Education

Question 1

What do Marxists argue the ultimate purpose of education is?

Answer 1

To transmit, reproduce and then legitimize inequalities in society through convincing people that meritocracy is real.

Question 2

In what way is education an “ideological state apparatus”, according to Louis Althusser (1972)?

Answer 2

It teaches bourgeois ideals that capitalism is good as well as moulding children into behaving in ways they seem fit for school, and then the workplace.

Question 3

What is the ‘Correspondence principle’, as discussed by Bowles and Gintis?

Answer 3

The correspondence principle is the idea that the parallels in education and the workplace, such as a strict hierarchy, are deliberate and used to ensure a more efficient workforce.

Question 4

How is the ‘Correspondence principle’ taught in school?

Answer 4

While the Correspondence principle is not explicitly taught in school, it does operate via the “hidden curriculum.” An example of this would be how we learn punctuality.

Question 5

WEINER (1993)

Answer 5

Argues from a feminist perspective and describes secondary school education as a “women free-zone.”

Question 6

Describe Parson’s bridge analogy.

Answer 6

Parsonbs believed that education acted as a “bridge” between the family and the workplace. Within the family we are given “ascribed status” while in the workplace we must earn “achieved status”. School helps us acclimatize to this.

Question 7

What Did Durkheim believe the education’s function was?

Answer 7

Durkheim believed that education acts as a transmitter of social norms and values. Teaching us social solidarity through our shared history as well as giving us specialist skills so we can all function within society.

Question 8

Davis and Moore justify social inequality using the education system. Explain how?

Answer 8

Educations main function is to “role allocation.” It acts as a filter, ensuring all roles in society are filled while providing incentives for the best to rise to the most important, high paying jobs.

Question 9

New right sociologists Chubb and Moe suggest that low income children do 5% better in private schools. Why?

Answer 9

They are accountable to parents and therefore standards of education increase.

Question 10

What did Jane Elliot’s “brown eyed/blue eyed” experiment demonstrate?

Answer 10

How labeling affects how we learn.

Question 11

Describe and explain the 3 differing ways of organising teaching in school.

Answer 11

Streaming- Students are sorted by general ability in all subjects.

Setting- Like streaming but a subject by subject basis.

Mixed ability.

Question 12

Name one benefit of streaming/ setting over mixed ability.

Answer 12

It allowed higher ability students to be challenged.

Question 13

Name one disadvantage of streaming/ setting over mixed ability.

Answer 13

It reduces self esteem in lower sets, due to negative labeling.

Question 14

Why might “anti-school” subcultures be formed?

Answer 14

1) In response to negative labeling of being in lower sets.
2) They may feel the teachers are discriminatory.
3) To gain respect among peers.

Question 15

How do different classes differ in subject choice?

Answer 15

Middle classes students are more likely to move on to a level subjects, while working class students often stick with vocational subjects.

Question 16

Both Nell Keddie (1973) and Howard Becker (1971) discuss the idea of the “ideal pupil”. What does this mean and how does it influence the academic success of differing social groups?

Answer 16

Teachers generate an idea of an “ideal pupil” (an exaggerated version of how they saw themselves at school.) Teachers are typically white middle females and as such those who match this description will get preferential treatment.

Question 17

How do interpretivists say the self-fulfilling prophecy can influence our educationally success?

Answer 17

How we are labelled can influence our “idea of self” and as such we can change our behaviour, positively or negatively, in accordance to that.

Question 18

What does Ball (1981) note about streaming, and how is it criticized?

Answer 18

While Ball (1981) notes that higher streams tended to be middle class, he failed to acknowledge external factors.

Question 19

What are the 2 types of external factors that affect levels of success in within differing social classes?

Answer 19

1) Material deprivation.

2) Cultural deprivation.

Question 20

How did Bernstein (1970) argue that language affected rate of success among differing social classes?

Answer 20

Bernstein argued that Working class children spoken in "restricted code", which was limited in terms of descriptive vocabulary compared to the "elaborate code" the middle classes spoken in. 
Furthermore, teachers books and all communicated in elaborate code.

Question 21

How did Sugarman (1970) argue that difference in prioritize caused differing levels of educational success within differing social classes?

Answer 21

As working class families often go into manual labour and also have more limited resources, they often seek immediate gratification. The middle classes can afford to differ gratification and, through socialization, middle class children find it easier to study.

Question 22

Gilborn noted institutional racism within school. How did he argue this affected black boys?

Answer 22

Black boys where more likely to be labeled as challenge to teach authority, leading to a self fulfilling prophecy and high rates of exclusion.

Question 23

Gilborn’s stats of Black students recognised as gifted and talented.

Answer 23

1/2 as likely for Caribbean children & 1/5 as likely for black African, when compared white children.

Question 24

How can ethnocentrism negatively affect education?

Answer 24

1) History is taught Eurocentrically, making giving an advantage to those ingrained int the culture.
2) Moreover, this focus away from other groups may damage their self esteem.
3) School holidays are christian based, Muslim kids may struggle at school during Ead.

Question 25

How can the single parent family be said to have influenced achievement in education in Afro-Caribbean communities?

Answer 25

Increased chances of women being left as single parents, creates a positive female role model for black girls, but Black males then lack a positive male role model. This can be seen within their educational achievement.

Question 26

What does Jackson (1998) note about the differences in how teachers interact with students, based on gender?

Answer 26

Teachers are more likely interact with boys about behaviour rather than their work, unlike girls. As a result this leads to being negatively labelled as aggressive, leading to a self fulfilling prophecy of bad achievement.

Question 27

How have policy changes affected aided girls in education?

Answer 27

1) Introduction of GIST aims to get more girls into science and maths.
2) The introduction of the national curriculum forces girls into typically male dominated subjects.
3) The equal pay act acts as incentive for women to succeed.

Question 28

How can differences in socialization be said to give women and advantage in education?

Answer 28

Expressive roles teachers women to be quieter and are more used to listening to authority than their competitive male counterparts.

Question 29

What sort of sociological ideology do grammar schools stake inspiration from?

Answer 29

Functionalist (Role allocation)/ new right.

Question 30

1988 saw education reform policies. From which sociological perspective did they draw influence from and name 4 policies.

Answer 30

The
1988 Education reform act drew inspiration from new right ideologies and introduced:

1) Ofsted Inspections
2) A national curriculum
3) Introduction of SATs
4) Local management of school budget.

Question 31

How do new right politicians argue that the marketization of education increases academic success?

Answer 31

Through increasing competition through giving power of choice to the parents.

Question 32

What did the third way aim to achieve in education, and how is this demonstrated?

Answer 32

It aimed to build upon neoliberal education reforms with increased state intervention. This can be see with an increased focus on OFSTED but also the introduction of EMA.

Question 33

How can “Cameronism” be seen in education reform?

Answer 33

The introduction of free schools, which demonstrate “big society” ideals through community and business focus over state intervention in education.

Question 34

Sharon Geritz (1995) argues marketisation breeds inequality and divides parents. What are “Privileged-skilled workers”?

Answer 34

M/C parents who have and know how to use their cultural and economic capital to ensure their children go to the best schools.

Question 35

Sharon Geritz (1995) argues marketisation breeds inequality and divides parents. What are “Disconnected-local choosers”

Answer 35

W/C parents who lack the cultural capital to understand how admission systems work, nor the economic capital to move to better areas. Instead they focus on the safety of schools in their local area when making decisions.

Question 36

Sharon Geritz (1995) argues marketisation breeds inequality and divides parents. What are “Semi-skilled choosers”?

Answer 36

W/C parents that lack both cultural and economic capital but have high ambitions for their children. They rely on reputation and word of mouth to discern what schools are best and become disgruntled when they can’t send their kids their.

Question 37

How does the “myth of meritocracy” differ from the myth of parentocracy”?

Answer 37

The former is highlights that not everyone has equal opportunities to succeed, while the latter highlights that parents don’t really have a choice in regards to where they send their children.

Question 38

What did Feinsten (2008) argue about cultural deprivation?

Answer 38

W/C parents themselves had been cultural deprived and thus were not equipped to socialize their children so that they had appropriate social capital.

Question 39

What did Ball note about the removal of streaming in the education system?

Answer 39

It removes polarized subcultures in schools but labeling is still prevalent.

Question 40

What does Steven Gorard, as well as Mitsos and Browne argue causes differences in educational success between sexes?

Answer 40

Since GCSE’s there has been more focus on coursework focus, females favour coursework due to their socialisation (ability to meet deadlines and liking presentable things), meaning that they do better in these aspects.

Question 41

What do Mitsos and Browne note about globalization and Male underachievement?

Answer 41

Globalisation has lead to a move away from industrialization. Many men have have lost their jobs and as a result young boys lack role models.

Question 42

According to Debbie Epstein, how do labels of masculinity and sexuality limit boys achievement?

Answer 42

Boys are more likely to form ant-school subcultures as academic success can cause them to be labelled “gay” by their peers.

Question 43

When examining mixed gender schools, what did Kelly find about gendered subject images?

Answer 43

Gendered subject images were prevalent. E.g Science is often seen as male as the teachers are often male and boys are more likely to be domineering over equipment.

Question 44

When examining single-sex schools, what did Dianne Leonard find about gendered subject images?

Answer 44

Gendered subject images were significantly reduced, as such students were far more likely to pick subjects labelled traditionally with the opposite sex then their mixed school counterparts.