • aimed to pick out disadvantaged children in education because of social class background by providing extra help and treatment to help compete more equally
  • eg. pupil premium, education action zones
  • however, education cannot compensate society - Bernstein
37
Q

how do schools select middle class after School Admissions Code that banned such selection?

A
  • persuade parents from WC backgrounds that school wouldn’t suit children
  • expensive uniforms
  • school literature hard to understand for parents with poor literacy
  • complex admissions
  • not promoting school in poorer areas
38
Q

how has neoliberalism influenced education policy?

A
  • they believe the state should play minimal role in public services such as education and they should operate as businesses in private market
39
Q

how has globalisation influenced education policy?

A
  • policies increasingly formed in global context using PISA tests as evidence
  • changes to national curriculum
  • EBacc (GCSE choices)
  • equip children with the skills to compete in a global market
40
Q

evaluation of privatisation

A

+ efficient schools - raises standards to attract pupils
+ more parental choice
- money drained from education into private profit
- more inequalities by avoiding disadvantaged pupils who might threaten league tables

41
Q

marketisation of education

A
  • 1988 Education Reform Act
  • independence - schools running own affairs and act like businesses
  • competition - compete for pupils
  • choice - parentocracy - given choice of school rather than decisions from council
  • Ofsted inspections
  • National curriculum
  • League tables
42
Q

conservative government 1979-1997

A
  • marketisation policy
  • management of schools by governors and teachers not local authority
  • formula funding
  • open enrolment - had to accept pupils until full
  • national curriculum
  • Ofsted
  • league tables
43
Q

labour government policies 1997-2010

A
  • more money for schools
  • Education Action Zones in disadvantaged areas
  • Education maintenance allowances
  • specialist schools (all secondary schools encouraged)
44
Q

Conservative - lib dem coalition policies 2010-2015

A
  • more academies
  • free schools
  • pupil premium
  • EBacc
  • national curriculum reform
  • GCSE, AS, A level reform
  • higher performance targets for schools
45
Q

evaluation of marketisation

A
  • Ball - Myth of parentocracy - middle class gain most from parent choice - higher income, cultural capital, covert selection from high performing schools discourages disadvantaged backgrounds
  • Gillborn and Youdell - educational triage - schools try to maintain league table position by concentrating attention on most likely to succeed (MC) and not the disadvantaged
  • does not help weakest schools improve, as they lose money and lack resources to turn school around
  • less control over planning, quality and supply of schools, little regulation for covert admissions
46
Q

Bull - material factors

A
  • hidden cost of education
  • uniform, equipment, trips etc.
  • not truly free

Sociology (5 decks)

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