Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Sociology > Education > Flashcards

Education Flashcards

You may prefer our related Brainscape-certified flashcards:
Sociology 101 flashcards
1
Q

Durkheim view of education

A

FUNCTIONALIST

Social solidarity

Avoids anomie

Teaches specific skills needed for a functioning economy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Parsons view of education

A

FUNCTIONALIST

School is a bridge between home and society

Helps pupils move from ascribed to achieved status - in schools each pupil is judged against the same standards- same as society

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Davis and Moore view of education

A

FUNCTIONALIST

Inequality is necessary to make sure the most important roles are failed by the most talented people- a meritocracy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Althusser view of education

A

Marxist

Repressive state apparatus - maintain the role of the bourgeoisie by force - police courts army

Ideological state apparatus - maintain the role of the bourgeoisie by controlling peoples ideas, values and beliefs - the education system

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

‘Giant myth making machine’

A

Myth of meritocracy - meritocracy does not exist

Bowles and gintis - Marxist

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Correspondence principle

A

Bowles and gintis Marxists

Both schools and workplaces are hierarchies the relationships and structures found in education correspond to those found in a workplace

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Hidden curriculum

A

Bowles and gintis
Marxist

Teach students how to survive in work through
Acceptance of hierarchies
Moulding of subservient workers
Fragmentation of school subjects
Working for external rewards
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Learning to labour counter school subculture

A

Willis Marxist

Researched a group of 12 lads who had formed a counter school subculture

Shows how counter school subcultures prepare working class lads for shop floor culture

Lads actively rebelled against the school but were in fact preparing themselves for low paid manual labour like their fathers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Young - cultural deprivation

A

Middle class mothers are more likely to choose toys that encourage thinking and reasoning skills and prepare children for school

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Restricted and elaborated speech codes

A

Bernstein

Restricted - wc- limited vocabulary, based on the use of short and often unfinished grammatically simple sentences etc

Elaborated - mc - wide vocabulary ands it’s based on grammatically more complex sentences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Self imposed barrier

A

Hyman - the values and beliefs of the lower class subculture are a self imposed barrier to educational and career success. Their subcultures beliefs mean that they neither want educational success or no how to get it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Four key features of the lower class subculture that act as a barrier to educational attainment

A

Sugerman

Fatalism - belief in fate
Collectivism - valuing being part of a group more than succeeding as an individual
Immediate gratification
Present time orientation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Cultural capital

A

Bordeaux

Knowledge, attitudes, values, language, tastes and abilities

Mc culture is a type of capital because it gives an advantage to those who possess it. Through their socialisation, middle class children acquire the ability to grasp, analyse and express abstract ideas giving them an advantage in school

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Position theory

A

Boudon - where you are positioned in the social class structure will affect your life chances and opportunities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Criticism of cultural deprivation

A

Keddie- the idea of cultural deprivation is a myth. Also a victim blaming explanation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Criticism of restricted speech code

A

Tronya and Williams - the problem is not the child’s language but the schools attitude towards it. Teachers have a speech hierarchy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

The impact of poor diet and housing

A

Howard - children from poorer homes have lower intakes of energy, vitamins and minerals. This weakens the immune system and results in more absences and difficulty concentrating

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Hidden costs of schooling

A

Tanner - transport, uniforms, books, computers etc places a heavy burden on poor families

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Gerwitz and ball - material and cultural capital

A

Middle class parents were able to use their cultural and material capital to ensure that their children ended up in the best schools

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Sutton group 2010

A

Found parents income and job were the most important determinants of a child’s educational success

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Rist - kindergarten

A

Tigers- sit closest to teacher, fast learners, middle class, clean appearance
Cardinals and clowns - wc - given lower level books and given less chance to show their abilities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Child centred education

A

Sharp and green - English primary school

Child centred education where kids picked activities. Those who read (middle class) were given more help and priority

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Spurters

A

Rosenthal and Jacobson

Tested all pupils the same, picked 20% at random and told school that the test had indentified these children as spurters. On returning to the school a year later, they found that 47% of those identified spurters had made significant progress

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Black girls reject the label

A

Margaret Fuller - girls channelled their anger about being labelled into the pursuit of educational success. Unlike other successful students they did not seek their approval from teachers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Marketisation of schools

A

Gerwitz

Parental choice - privileged - skilled chooser - mc parents can use their cultural mans economic capital for their children

Disconnected local choosers - wc parents choices were restricted by lack of economic and cultural capital

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

School policies that help girls

A

GIST, national curriculum- equal opportunities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Positive role models in schools for girls

A

Increase in female teachers and heads, showing them women can achieve positions of importance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Coursework in the curriculum

A

Mitsos and Browne

As girls spend more time on their work, take care with the way it is presented, are better at meeting deadlines and bring their materials

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Teacher attention

A

Francis

Found girls got more positive attention, and while boys got more attention it was harsher

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Marketisation did schools benefits girls

A

Slee

Boys are more likely to suffer from behavioural difficulties and are 4x more likely to be excluded

Boys may be seen as liability students - obstacles to the school improving its league table scores

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

How feminism helps girls

A

Improvements in women’s rights raises women’s expectations and self worth

Mcrobbie- magazines - 1970s - importance of getting married whereas now include images of assertive independent women

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Chubb and moe consumer choice

A

New right

Marketisation and competition - force schools to become more responsive and better as they need to compete against other schools

Parental choice - education in the hands of consumers allows parents to shape schools to meet their own needs improving quality and efficiency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Labelling - Becker

A

Study of 60 Chicago high school teachers
Interviews

Found they judged pupils according to how closely they fitted the idea of the ideal pupil

Mc - closest to ideal

Work, conduct and appearance were key factors

34
Q

Dunne and gazeley

A

Labelling

Interviews in English state secondary schools - teachers normalised the underachievement of wc pupils and seemed unconcerned by it and they could do little about it unlike with mc pupils

Labelled wc parents as uninterested in child’s education but labelled mc parents as supportive.

Change how they support them - mc underachievers got extension work, wc underachievers were placed into lower exams

35
Q

Gilbourn and youdell

A to c economy

A

Publishing of league tables means schools focus their time, effort and resources on those pupils they see as having the potential to get five grade Cs and so boost the schools league table position

36
Q

Gill bourn and youdell

Educational triage

A

A to c economy produces a triage

Schools categorise pupils into

Those who will pass anyway
Those on the borderline of a c
Hopeless cases

Those places in hopeless cases get put in bottom sets and then get self fulfilling prophecy

37
Q

Douglas - streaming

A

Children placed in a lower streak at age 8 had suffered from a decline in their IQ by age 11 and vice versa

38
Q

1944 education act

A

Tripartite system

11+ exam

Grammar schools and secondary modern schools

39
Q

Problems with the tripartite system

A

Reproduced class inequality by channelling the two social classes into two different types of school that offered unequal opportunities

Gender inequality- required girls to gain higher marks than boys in the 11+

Legitimated inequality through the idea that ability is inborn

40
Q

Labour Party 1965-1979

A

Comprehensive school system

Abolished 11+ and grammar and secondary modern schools and replaced with comprehensive schools.

Was left to local education authority to decide whether to go comprehensive so grammar - secondary modern divide still existed in some places

41
Q

Functionalist view of comprehensive schools

A

Promote social integration - x-mc and wc pupils rarely mixed because of streaming

More meritocratic - gives pupils a longer time to show their abilities

42
Q

Marxist view of the education system

A

Comprehensives are not meritocratic - the reproduce class inequality through streaming and labelling

Myth of meritocracy - legitimated class inequality by making unequal achievement seem fair and just because failure looks like it is the fault of the individual rather than the system

43
Q

Education reform act 1988

A

Margaret thatcher

League tables
Sats
Gcses
Ofsted
The funding formula - schools are allocated funds by a formula based on how many pupils they attract.
Free schools
Open enrolment - allows successful schools to recruit more pupils

44
Q

Marketisation

A

Consequence of education reform act 1988

The process of introducing market forces of consumer choice and competition between suppliers into areas run by the state such as education.

Reduces state control over education
Increases competition between schools and parental choice of school

45
Q

Miriam David - parentocracy

A

Marketised education is ruled by parents. Power shifts away from the producers to the consumers and this encourages diversity among schools, gives parents more choice and raises standards

46
Q

Stephen ball- reproduction of inequality

A

Marketisation policies such as exam league tables and the funding formula reproduce class inequalities by resting inequalities between schools

47
Q

Cream skimming and silt shifting

A

Will bartlett

Cs - good schools can be more selective and recruit high achieving mainlymmiddle class pupils. As a result these pupils gain an adacantage

Ss- good schools can avoid taking less able pupils who are likely to get poor results and damage the schools league table position

Opposite applies in schools with poor league table positions

48
Q

New labour 1997-2010

A

Blair and brown

Designated some deprived areas as education action zones and provided them with additional resources

Education maintenance allowances (EMAs) - payments to students from low income backgrounds to encourage them to stay on after 16 to gain better qualifications

City academies - give a fresh start to struggling inner - city schools with mainly working class pupils

49
Q

Marketisation from 2010

A

Academies - where labours govt aimed to help disadvantaged schools, under coalition govt allowed may school to become an academy removing the focus on reducing inequality

Free schools - improve educational standards by taking the control away from the state and into the hands of the parents.

50
Q

Evaluation of free schools

A

Allen - research from Sweden shows that they only benefit children from highly educated families.

Are socially divisive

Strict pupil selection and exclusion policies in USA

51
Q

Compensatory education from 2010

A

Free school meals

Pupil premium - money that schools receive for each pupil from a disadvantaged background

52
Q

Evaluation of compensatory education from 2010

A

Ofsted found pupil premiums are not actually being spent on those it is supposed to help

Abolition of the education maintenance allowance

University tuition fees tripled up to £9000 per year

Reduces opportunities for wc pupils and discourages them from continuing to higher education

53
Q

Fragmented centralisation - academies and free schools

A

Ball

Fragmentation - the comprehensive system is being replaced by a patchwork of diverse provision, much of it involving private providers that leads to greater inequality in opportunities

Centralisation of control - central govt alone ha the power to allow or require schools to become academies or allow free schools to be set up. These schools are funded directly by central govt. this reduces role of local authorities in education

54
Q

Privatisation, globalisation and commodification of education

A

Ball

Many private companies in the education services are foreign owned.
Pearson gcse exams marked in Sydney and Iowa

Private companies are exporting education policy to other countries and then providing the services to deliver the policies

Nation states are now becoming less important in policy making, shifting to a global level which is often privatised

55
Q

The cola-isation of schools

A

Molnar

Schools are targeted by private companies because schools can carry product endorsement - vending machines and brand loyalty through logos and sponsorships

56
Q

Commodification of education.

A

Ball

Education is being turned into a object of private profit making

57
Q

Callender and Jackson - fear of debt

A

Working class students are more likely to see debt negatively and as something to be avoided - saw more cost than benefits of going to uni

Five time less likely to apply to uni

Wc students less likely to have financial support from their families

58
Q

Feinstein - parents own education

A

Middle class parents tend to be better educated, they are able to give their children an advantage on how to socialise them

Parenting style - high expectations and encouraging learinjng
Educational behaviours -more aware of what is needed to help children in education - reading etc
Use of income - buying educational toys

59
Q

Alice Sullivan - cultural capital and educational attainment

A

Questionnaires - pupils in schools

Found those who read complex fiction and watched documentaries developed a wider vocabulary and greater cultural knowledge indicating greater cultural capital - children of graduates - more likely to be successful in GCSEs

60
Q

Differentiation and polarisation - subcultures

A

Lacey

D - teachers categorising pupils according to how they perceive their ability, attitude and behaviour eg streaming

P - students react to streaming by moving to one of the extremes - pro school or anti school subcultures

61
Q

Failure and status-subculture

A

Hargreaves

Boys gained status by seeking other similar pupils out and forming a group within which high status went to those who went against school rules.

Delinquent subculture that helped guarantee their educational failure

62
Q

Pupil adaptations to labelling and streaming - woods

A

Ingratiation - being teachers pet
Ritualism - going through the motions and staying out of trouble
Retreatism - daydreaming and mucking about
Rebellion - outright rejection of everything the school stands for

63
Q

Abolishing streaming

A

Ball

When the school abolished banding, the basis for pupils to polarise into subcultures disappeared and the influence of the anti school subculture declined.

Differentiation continued - labelling continued leading to self fulfilling prophecy

64
Q

Lads and ladettes

A

Carolyn Jackson

Questionnaires then interviews

Found some girls and boys became part of a subculture because of a fear of failure

Defensive mechanism that would provide them with an excuse for failure

Just wanted to be socially accepted fuelling ‘laddish’ behaviour in both boys and girls

65
Q

Habitus - pupils class identities withi school

A

Archer

Dispositions that are shared by a particular social class

Middle class has power to define their habitus as superior and imposes it on the education system giving mc students an advantage

66
Q

Nike identities

A

Symbolic violence led to pupils seeking alternative ways of creating self worth and status - brand wearing like Nike

Not conforming was social suicide

Led to conflict with schools dress code reflecting schools mc habitus
Led to more self exclusion from school as school didn’t fit their lifestyle choices

67
Q

Girls changing ambitions

Sue sharpe

A

1970s - girls had low aspirations- educational success was unfeminie and ambitiousness was unattractive - prioritised marriage and children

1990s - priorities - careers and being able to support themselves, more likely to see themselves as independent women

68
Q

Class, gender and ambition - biggart

A

Wc girls are more likely to face a precarious position in the labour market and to see motherhood as the only viable option for their futures. Hence they see less point in achieving in education.

69
Q

Hyper heterosexual feminine identities

A

Archer

Looking the partbrought status from their female peer group and avoided them being ridiculed.

Also brought them into conflict w school. Often punished for too much jewellery or makeup

Led to school othering the girls- incapable of educational success - symbolic violence

Ideal female pupil is desexualised and a mc one that excludes wc girls

70
Q

Primary socialisation affect on boys

A

Parents spend less time reading to sons and as mothers do most of the reading to children so it is seen as a feminine activity.

Boys leisure activities eg football do little to develop language and communication skills whereas girls have bedroom culture which consists of chatting to friends.

71
Q

Industrialisation effect on boys

A

Mitsos and Browne

Decline in male employment opportunities has led to an identity crisis for men many boys now believe they have little prospect for getting a job undermining their motivation for education

72
Q

Feminisation of education effect on boys

A

Sewell

Schools do not nurture masculine traits such as competitiveness and leadership

Coursework - girls do better due to traits

73
Q

Shortage of male teachers effect on boys

A

Yougov

39% of 8-11 year old boys have no lessons with a male teacher.

Make teachers are better at controlling boys behaviour

74
Q

Criticism of the feminisation of education

A

Barbara read

Speech
Disciplinarian discourse - teachers authority is made explicit and visible through shouting etc
Liberal - teacher speaks to pupil as if they were an adult and expects them to be kind and sensible

Most teachers favoured masculine disciplinarian discourse
Female teachers just as likely to choose this way

75
Q

Laddish subcultures - Francis

A

Boys more concerned than girls about being labelled by peers as swots because it is a threat to masculinity

Non manual work and schoolwork is not masculine in wc culture

As girls move into more masculine work this grows as boys respond by becoming increasingly laddish so they are not seen as feminine

76
Q

Moral panic about boys

A

Ringrose

Views that girls have succeeded at the expense of boys who are now the disadvantaged ones have contributed to a moral panic that suggest wc boys will grow up to become an unemployable underclass that threatens social stability

Huge effect on educational policy -

Narrows it to just failing boys so ignores problems of working class and ethnic minorities
Ignores problems faced by girls eg sexual harassment
77
Q

Gender domains - subject choice

A

Browne and Ross

Children’s beliefs about gender domains are shaped by their early experiences and the expectations of adults

Children are more confident when engaging in tasks that they have seen as part of their own gender domain

78
Q

Single sex schooling

A

Leonard

Girls in all girls schools were more likely to take math and science a levels and boys in all boys schools were more likely to take English and languages at a level

79
Q

Peer pressure - subject choice

A

Paechter

Pupils see sport as mainly within the male gender domains so girls who are sporty have to cope with the image that contradicts conventional female stereotype

Girls are more likely to opt out of sport than boys

80
Q

Gendered career opportunities- subject choice

A

Sex-typing of occupations affect boys and girls view of what kinds of jobs are possible or acceptable

81
Q

Ethnocentric curriculum

A

Coard

Curriculum that reflects the culture of one ethnic group

Produces underachievement -eg in history the British represented as bringing civilisation to the people they colonised - this image of black people as inferior undermines black children’s self esteem

Sociology (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions