Education Flashcards

Question

External factors - material deprivation

Answer 1

Low income families are more likely to live in crowded or damp accommodation - can make studying difficult and can lead to illness Educational books and toys are not bought immediately putting poorer children at a disadvantage Young people are more likely to have part time jobs, preventing them from attending school/studying Catchment area - schools have discipline problems, staffing is not as good Lack of parent qualifications - no role model for education

Answer 2

Parent attitudes to education - success and failure depends on degree of parental encouragement, expectation and involvement Parent level of education - middle class parents tend to understand the school system better than working class parents, feel less confident at parent evenings, unsure about procedures and which educational toys/games to buy

Answer 3

Restricted code - informal, simple, everyday language, context bound Elaborated code - used by strangers in a formal context, by teachers in a classroom, mainly used by middle class people - giving them an advantage in schools

Answer 4

Each social class possesses its own cultural framework, which he calls a habitus The dominant class (bourgeoisie) has the power to impose its own habitus in the education system - giving the middle classes an advantage

Answer 5

Working class subculture has 4 key elements - fatalism, collectivism, immediate gratification, present time orientation

Answer 6

Girls are more successful than boys in most GCSE subjects A higher proportion of females stay on in sixth form More women than men apply for and get accepted for full time university degrees

Answer 7

Some girls still underperform especially working class girls Subject choices - careers lead to better long term prospects for boys There remain disparities in pay and progression

Answer 8

The women’s movement and feminism - raised the expectations and self esteem of women Equal opportunities - greater emphasis in schools, WISE - inspiring girls into studying STEM subjects, avoidance of gender stereotypes Growing ambition/positive role models - growing employment opportunities for women in the service sector, less likely to see having a home/family as the main role in their life Girls mature earlier Girls work harder/are better motivated

Answer 9

Lower expectations - staff are not as strict with boys as with girls Boys are more disruptive Anti-learning subculture Male identity crisis - feel insecure about their masculine role as women get similar jobs Different leisure - doing not talking

Answer 10

Gender socialisation - social and cultural norms linked to stereotyped gender roles are learnt Subject counselling - teachers may reflect their own socialisation and expectations Peer pressure

Answer 11

Far more likely to live in low-income households Poor quality housing, overcrowding, higher levels of unemployment, material disadvantage Many do not have English as a first language Different concern over child’s education Racism Teacher stereotyping Educational triage

Answer 12

A teacher who has formed a good impression of a student in one way sees that student more favourably in other ways, encouraging them and supporting them

Answer 13

Teacher labelling has implications of the way they interact with pupils This can become a pivotal identity - core identity providing a pivot May lead to self fulfilling prophecy

Answer 14

Used observation and conversation with children, semi-structured interviews with teachers - pupils have a similar conception of the ‘ideal learner’

Answer 15

White middle class students were identified as more likely to be successful students while teachers had lower expectations of those from poorer/non white backgrounds

Answer 16

A randomly chosen group of people who teachers were told were ‘bright’ and could be expected to make good progress, even though they were at the same level as others