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Education Flashcards

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Sociology 101 flashcards
1
Q

Functionalist- Durkheim.
Identified 2 main functions of education.

A

Social Solidarity
Specialist Skills

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2
Q

What is social solidarity?
Functionalist view
Durkheim

A

individual member must feel themselves to be part of the community. Without social solidarity, social life and cooperation would be impossible because each individual would pursue their own (selfish) desires

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3
Q

How does education enforce social solidarity?
Functionalist view
Durkheim

A

By transmitting the society’s culture (beliefs and values) from one generation to the next. Teaching history instils a sense of shared heritage and a commitment to wider society groups.

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4
Q

What is society in miniature?
Functionalist view
Durkheim

A

The belief that school prepares us for wider society. Both in school and work people must interact.

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5
Q

Specialist Skills
Functionalist view
Durkheim

A

Education teaches individuals the specialist knowledge and skills that they need to play their part in the social division of labour

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6
Q

Functionalist- Parsons.
What is meritocracy?

A

Meritocracy is when everyone is given an equal opportunity, and individuals achieve rewards through their own efforts.

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7
Q

How does Parsons view school?
Functionalist view

A

Parson sees school as acting as a bridge between the family and wider society. This bridge is needed because family and society operate on different principles. Children need to be able to cope with the wider world

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8
Q

How is a child judged in the family?
Functionalist view- Parsons

A

In the family, the child is judged by particularistic standards. This is when rules apply only to that particular child.

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9
Q

In the family, what is a child’s status?
Functionalist view- Parsons

A

In the family, the child has an ascribed status. This means their status is fixed by birth, they are born with their status.

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10
Q

In school and wider society, how are people judged?
Functionalist view- Parsons

A

In school and wider society, people are judged by universalistic standards. This is when the same rules/laws apply to everyone.

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11
Q

In school and wider society, what is a person’s status?
Functionalist view- Parsons

A

In school and wider society, a person’s status is achieved. This means their status is achieved through their own personal efforts, such as job promotions and university qualifications.

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12
Q

What is role allocation?
Davis and Moore- functionalists

A

Selecting and allocating pupils to their future work roles. Schools help to match them to the job they are best suited to.

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13
Q

What do Davis and Moore believe?
Functionalists

A

They believe that inequality is necessary to ensure that the most important roles in society are filled by the most talented people. School encourages people to compete for those more important jobs by completing examinations.

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14
Q

What is human capital?
Paul Blau - functionalist

A

The economy’s worker’s skills

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15
Q

How does meritocratic society use its human capital?
Paul Blau- functionalist

A

It enables each person to be allocated to the job best suited to their abilities. This makes the most efficient use of their talents and maximises their productivity.

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16
Q

New right perspective on education (similar to functionalists)

A

Believe some people are naturally more talented than others, system is run on meritocratic principles, preparing young people for work, instill national identity and shared values

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17
Q

New Right main perspective on education

A

That the education system is not achieving their goals (eg: to prepare students for work), because it is run by the state. They believe state school are unresponsive and inefficient

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18
Q

What is New Right’s solution?

A

Marketisation of education- brings about competition between schools, which will lead to more consumer choice, and enable the schools to meet the needs of pupils, parents and employers, and bring out greater diversity

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19
Q

Consumer Choice- Chubb and Moe
Why do they believe the state system has failed?

A

They believe state schools have not created equal opportunity, failed the disadvantaged groups and failed to teach students skills for the economy. They think private schools are more answerable, and provide higher quality education

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20
Q

Introduction to the market system- Chubb and Moe

Consumer Choice

A

Puts control in the consumer’s hands to allow them to shape schools to meet their own needs and this would improve quality and efficiency

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21
Q

Consumer Choice- Chubb and Moe

A

By giving each family a voucher to spend on buying education from a school of their choice, this forces schools to be more responsive regarding parent wishes, because the vouchers would be the school’s main source of income. Schools would have to attract new customers by improving their ‘product’.

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22
Q

Two roles of the state
Althusser

A

1) impose framework within schools which they have to compete (ofsted inspections, league table of exam results)- helps parents make a more informed choice of school
2) transmit a shared culture

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23
Q

New Right perspective of the roles of the state

A

They think the state should affirm the national identity

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24
Q

Critiques of New Right-

(Marxists critic)

A

Marxists say that education does not impose a shared culture, instead it imposes a culture of the dominant minority ruling class, devaluing the culture of the working class

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25
Q

Critiques of New Right
what is the real reason for low educational standards?

A

Critics argue that the real cause of low educational standards is due to social inequality and inadequate funding for state schools

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26
Q

Critiques of New Right

Gewirtz and Ball

A

Gewirtz and Ball argue that the competition between schools only benefits the middle class, who use cultural and economic advantages to access more desirable schools

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27
Q

Critics of the Functionalist perspective

New right critic

A

New right critic argues that the educational system fails to prepare young people for work.

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28
Q

Critics of functionalists

Marxist

A

Marxists criticise functionalists as they believe that education only implements the ideology of the ruling class, not society as a whole

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29
Q

Marxist perspective of education

A

They believe that education is functioning to prevent revolution and maintain capitalist- preventing the proletariat from rebelling against the bourgeoisie.

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30
Q

Althusser- Marxist

A

Believes the state consists of 2 elements, to provide the bourgeoisie with power
Repressive state apparatus
Ideological state apparatus

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31
Q

What is the repressive state apparatus?
Althusser

A

Bourgeoisie maintain control through power or the threat of it (police, army, courts)

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32
Q

What is the ideological state apparatus?

Althusser

A

Bourgeoisie maintain power by controlling people’s ideas, values and beliefs (brainwashing)

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33
Q

What does the educational system perform?
Althusser

A

Education reproduces class inequality, by transmitting it from generation to generation

Education legitimates class inequality by producing ideologies- brainwashing workers to accept that inequality is inevitable and they deserve their subordinate position. If they accept these ideas, they are less likely to challenge capitalism

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34
Q

Bowels and Gintis

A

They argue that capitalism needs a workforce that includes alienated and exploited workers, willing to accept hard work, low pay and orders. Education must reproduce obedient workers that accept inequality

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35
Q

Bowels and Gintis
Schooling in capitalist America

A

They studies 237 new york students and found that schools tend to reward students who are submissive, obedient and compliant workers

36
Q

The correspondence principle

Bowels and Gintis

A

Argue that there are close parallels between school and work in capitalist society, the relationships and structures in school mirrors work. The correspondence system operates through the hidden curriculum

37
Q

The hidden curriculum

Bowels and Gintis

A

The ‘lessons’ that are learnt in school without being directly taught. Schooling therefore prepares working class pupils for their role as exploited workers. (listen to the teacher=boss, be on time, follow rules)

38
Q

The Myth of Meritocracy
Bowels and Gintis

A

They believe that meritocracy does not exist (everyone has an equal opportunity to achieve, rewards are based on own efforts, people who gain rewards are the most hardworking). Rewards are based on income and class, not their ability. The myth of meritocracy justifies the privileges of the higher classes

39
Q

‘Poor are dumb’
Bowels and Gintis

A

Blames poverty on the individual, rather than blaming capitalism. This plays an important part in reconciling workers to their exploited position, making them less likely to rebel against the system

40
Q

Willis: Learning to Labour

Marxists and Interactionist

A

His study shows that working class pupils can resist attempts to indoctrinate them. Focuses on how people’s situation helps them to resist indoctrination.

41
Q

Willis’s study
The lads counter-culture

A

Use of qualitative research on 12 working class boys. The boys opposed the school, ‘taking the piss’ out of ‘ear’oles’ and girls. The lads find school meaningless and boring and flout the rules and values (smoking and drinking). This study shows that even people who rejected indoctrination ended up in unskilled work, that capitalism needs someone to perform.

42
Q

Evaluation of Marxist approach
(critisisms)

A

Postmodernists argue that education now reproduces diversity, not inequality.
Small scale of 12 students is unlikely to be representative of other pupil’s experience
Feminists think Bowels and Gintis ignore the fact that schools reproduce not only capitalism, but also patriarchy

43
Q

What are the external factors affecting class differences in achievement

A

Factors outside of the education system, such as class background, influence of home and wider society.

44
Q

What is cultural deprivation

A

Children lack the cultural equipment needed to do well at school, therefore they underachieve

45
Q

When do we begin to learn the values, attitudes and skills needed for educational success?

A

During primary socialisation in the family

46
Q

Criticisms of cultural deprivation theory

A

Keddie
Assumptions- It is a form of victim blaming and it assumes that working class children underachieve due to their own deficiencies and their parents, rather than because of poor schools or poverty.

47
Q

How does language affect educational achievement?

A

Language is essential for the process of education. The way in which parents communicate with their children affects their cognitive (intellectual) development and their ability to benefit from schooling

48
Q

Restricted speech code
Bernstein

A

This is speech which has limited vocabulary and uses short, unfinished and grammatically simple sentences. This is used by the working class.

49
Q

Elaborated speech code
Bernstein

A

Speech which has wider vocabulary with longer, grammatically correct and complex sentences. Used by MC

50
Q

How do the differences in speech code put MC at an advantage and WC at a disadvantage?

A

Because teachers, exams and textbooks use the elaborate speech code. As MC children are taught this, they are already fluent when they start school, so they are more likely to succeed, whereas WC are less likely to succeed and more likely to feel excluded

51
Q

Criticisms of Bernstein

A

Gaine and George say Bernstein is exaggerating and oversimplifying the differences between WC and MC speech patterns

52
Q

Post Fordism

A

Society is now diverse and the economy is now based on flexible specialisation. Post-fordism system requires a skilled, adaptable workforce able to use advanced technology. Post fordism calls for an education system encourages self-motivation and creativity

53
Q

What is fordism

A

capitalism requires low-skilled workers willing to put up with alienating work on the assembly lines, school prepares people for this exploited work

54
Q

Explain middle class occupations

A

Non manual occupations, such as doctors, teachers, business owners, managers or other ‘white collar’ workers

55
Q

Explain working class occupations

A

Manual occupations, such as plumbers, semi skilled workers such as lorry drivers, unskilled workers such as cleaners

56
Q

Working class subculture meaning
Sugarman

A

Values and attitudes are different from those of the mainstream culture. Cultural deprivation theories suggest the WC have different goals and values which is why the WC children fail at school

57
Q

Fatalism
Sugarman

A

WC- believe in fate, “what will be will be”, cannot change status
MC- emphasise meritocracy, individuals can change their position

58
Q

Collectivism
Sugarman

A

WC- value being apart of a group rather than succeeding as an individual
MC- individuals should not be held back from success because of group loyalties

59
Q

Immediate gratification
Sugarman

A

WC- seeking pleasure now rather than making sacrifices to get rewards in the future
MC- believe in deferred gratification, making sacrifices now for greater rewards later

60
Q

Present time orientation
Sugarman

A

WC- see the present as more important than the future, don’t have long term plans
MC- future time orientation, see planning for the future as more important

61
Q

How does parents education affect child’s achievement in school?
Douglas

A

Working class parents places less value on education, were less ambitious of their children achieving, shared less interest, less likely to come to parents evening. This meant the children has low motivation and achievement

62
Q

Feinstein
How does parenting style affect a child’s achievement?

A

Parents with higher qualifications emphasise consistent discipline and high expectations and encourage learning and exploration.
Parents with fewer qualifications apply harsh inconsistent discipline which prevents the child from learning independence and self-control, leading to poorer motivation and problems with teachers

63
Q

Feinstein
How does Parental educational behaviour affect achievement?

A

Parents with higher qualifications are more aware of what is needed to assist child’s educational progress. They engage in reading, teaching alphabet, numbers, songs, nursery rhymes, paintings, drawings, helping with homework, and being actively involved in their schooling and learning.

64
Q

Feinstein
How does income affect a child’s achievement?

A

MC- Higher income means they are more likely to be able to afford educational toys, books, activities (museums) to stimulate intellectual development. They have a higher understanding of nutrition for child’s development
WC- more likely to lack these resources so their children may start school with a lack of skills

65
Q

Feinstein conclusion

A

Parental education has an influence on children’s achievement regardless of class or income. This suggests why some WC students do better than parents, or why MC students aren’t as equally successful than their parents

66
Q

What is compensatory education?

A

Aims to tackle cultural deprivation by providing extra resources to schools and communities in deprived areas. For example the Sure Start programme.

67
Q

Criticisms of cultural deprivation theory

A

Victim blaming- blames the victims for their own failure.
Culturally different- Keddie argues WC children are culturally different, not deprived, and they fail because education system is dominated by MC values.
Labelling-cultural derivation leads to underachievement by acting as a negative label that teachers apply to WC families.
Parental interest- WC parents may not attend parents evening/ share interest due to working long and irregular hours, and are put off by the schools MC atmosphere.

68
Q

What is material deprivation

A

Lack of material necessities (income, housing) needed to do well at school

69
Q

How can housing directly affect pupil achievement?

A

Overcrowding makes it harder for students to study or do homework. Sharing a bedroom may mean disturbed sleep or no where to do homework. Moving house frequently results in moving school and disrupted education.

70
Q

How can housing indirectly affect pupil achievement?

A

Poor housing results in bad health and welfare resulting in absences from school. Cold and damp housing causes ill health. Temporary housing results in psychological stress, infections, and accidents.

71
Q

Diet and Health
Howard

A

WC are less likely to not be able to afford vitamins and minerals.. This weakens the immune system and lowers energy levels, resulting in absences and lack of concentration

72
Q

Diet and Health
Wilkinson

A

WC children are more likely to have a high rate of hyperactivity, anxiety, and conduct disorders.

73
Q

Diet and Health
Blanden and Machin

A

low income children are more likely to engage in externalising behaviour, such as fighting and tantrums, which disrupt schooling

74
Q

‘The cost of free schooling’
Bull

A

Bull found that parents have to purchase uniform, shoes, stationery, trips. tuition, books etc. This places a burden on poorer families and as a result kids receive hand-me-downs and cheaper, unfashionable equipment, resulting in being isolated and bullied.

75
Q

Financial support
Flaherty

A

Flaherty argues fear of stigmatisation explains why 20% of students elegible for free school meals do not chose to have them. This is because of MC students teasing.

76
Q

Fear of debt
Callender and Jackson

A

WC attitude towards debt was important in choosing whether or not to apply for uni. WC are 5 times less likely to apply than MC.

77
Q

What percentage of uni students are WC

A

30%

78
Q

Fear of debt
Reay

A

WC students are more likely to apply for local universities and live at home to avoid paying travel costs and housing. Therefore they have less opportunity to access higher status uni and therefore difficult to gain higher degrees.

79
Q

Criticisms of material deprivation theory

A

Some children from poorer families do succeed, this suggests that material deprivation is only part of the explanation into class differences in achievement

80
Q

what is cultural capital
Bourdieu

A

the knowledge, attitude, vaules, language, tastes, and abilities of the middle class. Gives the middle class an advantage in education as they can grasp analyse and express abstract ideas

81
Q

what is educational capital
Bourdieu

A

qualifications- an advantage for mc as they can afford private schooling and tuition

82
Q

what is economic capital
Bourdieu

A

your wealth- mc are advantaged because they have a lot of money to spend on education

83
Q

what is social capital
Bourdieu

A

the people you know and interact with

84
Q

Test of Bourdieu’s idea
Alice Sullivan

A

Sullivan
465 pupils
Asked them about what activities they participate in (tv, reading, museums, theaters etc).
She found that those who read complex fiction and watched documentaries developed wider vocab and greater cultural knowledge- more likely to be successful at GCSE

85
Q

Sullivan’s conclusion

A

the greater resources and aspirations of mc families explains the class gap in achievement

Sociology (3 decks)

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