education Flashcards
1
Q
functionalist perspective of education
A
macro approach
has four main functions:
value consensus(Durkheim)
linking the family and the wider world(Parsons)
correspondence principle(Schultz)
allocation function(Davis and Moore)
2
Q
functionalists meritocracy
A
social rewards allocated by effort and talent rather than because of ascribed status-students who put in more work get higher grades
“talent+motivation+equal opportunity=qualifications and a high position in society”
3
Q
education creates value consensus
A
Durkheim- functionalist
4
Q
education links the family and the wider world(secondary socialisation)
A
Parsons-functionalist
5
Q
correspondence principle
A
Schultz-functionalist
-education develops human capital to build a trained and qualified labour force
6
Q
allocation function
A
Davis and Moore-functionalist
-prepare and allocate people for their roles in society based on meritocratic lines
7
Q
critiques of functionalist view of education
A
-Marxists argue that the values that are passed on are not shared but are only those of the dominant class and suggest that schools reproduce the inequalities in wider society
-feminists argue that schools pass on patriarchal views
-society is not based on universalistic values-inherited wealth, class, gender, ethnicity affect access to high positions in society
-schooling does not directly lead to employment-employers often complain that schools do not produce well qualified and disciplined workforce’s–>gaps in the labour market
-education is not meritocratic-class,gender,ethnicity can be major barriers
-they exaggerate the role of education-other agents of socialisation have a profound influence
8
Q
new right thinkers
A
argue for limiting the role of the state so that schools are run more independently like academies to allow for more parental choice and high standards with focus on exam results–>competition
9
Q
education reinforces a meritocratic system-The New Right
A
Chubb and Moe
10
Q
education is part of the Ideological State Apparatus which passes on ideology which justifies capatalism
A
Althusser-neo marxist
11
Q
culture of education is the culture of the dominant class
A
Bourdieu-marxist
12
Q
school prepares people for work through the hidden curriculum
A
Bowles and Gintis-marxist
13
Q
critiques of Marxism
A
-they incorrectly assume people are passive victims-exaggerates the extent to which the working class are socialised into obedience
-pupils can always rebel-not the passive conformists that Marxists say they are eg Willis
-exaggerate the role of education-other agents of socialisation have a big impact
14
Q
parents socialise children which contributes to gendered subject choices
A
Oakley-feminist
15
Q
girls who participated it sport were negatively labelled as lesbians and subject and career counselling tended to recommend gendered careers
A
Dewar-feminist
16
Q
gendered subject bias has been seen to impact literacy and reading as well
A
Elwood-feminist
17
Q
gendered subject choices
A
Skelton-feminist
18
Q
critiques of vocational education
A
-lower quality
-boring and repetitive with poor skill development
-qualifications held in less esteem-little practical value in securing employment
-vocational workers used as cheap labour
-they often fail in their objective of preparing young people for the working world
19
Q
school ethos and hidden curriculum
(factors effecting educational achievement)
A
the school ethos is the things that make up the particular character of the school and is often reflected in the hidden curriculum
20
Q
the halo effect
A
stereotypes held by teachers can lead to this-assumes that good behaviour =higher ability, and bad behaviour =lower ability
21
Q
ideal pupil and pivotal identity and labelling
A
Becker and Waterhouse
22
Q
the ideal pupil identity is known by students who share a similar stereotype for what the “ideal learner” is
A
Hempel-Jorgenson
23
Q
students were given labels based on ethnicity
(outcomes of labelling)
A
Gillborn and Youdell-certain ethnicities garnered lower expectations from teachers. Black pupils were more severely punished- they internalised the negative label which effected their behaviour.
24
Q
investigated the effect of self fulfilling prophecies
(outcomes of labelling)
A
Rosenthal and Jacobson-they found that pupils bring their self and behaviour into line with teacher stereotypes and expectations. Working class and black boys most negatively effected. Most positive effect on middle-class and girls(especially Indian Asian girls)
25
streaming
sorted into classes based on ability-stay in these groups for all of their subjects
26
evaluations of streaming
+:allows students to move at their own level and pace
-:students have their own strengths and weaknesses-not the same for all subjects
-:can lead to a negative effect on the bottom stream students-self fulfilling prophecy
27
top students are "warmed up" to achieve highly and lower stream students are "cooled out"
Ball
28
lower stream students are not given the same access to knowledge so this encourages underachievement
Keddie
29
the educational triage
Gillborn and Youdell
schools divide pupils into:
-will succeed regardless of any help given
-might succeed if given some help
-"no-hopers"-not likely succeed even with help
30
a group of black girls were negatively labelled but worked harder to rebel against their teacher so achieved highly
Fuller
(response to internal factors)
31
streaming leading to differentiation and polarisation of student identities
Lacey
32
working class lads
Willis
33
pro school subcultures encourage achievement and peer support. usually comprised of middle-class or skilled working-class
Mac An Ghaill
34
changes of subcultures over time and the causes
Woods
35
critiques of internal factors
recognises the importance of what goes on inside schools but doesn't acknowledge the importance of external factors
internal factors are too deterministic-labelling and stereotypes does not always have negative effect as people can over come issues
36
1/10 children are poor (external factors)
Joseph Rowntree Foundation
37
lack of financial support prevents working class students from staying on to sixth form(external factors)
Halsey
38
low income family children are more likely to have emotional or behavioural problems in school due to the strain of home life(external factors)
Wilkinson
39
hidden costs of school(external factors)
Bull
40
examples of poverty and home circumstances
-overcrowded homes-less space and resources to study
-poor diet-health issues-more time off school &less energy
-part time work-less time to do school work
-limited access-catchment areas
41
parental education levels-cultural deprivation
(external factors)
Douglas
42
characteristics of the working class: present time orientation, immediate gratification,fatalism
(external factors)
Sugar man
43
the values of the working class are a self imposed barrier to improving their position
(external factors)
Hyman
44
language use-difference in the language used by working class and middle class pupils:restricted and elaborated code (external factors)
Bernstein
45
critique of Bernstein language differences
there are variations between the middle and working classes-not all middle class students will use the elaborated code
46
middle class families pass on cultural capital and expectations-cultural reproduction
(external factors)
Bourdieu
47
critique of Bourdieu-cultural knowledge is not enough to prevent someone from doing well it takes economic and material deprivation factors as well
Halsey Et Al
48
students are evaluated based on the ideal student so working class students are more likely to be labelled as lower ability (internal factors)
Ball/Keddie
49
teachers stereotype students in relation to how closely they fit with the ideal pupil stereotype
(internal factors)
Becker
50
non conformist reactions to school are more likely to come from working class students because they were denied status at school so the frustration led to anti school subcultures forming (internal factors)
Woods
51
Nike identities (internal factors)
Archer
52
critique for the social class explanation for difference in achievement
-ignores the working class families who do place a high value on education
-assumes that working class families have not culture at all or that working class culture has no relevance in schools
-parents may show a lack of interest due to their own difficulties and lack of confidence with education
-working class parents also have longer working hours and do shift-makes it difficult to participate in parent activities
53
women's movement and 2nd/3rd wave feminism (external factors)
challenges hegemonic gender stereotypes of women as homemakers and mothers
2nd/3rd wave feminism has raised awareness of patriarchy and sex discrimination
54
increased job opportunities for women
(external factors)
Francis/Webb Et Al
55
crisis of masculinity-less opportunities for men
(external factors)
Mac An Ghaill
56
parental socialisation leads to raised achievement for girls (external factors)
Oakley
57
role models leads to raised achievement for girls-teachers are more likely to be women
(internal factors)
Mitsos and Brown
58
girls form pro school subcultures which leads to raised achievement (internal factors)
Francis
59
subcultures cause negative achievement for boys (internal factors)
Willis
60
labelling leads to negative achievement for boys
(internal factors)
Jackson
61
teacher interactions leads to raised achievement for female students (internal factors)
Swann and Graddol
62
peer expectations leads to negative achievement for boys (internal factors)
Epstein
63
evaluations of gender and achievement
-it takes both internal and external factors to explain the difference in achievement
-girls could still do better if boys did not dominate and disrupt classrooms,take up teacher time and marginalise girls
-large disparity in terms of subject choices
-not the only impact-class and ethnicity
64
language differences (external factors)
language differences can be a barrier for immigrant families and may cause difficulties doing school work and communicating
65
critique of language differences
the Swann Report-language doesn't affect progress for later generations. Driver and Ballard-asian children are as good at english as their classmates by the time they're 16
66
family values held by different ethnic groups may affect academic achievement (external factors)
Francis and Archer
67
intersections of ethnicity and class (external factors)
Flaherty
68
Pakistani,Bangladeshi and African-Caribbean groups are more likely to be in lower class positions and routine work or elementary work leading to deprivation (external factors)
Joseph Rowntree Foundation
69
racism in society (external factors)
Mason
70
racism amongst pupils (internal factors)
Coard
71
teacher expectations and labelling,teachers "cooled down" black students by:colour blind,liberal chauvinists,overt racism (internal factors)
Mirza
72
institutional racism (internal factors)
Wright
73
labelling of ethnic minorities (internal factors)
Gillborn
74
certain groups fall into the lowest part of the educational triage like Black and White working class boys so they have lower achievement and form anti school subcultures (internal factors)
Gillborn and Youdell
75
national curriculum is eurocentric and only focuses of white culture eg school holidays (internal factors)
Troyna and Williams
76
little englandism (internal factors)
Ball
77
black girls who were negatively labelled but rebelled and got high grades without the help of the teacher (critique of ethnicity based explanation for educational achievement)
Fuller
78
Black girls have positive self esteem and high aspirations so use strategies to minimise racism so it is not self esteem that affects achievement but the unwillingness to ask for help (critique of ethnicity based explanation for educational achievement)
Mirza
79
four aspects of equality:
Gillborn and Youdell:equality of access, equality of circumstances, equality of participation, equality of outcome
80
education policy of 1944
Butler Act-tripartite system
conservative government-Winston Churchill-rebuild after the war
81
Tripartite System/Butler Act
free education for all, school leavers age 15, grammar schools, secondary moderns, technical schools
82
evaluations of tripartite system
is the 11+ and accurate measure of intelligence?
few technical schools were actually built
grammar schools seen as better
failing the 11+-->self esteem issues
middle class children could go to private schools if they failed the 11+
83
education policy of 1965
Comprehensive system
labour government
harold wilson
to increase equality
84
1965 comprehensive system
abolished grammar schools,single type of secondary school-comprehensive. Equal access to schools as they are all the same type reduction of stigma around grammar schools
85
strengths of the comprehensive system
abolished the 11+ so 80% were no longer seen as failures
high ability students could still do well and lower ability students could do better than in secondary moderns
86
limitations of the comprehensive system
still set and stream so pupils can still feel like failures
comprehensives in working class areas have worse gcse results that those in middle class areas
still not equal-schools are still "single class" depending on geographical location
87
marketisation
1980s onwards
88
marketisation
began in 1988 with the introduction of the Education Reform Act which was informed by the Neoliberal ideas of the New Right and Thatcher.
89
characteristics of marketisation
independence,competition,choice (parentocracy),schools acting as businesses-unique products and competition (OFSTED and league tables)
90
marketisation main policies
Ofsted
league tables
specialist schools
free schools
progress 8
academies
91
marketisation policy:OFTSTED(increasing competition)
conservative, the ratings are advertisements,critique-myth of parentocracy(Whitty)
92
marketisation policy:league tables(increasing competition)
conservative,higher position in league table is good advertising,critique-leads to cream skimming and silt shifting (Bartlett) and isolation of the "no hopers"(Gillborn and Youdell)
93
marketisation policy:specialist schools(increasing choice)
new labour,parents choose what's best for their child(parentocracy-David), critique-New Labour Paradox(Benn)
94
marketisation policy:free schools (increasing choice)
conservative,increasing options in disadvantaged areas,critique-creating new schools drains resources rather then addressing existing issues and so the existing schools then struggle to improve
95
marketisation policy:progress 8 (increasing competition)
conservative,all schools improve standards=better for everyone,critique-cream skimming and silt shifting(Bartlett) and isolation of no hopers (Gillborn and Youdell)
96
marketisation policy:academies
conservative,increases choice as resources are shared,critique-business mindset can then override the true purpose of education-schools focus on gaining students for money,rather than prioritising educational outcomes and student experience
97
conservative new right
1980s, Margaret Thatcher, Marketisation:National curriculum, Ofsted, Exam Reform, League Tables
98
Parentocracy
David,great emphasis on parental choice,increase of marketisation and privatisation of the education system so schools operate like businesses and advertise
99
critique of parentocracy
Whitty-middle class parents have an advantage-they have the cutltural capital(Bourdieu) to navigate the educational landscape and economic capital to move to an area with better schools-reinforces social class inequality
100
critique of the national curriculum
Ball-called the national curriculum the "Curriculum of the Dead" as it emphasises core subjects that are outdated
101
limitations of conservative new right
-constant testing can be stressful and encourage labelling and self fulfilling prophecies
-not many policies exist to improve levelling out of student circumstances upon entering school.This is largely due to inequalities at this stage being rooted in the structure of inequality in society as a whole
102
1997 policy
New Labour Compensatory Policy, Tony Blair , Marketisation and compensatory policy. Combined the government intervention of Labour with the choice and marketisation of the New Right
103
New Labour Compensatory policies
Free school meals
education action zones
surestart
EMA
specialist schools
104
aims of the New Labour compensatory policies
trying to compensate for financial struggles faced by the working class.The aim was to address the financial issues around achievement in schools. FSM and EMA was to address material deprivation.Education action zones and Surestart tried to ensure that students received education early on and from high quality schools.
105
evaluations of New Labour compensatory policies
-EMA not regulated
-only targets school-based inequality not the issues around equality of circumstance
-Benn-New Labour Paradox
106
New Labour Paradox
Benn-argues that the policies contradict eachother-they we're trying to reduce educational inequality but they also increased educational inequality by raising university fees to £1000 a year in 1998 and then £3000 per year in 2004 which puts people off from applying to uni
107
privatisation
is where services that were once owned and provided by the state are transferred to private companies. They can either govern themselves or have outside help
endogenous of exogenous
108
endogenous privatisation
privatisation IN education-making schools and colleges operate like independent businesses. Involves: management,competition,league tables,performance related pay,formula funding
109
Exogenous privatisation
Privatisation OF education involves opening up state education to be run by businesses and trusts. Involves:school services,multi academy trusts,public relations and branding,forming policy,partnerships with companies
110
strengths of privatisation
-more business like and efficient which raises standards in education as schools competed for business
-more parental choice
-a profit-motive may encourage companies to channel resources into failing schools and therefore raise standards
111
weaknesses of privatisation
-money can be drained from education into private profit
-if a company goes out of business it may mean that the school has to close or major resources may be lost
-the desire for money may override the purpose of school which is to provide education for all.Schools may use covert means to avoid taking on challenging students who may cost more through needing more resources
112
2010-2015 policy
Conservative coalition,David Cameron/Nick Clegg, Marketisation
113
policies of the conservative coalition
-free schools
-academies
-pupil premium
-Progress 8
-exam reform(linear)
-national curriculum reform
114
evaluations of the Conservative Coalition
-pupil premium not regulated
-free schools create schools that steal resources from the poorer schools rather that helping to improve existing schools
-Bartlett-Cream-Skimming and Shilt-Shifting-students will be covertly selected by schools,so marketisation still not equal
-whitty-middle class families move to catchment areas of new improved schools so have an advantage
-access to uni-fees raised to £9000 in 2012 which meant that there was a barrier to higher education for students from disadvantaged backgrounds
115
selective schooling
-selection by ability:banned by the Schools Admissions Code apart from Grammar Schools
-selection by aptitude:specialist schools can choose to select and prioritise up to 10% of their students based on an aptitude or talent for a given subject
-selection by faith:selection based on religious background some schools require a letter from a faith leader to provide commitment
116
Open enrolment
means that a parent can apply to any state funded school in area and if the school is undersubscribed they have to take that child.This is an argument for true parentocracy but usually the "good" schools are full and oversubscribed therefore applications are merely a way of expressing their preference but it's not true choice as they may not get their first choice
117
is a school is oversubscribed preference usually goes to:
-children in the catchment area
-children with siblings already in the school or parents who work at the school
-children in care or who are eligible for pupil premium
118
covert selection
selection by ability or social background is banned under the School Admissions Code (apart from grammar schools ). However many schools prefer middle class students who are assumed to be well behaved and hard working with well off and well educated parents who can help with schooling. Parents of middle class students are viewed as parents who can support the school financially and as volunteers. (Douglas-parental values/education levels and Bourdieu)
119
methods of covert selection
-persuading poorer parents and students that the school would not suit their child
-having expensive school uniform regulations (material deprivation)
-making school marketing and literature difficult to understand for parents with poor literacy(restricted code)
-complex admissions criteria
-not promoting the school in poorer areas
120
Cream Skimming and Silt Shifting
Bartlett-"popular" schools are able to attract high numbers of applicants and can be more selective through covert means.
Cream skimming:selecting higher ability students who are more likely to succeed
Silt shifting:Offloading or turning away students who will prove to be difficult to teach(schools can say they "cannot meet the needs")
121
private schools
aka independent schools are schools with tuition fees. Only 7% of students go to private schools but they dominate the top positions in society.This is because they build social capital through the Old Boys Network-those in a position of power will recruit others who come from the same social class and educational backgrounds-may help them in legal matters. In this form of education parent ability to pay school fees may in many cases override their childrens academic ability.This leads to nepotism and favouritism as these students can pay their way to success in life
122
strengths of private education
-Parental choice-parents have the choice to educate their children how they wish
-selection by ability-private schools usually require students to take some sort of entrance exam so people say they are not that different to grammar schools.
-smaller class sizes and better facilities increases the chances of the student getting into university
123
weaknesses of private education
-stealing resources as they tend to pay teachers more and can provide housing and therefore attract some of the best teachers
-equality- critics point to how private schools cause greater inequality and polarisation
-representation-private school students tend to dominate the top professions which can reproduce inequalities and lack of representation
124
globalisation
educational policy is formed in a global context. The UK education system is measured against international results such as in the PISA.Eg Finland scored 5th but the Uk scored 23rd so they tried to improve their policy
125
policies in response to globalisation
Alexander
-literacy and numeracy:New Labour mandated two hours of literacy and numeracy a day for primary schools
-national curriculum reform: th Conservative Coalition National Curriculum Reform was in response to the International Baccalaureate
-raising standards in teacher training:in response to Finnish teacher training programmes and how other nations require all teachers to have a Masters degree
-focus on technology:greater emphasis on pushing students towards STEM subjects to keep the Uk in the running for technological development
126
strengths of globalisation
-useful to compare spending-the Uk spends more but achieves less which suggests that education spending is not being used to maximum effect
-useful for benchmarking-comparisons show what is humanly possible for young people to achieve in education
-useful for providing evidence and suggestions for effective policies which could be implemented in the Uk
127
weaknesses of globalisation
-Kelly:if education becomes increasingly similar it will become less relevant to the needs of individual nations
-PISA tests are based on very narrow concepts of education which doesn't account for wider social, moral, and cultural education which may be taking place
-critics suggest that test results may not be a valid measure of student capabilities as it is just a snapshot of ability on one specific day
128
