Education Flashcards

Question

What are the evaluations of the feminist approach?

Answer 1

+identifies the education system as an agency of gender socialisation + identifies gender inequality -ignores class and ethnic inequalities (liberal and radical) - historically bound (textbooks are old, etc...)

Answer 2

State schools are a drain on a country’s resources. By funding state schools, taxes must be raised, but high taxation makes companies less competitive. This prevents economic growth because the free market needs competition in order for companies to improve their products and services.

Answer 3

Private education has constant pressure to improve because if it is part of the free market it must compete with other schools for students and therefore money. As a result private education becomes responsive to the needs of pupils unlike state education.

Answer 4

-favours the rich and ignores the talents of the working class and therefore harm the economy.

Answer 5

Education needs to become more responsive to the increasing diversity in pupils and their abilities and skills.

Answer 6

Individuals that claim racism is still significant in Britain and emphasise the importance of challenging racism in all its forms.

Answer 7

The process whereby agents of social control attach a negative stereotype to less powerful groups.

Answer 8

When a label becomes fixed and internalised as a part of someone’s self concept leading to the conformity to the label.

Answer 9

Groups within wider society who share an identity/lifestyle that may be different to mainstream social groups.

Answer 10

How we see ourselves and how we are seen by others.

Answer 11

Splitting pupils into several different hierarchy groups which would stay together for all lessons.

Answer 12

Putting pupils of similar ability together for certain lessons.

Answer 13

Similar or of the same kind.

Answer 14

Used in formal/educational situations, permitting people to be reasonably creative in their expression and to use a range of linguistic alternatives.

Answer 15

Division into two contrasting groups of opinions/beliefs. In the context of education the division is between pro and anti school subcultures and high and low ability groupings.

Answer 16

A widely held fixed, oversimplified image or idea of a particular type of person.

Answer 17

Social constructions based on standard assumptions.

Answer 18

When pupils become stereotyped either favourably or unfavourably on the basis of impressions.

Answer 19

‘Macho lads’ (hostile to school authority) Academic achievers (believed in social mobility, pro school as a means to improve) ‘New enterprisers’ (embraced vocationalism and rejected traditional academic route to success) ‘Real Englishmen’ (middle class who rejected the teachers knowledge viewing their own culture as superior) Gay students (experienced homophobic and heterosexist teaching and treatment from peers)

Answer 20

Speculation (teachers make assumptions based on appearance, enthusiasm, speech, etc) Elaboration (teachers test their assumption through setting tests & homework by checking standards, labels become confirmed or contradicted) Stabilisation (the assumptions are solidified/fixed and become difficult to remove)

Answer 21

Schools differentiate pupils according to the criteria of an ‘ideal pupil’ such as effort, good behaviour, etc. This is done by setting or streaming. One of the consequences of differentiation is polarisation in which pupils are divided into two groups ‘good’ and ‘bad’. This shapes pupils identities and have an important effect on their educational success.

Answer 22

Swell found that black male pupils were excessively disciplined by teachers who held stereotypical views of black masculinity. Swell argued black pupils felt that their culture and identity received no positive recognition/labelling.

Answer 23

4 responses: rebels(rejected school values) conformist(accepted mainstream school values) retreatists (disconnected from the school and other black cultures) innovators (pro education, anti school)

Answer 24

Fuller studied a group of black females in year 11. Instead of accepting the negative labels, the girls channeled their anger into pursuing educational success. They did not seek teacher approval and only conformed as far as school work went and rejected the school. Fuller concluded that negative labelling does not always lead to failure.

Answer 25

The colour blind: believe all pupils are equal, but does not challenge racism. The liberal chauvinist: believe black pupils are culturally deprived and have low expectations of them. The overt racists: believe black pupils are inferior and actively discriminate against them.

Answer 26

R&J examined a group of students with standard IQ tests. The researchers then identified a number of students who they said would likely show an increase in ability. They informed the teachers of the results and asked them to see if this increase occurred. When the researchers repeated the IQ tests at the end of the year, the students identified did indeed show higher IQ scores.

Answer 27

The researchers had randomly selected the students identified to show an increase in ability. Therefore, the teachers treated the students differently after they had been labelled positively and in turn this made them become high achievers. This supports the concept of self-fulfilling prophecy.

Answer 28

Assumes student are passive and accept the labels given to them. Explains the outcome of labelling but does not offer solutions to the problem. Focuses on micro relationships between student and pupils and ignores structural influences on achievement.

Answer 29

Teachers label pupils on the basis of stereotyped assumptions about their social class, gender or ethnicity. Becker argues a key factor in labelling a pupil is there work, appearance, conduct, etc. From that the teacher judges them in how close they are to the ‘ideal’ pupil which have white,middle class characteristics.

Answer 30

Teachers label, pupils respond, leads to self fulfilling prophecy. The pupils are differentiated based on label and polarised. This leads to pro-school and anti-school subcultures leading to academic success or failure.

Answer 31

Refers to a lack of resources to help pupils to be able to study

Answer 32

Lack of cultural attributes necessary for educational success

Answer 33

The middle class are socialised into learning elaborated code (more complex language). The working class use restricted code (simple language). Elaborated code is used in schools (used by teachers and in textbooks).

Answer 34

Middle class pupils are socialised into deferred gratification (more willing to put off pleasure now in order to achieve rewards later). Working class are socialised into immediate gratification, so they are more likely to miss school.

Answer 35

Wealthier neighbourhoods generally had better schools, libraries and museums, and therefore have better exam results. Poorer neighbourhoods generally had worse exam results. They concluded that without class advantages, talent is often not enough to succeed.

Answer 36

Middle class parents tend to attend more parents evenings, more likely to read to their children and be actively interested in their education. Whilst working class parents have a lack of interest in education because of their own limited education. This creates a ‘self- imposed barrier’ in which working class pupils believe they have less opportunity and see no point in long term goals in education.

Answer 37

Fatalism(nothing you can do will change your status,it is up to fate) Immediate gratification Collectivism (value being part of a group) Present time orientation (having no long term goals, seeing the future as no important)

Answer 38

Keddie argues that the working class are not culturally deprived, they are put at a disadvantage in a middle class dominated education system. Cultural deprivation theorists ignore the structure of education and how it is biased in favour of the middle class.

Answer 39

Marketisation causes teachers to focus on the top students that are often from middle class backgrounds.

Answer 40

The middle class can afford to move and buy houses in the areas of the high league table schools.

Answer 41

Poverty acts as a barrier to learning. Pupils can not afford transport, uniform, textbooks. Pupils from low income families may not have internet access or space to study(overcrowding). This can also lead to being stigmatised/bullied for being poor which can lead to joining anti-school subcultures.

Answer 42

The dominance of men through masculinity based on heterosexuality, competitiveness, sexism, and a dominance over others.

Answer 43

Limited job opportunities in the traditional ‘masculine jobs’ has reduced boys sense of identity.

Answer 44

Education action zones - in low income areas, schools received extra funding to improve standards. Education maintenance allowance - families on lower incomes could receive an allowance of up to £30 a week if their child aged 16-19 was in full time education.

Answer 45

Sure start schemes

Answer 46

Feminism in the media Changes in family Changing ambitions Women’s employment

Answer 47

Media images/messages have raised the expectations of women. McRobbie’s magazine comparison found 1970’s magazines focused on marriage, 1990’s emphasises careers and independence

Answer 48

Increase in lone parent families headed by females and increased divorce rates mean more women are the major income earner role of their household. This creates career-minded role models for girls, with education acting as a medium for girls to achieve these careers.

Answer 49

Equality legislation such as Equal Pay Act & Sex Discrimination Act allowed women to break through the ‘glass ceiling’ (an invisible barrier to the high level professions). The greater employment opportunities provide incentive for girls to take education seriously.

Answer 50

Research evidence by Sharpe showed that in the 1970’s girls had low aspirations a gave priority to love, marriage and children. In the 1990’s girls were more likely to see their future as independent women with a career.

Answer 51

Used self report methods (questionnaire & interview) which are vulnerable to social desirability bias which can mean it lacks validity

Answer 52

``` Equal opportunity policies Positive role models Coursework Teacher attention Selection/league tables ```

Answer 53

GIST & WISE encourage girls to pursue careers in non-traditional areas that needed qualifications and so educational achievement is a motivator. Boaler argues that these policies make education more meritocratic so girls, who generally work harder than boys, achieve more

Answer 54

The proportion of female (head)teachers has increased, with women in positions of power/authority, they act as role models showing them that important positions are possible to achieve, reinforcing the importance of education in order to achieve these important positions.

Answer 55

Mitsos & Brown argue that girls are better organised and take more care on presentation because early gender role socialisation in the family as they are more likely to be encouraged to keep their bedroom neat and tidy.

Answer 56

Swann found gender differences in communication styles. Girls are more cooperative, with better listening and turn taking skills. This may explain why teachers respond more positively to girls which leads to a self-fulfilling prophecy in which successful interactions with teachers promote girls’ self esteem and subsequently raise achievement levels.

Answer 57

The decline of traditional male jobs | Unrealistic expectations

Answer 58

Mitsos & Browne argues that the decline in manual work result in working class boys lack motivation, thus there is a crisis of masculinity as boys now believe they have little chance for a proper job and so they give up trying to gain qualifications.

Answer 59

Francis points out that boys often have likely to have career aspirations that require few qualifications, such as profession footballer.

Answer 60

Feminisation of education Teacher interaction Laddish subcultures

Answer 61

Sewell found that schools tend to emphasise feminine traits such as coursework which disadvantage boys as they have not been socialised to develop verbal and organisational skills.

Answer 62

Negative teacher labelling for some boys undermined their confidence and interest in school.

Answer 63

Mac an Ghaill examines the relationship between schooling and masculinity/sexuality. He identified the ‘macho lads’ that were hostile towards school authority and learning which demotivates boys to gain qualifications.

Answer 64

Early socialisation Gendered subject images Peer pressure

Answer 65

Elwood argues that gender socialisation provides advantages for girls by developing verbal skills which can explain why they choose essay based subjects such as English and sociology

Answer 66

Kelly identifies 2 reasons why science tends to be seen as masculine, textbook images (men as doctors, women as nurses), and student contribution in which boys dominate class discussions and grab apparatus first.

Answer 67

Paetcher points out that pupils see sports as being firmly inside the male gender domain