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Education Flashcards

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Sociology 101 flashcards
1
Q

Durkheim

Function of Education

A

Functionalist

  • Teaches social solidarity and specialist skills
  • School acts as ‘society in miniature’
  • Complex division of labour requires specialist knowledge and skills.

Evaluation:
Most people are on courses which don’t lead to higher education or good jobs.

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2
Q

Parsons

Function of Education

A

Functionalist

  • Bridge between family and society
  • Family= particularistic standards – School= universalistic standards
  • Meritocracy
Evaluation:
Social class affect educational achievement
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3
Q

Davis and Moore

Function of Education

A

Functionalist

  • Role allocation: sorts jobs based on ability
  • Beneficial for the economy
  • Meritocratic

Evaluation:
New Right > Education system fails to support the economy > They support vocational courses

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4
Q

Chubb and Moe

Function of Education

A

New Right

  • Marketized System
  • Voucher system
  • Consumer choice

Evaluation: M/C have culture capital

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5
Q

Althusser

Function of Education

A

Marxist

  • The ideological state apparatus (maintain ruling class)
  • Reproduces class inequality
  • Justifies inequality (meritocracy)

Evaluation: too deterministic > assume pupils passively accept indoctrination

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6
Q

Bowles and Gintis

Function of Education

A

Marxist

  • The correspondence principle (mirrors workplace)
  • Schooling takes place in the “long shadow of work”
  • Reproduces the workforce of capitalism > Hidden Curriculum
  • “Myth of meritocracy”

Evaluation: Ignores ethnic and gender disadvantages

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7
Q

Willis

Function of Education

A

Neo-Marxist

  • Marxist + interactionalism
  • Learning to labour > anti-school subculture
  • Sub-culture created by rejecting school values > not passively accepting

Evaluation: only studied 12 boys > not generalisable

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8
Q

Bourdieu

Function of Education

A

Marxist

  • All social classes have habitus (culture)
  • Schools based on m/c habitus
  • M/c = culture capital, w/c = Culture clash

Evaluation: compensatory education (trips to museums)

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9
Q

Gerwitz
Class Differences in Achievement
(External)

A

Marxist

•Catchment area > poorer family have no choice in a marketized system

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10
Q

Bernstein
Class Differences in Achievement
(External)

A

Cultural

  • W/c use restricted code
  • M/c use elaborated code

Analysis: the elaborated used in education by teachers, exams, textbooks, university interviews.

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11
Q

Douglas
Class Differences in Achievement
(External)

A

Cultural

•W/c parents value education less > less ambitious > less encouragement

Evaluation: W/c work longer hours and night shift > interpreted as less value

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12
Q

Sugarman
Class Differences in Achievement
(External)

A

Cultural

  • Fatalism: no matter what they do, the outcome will be the same because it’s predetermined
  • Immediate gratification
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13
Q

Howard
Class Differences in Achievement
(External)

A

Material

•Poorer homes have lower intake of energy, vitamins and minerals > poor diet > more absence and lower performance

Evaluation: Breakfast clubs, free school meals

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14
Q

Feinstein
Class Differences in Achievement
(External)

A

Material

•Use of income: Educated parents spend their income to promote children’s development, e.g. on educational toys

Analysis: W/c pupils with educated parents preform better than M/c pupils without educated parents

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15
Q

Bourdieu
Class Differences in Achievement
(External)

A

Marxist/Cultural

•Cultural capital: the attitudes, values, skills, knowledge of the m/c

Analysis: material factors and cultural capital are linked together to produce class inequalities in achievement

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16
Q

Becker
Class Differences in Achievement
(internal)

A

interactionist

•Labelling: judging pupils on the idea of the ‘ideal pupil’ > conformist, well dressed > usually m/c

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17
Q

Ball
Class Differences in Achievement
(internal)

A

Marxist

•Streaming: upper streams “warmed up” > Lower streams “cooled out”

Application: w/c end up in lower streams and m/c in higher ones because of teacher labelling

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18
Q

Gillborn and Youdell
Class Differences in Achievement
(internal)

A
  • Educational triage: Grammar school, comprehensive and technical school
  • Schools operate an ‘A*-C economy’
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19
Q

Hargreaves and Lacy
Class Differences in Achievement
(internal)

A

interactionist

  • m/c pupils over represented in higher sets
  • w/c under represented
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20
Q

Hargreaves
Class Differences in Achievement
(internal)

A

interactionist

•Setting and labelling > pro-school and anti-school subculture

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21
Q

Evans
Class Differences in Achievement
(External)

A
  • w/c girls felt inhibited from applying to top universities and moving away from home to study
  • Limiting future educational and career options
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22
Q

Bowles and Gintis
Class Differences in Achievement
(internal)

A

Marxist

•The Hidden Curriculum

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23
Q

Francis
Gender Differences in Achievement
(External)

A

Feminist

•Girls now have high career aspirations and so needed education

Evaluation: Fuller > only some girls aimed for a career > w/c girls had poor job prospects > stereotyped aspirations for marriage

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24
Q

Gorard
Gender Differences in Achievement
(internal)

A

Feminist

  • Girls do better than boys in coursework
  • Gender gap increased sharply when GCSE was introduced in 1988

Evaluation: Elwood > exams > final grade.
Coursework> only limited effect

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25
Q

Francis
Gender Differences in Achievement
(internal)

A

Feminist

•Although boys received more attention, they were disciplined more harshly > felt teachers picked on them > had lower expectations of them

Analysis: Swann, teachers spend time telling boys off as opposed to helping them with their work

26
Q

McRobbie
Gender Differences in Achievement
(internal)

A

Feminist

  • Bedroom Culture
  • Women more suited to classroom behaviour
27
Q

Sharpe
Gender Differences in Achievement
(External)

A

Feminist

•Research into values of women have changed – 1970s women focus on family, later in 1990s, girls were focused on work.

28
Q

MacanGhail
Gender Differences in Achievement
(internal)

A

Difference feminist

•Black sisters went against stereotypes teachers help of them

29
Q

Gurain
Gender Differences in Achievement
(External)

A

•Biological difference
•Girls brain is geared towards then education system. Males (who used to be hunters and gatherers historically) are geared to doing/making things.
•

30
Q

Epstein
Gender Differences in Achievement
(internal)

A

interactionist

  • Peer pressure among boys is linked to showing masculinity> anti-school subculture
  • Boys are subject to homophobic bullying
31
Q

Sewell
Gender Differences in Achievement
(internal)

A
  • Boys fall behind > education is ‘feminised’

* Schools no longer nurture ’masculine’ traits, e.g. competitiveness and leadership

32
Q

Mitsos and Browne
Gender Differences in Achievement
(External)

A

Feminist

  • the decline of male employment opportunities
  • Led to ‘identity crisis for men’
  • Undermines motivation and self-esteem > give up on qualifications

Evaluation: manual w/c jobs requite few or no qualification > the disappearance unlikely to impact boys motivation

33
Q

Norman

Gender role socialisation

A

Feminist

•Boys and girls are dressed differently, different toys and encouraged to take part in different activities

34
Q

Byrne

Gender role socialisation

A

Feminist

  • Teachers encourage boys to be tough and show initiative and no be weak
  • Girls expected to be quiet, helpful, clean and tidy
35
Q

Murphy

Gender domain

A
  • Boys and girls pay attention to different details when tackling the same issue
  • Girls > focus on how people feel
  • Boys > focus on how things are made and work
  • Girls > humanities| Boys > science
36
Q

Leanard

Gendered Subject images

A

Single-sex schooling

  • Girls schools more likely to take science and maths
  • Boys schools > take English and languages
  • Girls from girls school > study male-dominated subjects at university
37
Q

Bereiter and Engelmann
Ethnic Differences in Achievement
(External)

A
  • Intellectual and linguistic skills
  • Low income black families > low skills

Evaluation: Mirza, Indian pupil do well although English is second language

38
Q

Murray
Ethnic Differences in Achievement
(External)

A

New Right

  • “lone parenthood and lack of positive role models leads to underachievement”
  • 10% white 25% black > lone parenthood

Evaluation: victim blaming

39
Q

Scruton
Ethnic Differences in Achievement
(External)

A

•failure to integrate with British culture = low achievement levels

40
Q

Pryce
Ethnic Differences in Achievement
(External)

A
  • Asians are more resistant to racism than black Caribbean due colonialism
  • More culturally devastating
41
Q

Sewell
Ethnic Differences in Achievement
(External)

A

•Due to the lack of fatherly nurturing, the socialisation of black boys comes from peer pressure and street gangs

Eval Gillborn: institutional racism > produces the failure of black boys

42
Q

Lupton
Ethnic Differences in Achievement
(External)

A
  • Asian families are similar to school structure

* I.e respecting authority

43
Q

Rex
Ethnic Differences in Achievement
(External)

A

•Racial discrimination leads to social exclusion > causes poverty and material factors

44
Q

Mason
Ethnic Differences in Achievement
(External)

A
  • Discrimination persistent experience of ethnic minority in Britain
  • Leads to low self esteem
45
Q

Gillborn and Youdell
Ethnic Differences in Achievement
(Internal)

A

•Teacher’s racialised expectation i.e are quick to discipline black pupils for behaviour

46
Q

Foster
Ethnic Differences in Achievement
(Internal)

A

•Teacher stereotypes > placed in lower sets

47
Q

Archer
Ethnic Differences in Achievement
(Internal)

A
  • Minority identities demonised by teachers

* i.e black students are deemed as loud, challenging and uninspirational

48
Q

Gilborn
Ethnic Differences in Achievement
(Internal)

A

•institutional racism > produces the failure of black boys

49
Q

Ball
Ethnic Differences in Achievement
(Internal)

A
  • Ethnocentric curriculum

* Ignores ethnic minority history

50
Q

Swann Report
Ethnic Differences in Achievement
(External)

A
  • Language holds ethnic minorities back

* 80% do not have English as their first language

51
Q

Hall
Ethnic Differences in Achievement
(Internal)

A
  • Culture of resistance of black pupils

* Reject schooling

52
Q

Whitty

Social Policy

A

ERA criticism

  • Marketisation created a two-tier system
  • Repatitve cycle of success or decline
53
Q 
Ball
Social Policy (ERA)
A

ERA criticism

  • w/c pupils more likely to end up in failing school
  • top schools are oversubscribed > more power to select students
54
Q

Gerwitz

Social Policy

A

ERA criticism

•‘myth of parentocracy’>m/c parents > more advantaged > cultural capital.
^ m/c choice in a marketed system > catchment area

55
Q

Chitty

Social Policy

A

New Labour critisism

•Private finance initiative (PFI)
•more costlythenanticipated. Many schools today are still paying off hugedebts.
•

56
Q

Ball

Social Policy

A

New Labour critisism

•Despite policies to reduce inequality for the working classes the divide betweenworking and middle classstudents under NLdid not decrease.

57
Q

Benn

Social Policy

A

New Labour critisism

  • New Labour policy couldbe seen as‘cosmetic’
  • increase in marketization meant any policies toreduce inequality were ineffective as they did not get the root of the problem. Benn called this the New Labour ‘paradox’.
58
Q

Allen

Social Policy

A

Coalition government

•Free school > benefit only children from highly educated families

59
Q

Hall

Social Policy

A

Coalition government

  • Competition and privatisation driving up standards is a myth
  • its used to legitimise turning education into a source of private profit
60
Q

Ball
Ethnic Differences in Achievement
(Internal)

A
  • ‘Little Englandism’.
  • the curriculum focuses on White British culture
  • tries to recreate ‘a mythical age of empire and past-glories while largely ignoring the history of Black & Asian people’.

Sociology (10 decks)

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