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Sociology Paper 1 > Education And Methods > Flashcards

Education And Methods Flashcards

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Sociology 101 flashcards
1
Q

Feinstein

A

Middle class parents are more child centred which is reflected in greater personal investment in their child

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2
Q

Educational priority areas

A

Abandoned
Schools cannot compensate for society
No longer get extra money for resources

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3
Q

Mitsos and Browne

A

Teachers have lower expectations of boys

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4
Q

Disruptive students

A

Some schools had to go into special measures
Non conforming students
Not entirely successful in teaching consensus and solidarity

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5
Q

Davis and Moore

A

Social institutes sift and sort

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6
Q

Educational policy

A

Aimed at improving girls educational opportunities at the expense of boys education

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7
Q

Edward and Davis

A

Parents believed that certain toys and games are gender stereotyped

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8
Q

Bernstein

A 
Socialisation of children 
Working class restricted speech code
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9
Q

Conservation government under Margaret

A

Schools would focus on aiming their offers at the parents and not the students

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10
Q

Ball

A

Criticises the national curriculum for ignoring cultural and ethnic diversity

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11
Q

Sue Sharpe

A

Girls no longer prioritise traditional pathways of marriage and motherhood, instead they prioritise education, career and less reliance on men

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12
Q

Ethnic minorities

A

Poverty
Unemployed or low pay
Children may have to help at home and get a job

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13
Q

Coard

A

What is taught in schools mainly reflects white culture

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14
Q

Gillborn and Youdell

A

White female teachers have low expectations of black boys

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15
Q

Pierre Bourdieu

A

Cultural capital that’s commanded by middle class which reinforced social inequality within society

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16
Q

Guy palmer

A

Nearly half of ethnic minority children live in low income families

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17
Q

Wright

A

Some teachers openly labelled Asian culture as inferior to British culture

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18
Q

Statistics for those who receive free school meals and GCSE results

A

39% pass who have free school meals

  1. 5% pass who do not receive free school meals
  2. 5% gap
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19
Q

Penny and Francis 2010

A

Social class is the strongest predictor of educational achievement in the UK

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20
Q

The impact of class

A 
When children from the lower working class have been compared to middle class children of the same ability significant differences have been found in performance 
90% of failing schools are in deprived areas
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21
Q

Diet and Health

A

Poor diets and higher level of sickness may means tiredness and difficulty in concentrating at school, particularly if the student has undertaken PT work

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22
Q

Becker 1971

A

Interactionist theorists
Demonstrated that the source of student attainment lies within the school itself. He showed that teacher perceptions dictated outcome
Interviews with 60 high school teachers discovered that they initially evaluate pupils in relation to their stereotypes of the ‘ideal pupil’ who was intelligent, motivated and well behaved

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23
Q

The 1944 education act

A 
Established three types of secondary school - the tripartite system 
Grammar - top 15-20% upper middle class 
Technical - few lower middle/skilled manual working class 
Secondary modern - most children to be prepared to be the working classes
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24
Q

Statistics for gender and education GCSE

A

2015 girls outperformed boys: 61.7% girls pass, 51.6% boys pass with a 10% gap
2013 study boys 2.5x more likely to have statements of special educational needs

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25
Q

P

A

Practical

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26
Q

V

A

Validity

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27
Q

T

A

Theoretical
Positivist
Interpretivists

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28
Q

Ex

A

Example

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29
Q

Et

A

Ethical

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30
Q

Rel

A

Reliability

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31
Q

Rep

A

Representativeness

Can it be generalised

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32
Q

Women in employment statistics

A

Has risen from 53% in 1971 to 67% in 2013

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33
Q

Ball and Youdell 2007

A

Identify two main types of privatisation:
Privatisation in education
Privatisation of education

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34
Q

Privatisation in education

A

Refers to an ethos that institutions have been expected to adopt
Competition between schools for students

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35
Q

Privatisation of education

A

Aspects of the provision of education formerly run by the state have been passed to private profit making businesses that operate outside of education
E.g. edexcel is run by the multinational company Pearson plc

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36
Q

Durkheim 1903 main functions of education

A

Creating social solidarity

Teaching specialist skills

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37
Q

Woolf review of vocational education 2011

A

Claims that high quality apprenticeships are rare and up to a third of 16-19 yrs are on courses that do not lead to higher education or good jobs

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38
Q

Tumin 1953

A

Criticises Davis and Moore for putting forward a circular argument
Important jobs are highly rewarded because they are important

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39
Q

Louis Althusser 1972 ideology and ideological state apparatus

A 
Representing the political power of ruling class
Role is to mystify the way people are encouraged to see and experience the world
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40
Q

Bowles and Gintis

A

The world of work influences the organisation of education. They suggest this is like work casting a shadow over education with hidden curriculum
Lack detailed research, ignore the influences of formal curriculum
Helps people realise their position in society

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41
Q

Woolf

A

Questions whether more government spending on education will automatically lead to economic growth

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42
Q

Mac and Ghaill

A

Found that those in lower streams react to their perceived inferior status by forming delinquent

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43
Q

Young

A

Survey that found evidence of a working class subculture that schools were a waste of time and they often came from deprived areas

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44
Q

Gewirtz

A 
Middle class parents have more power than working class parents 
Use their economic, cultural and social capital to ensure their child goes to the best school
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45
Q

Fiona Norman

A

Most parents socialise boys and girls in different ways girls more gentle and boys more boisterous

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46
Q

Berieter and Englemann

A 
Black children suffer from verbal deprivation from lower class backgrounds 
Unable to use complex vocabulary
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47
Q

Kelly

A

Girls were put off from doing science because of its masculine characteristics found in textbooks and most teachers were male

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48
Q

Anti school subculture

A

Characterised by hyper masculinity

Leads to self fulfilling prophecy as ethnic minority students may become anti school but pro education

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49
Q

Money

A

Schools get given money towards pupils from working class backgrounds for equality of opportunity

50
Q

Equality of opportunity

A 
Sometimes at the expense of working class pupils 
School trips need to be paid for which working class cannot afford
51
Q

Moore and Davenport US

A

Schools would discriminate against problem students

52
Q

Double shifts

A

Working class parents usually work double shifts and are unable to attend parents evenings

53
Q

Peer pressure

A

Girls and boys may pressure one another if they disapprove of their option choice

54
Q

Labelling

A

Teachers label students from various ethnic groups and class

55
Q

Goreid

A

Coursework benefitted females

56
Q

Free school meals

A 
Mainly working class pupils 
Some don’t know their eligible 
Some are too embarrassed about it to go get their meal
57
Q

Swann and Gradden

A

Boys are generally more boisterous and attract the attention of the teachers and so get more opportunity to speak compared to girls

58
Q

The 11+ system

A 
Middle class dominated grammar schools 
More advanced language which working class lack
59
Q

Boys mature slowly

A

Lack concentration
Parents read less to boys
Boisterous
Attention seeking

60
Q

Parents education

A 
Their experience of the system 
Working class parents are anti school
61
Q

Weiner

A

Gender stereotypes removed from textbooks

62
Q

Masculine subjects

A

Girls were put off science subjects because they were seen as masculine and the peer pressure of their friends could influence their subject options

63
Q

University

A

Not match number of jobs available
Qualified workforce
Bored, jobs neither challenging or interesting

64
Q

Educational resources

A

Disposable income to afford private tuition and books
Revision resources
Lower educational achievement

65
Q

Little attention

A

To ethnic minority language and literature in schools

66
Q

Tiklys

A

African Caribbean students were aware of their invisibility and were frustrated with the curriculum by the focus on white people and Europe

67
Q

Student premium

A

Schools with high numbers of students eligible for free school meals were given extra educational resources to spend on further support

68
Q

Sure start centres

A

Support poorer parents in order to tackle cultural and material deprivation

69
Q

Fresh start programme

A

Key was to improve educational standards particularly in disadvantaged communities

70
Q

Tony Sewell

A

Single mums lack the discipline provided by fathers and may be attracted by gang culture, which rejects academic values

71
Q

Private education

A

Prepares the children of the elite for their future positions of power

72
Q

Wrong

A

Functionalists over simplify the process of socialisation
Children as passive puppets in society
Teacher student relationship is not a one way process

73
Q

Functionalist view

A

Ignores dysfunctional aspect of education

Some schools may be allocated less funding than others

74
Q

Privatisation

A

Process by which services that were once owned by the state are transferred to the private sector, companies, religious institutions, charities or other non governmental organisations

75
Q

Advantages of privatisation

A

More efficient schools
More choice for parents
Profit motive may encourage private companies to intervene and improve schools in areas where education is of poor quality

76
Q

Disadvantages of privatisation

A

Money maybe drained from the education system
Cherry picking
Not a guarantee of quality
Equality of educational opportunities and the quality of education under threat

77
Q

Functionalists view of education

A

See education as a vehicle for instilling shared societal values

78
Q

Marxists view of education

A

Education in a capitalist society only transmits the ideology of a minority - the ruling class

79
Q

Paul Willis study of education and boys

A 
Studied a group of 12 working class boys 
Conducted a series of interviews and observations 
He identified two groups of pupils as the lads and the ‘ear’oles’
80
Q

Capitalist values

A

Competition, individualism and private enterprise as normal and natural

81
Q

Postmodernists

A

Gender stereotypes in socialisation are much less common than in the past
Seeing more gender diversity in subject choice

82
Q

Marketisation

A

Education run like a business

Compete with others fro customers in the form of parents and pupils

83
Q

Streaming

A

School sifts and sorts students placing them into streams lower working class usually end up in lower streams

84
Q

Hidden curriculum

A

Encourages working class students to conform and to accept hierarchy and inequality

85
Q

Language

A

Barriers
Elaborated
Restricted code

86
Q

Housing

A

Overcrowded
Poor living conditions
Do not have their own space to study properly

87
Q

Parents attitude

A

Working class parents may not be as involved or as pro school compared to middle class

88
Q

Various job choice

A

Women now prioritise education

89
Q

GIST and WISE

A

Girls into science and technology

Women into science

90
Q

New right

A

State schools are not producing the right sorts of workers required for the British businesses to successfully compete in the global economy

91
Q

Iresen and Rushforth

A

Ethnic minority parents from high social economic backgrounds can afford to hire private tutors for their children

92
Q

Bowles and Gintis

A

Discipline

Authority

93
Q

Parsons

A

School is simply a bridge between family and entry to employment

94
Q

Educational reform act

A

Encouraged marketisation

95
Q

Douglas

A

Middle class children received more attention and encouragement from their parents

96
Q

Representativeness strengths

A

Official statistics
Good sample size
Environment already exists

97
Q

Reliability strengths

A

Flexible
Standardised procedure
Patterns

98
Q

Practical limitations

A 
May not get to parents 
Time consuming 
Difficult to obtain 
Impact child’s education 
Biased 
Off putting 
Personal documents 
Historical comparisons 
Comparative value 
Not following schedule 
Overworked 
Restricted
99
Q

Ethical limitations

A 
Lower streams no access 
Poor conclusions 
Misunderstood 
Manipulate/deception 
Guardianship sensitive issue 
Debrief would be hard 
Taking advantage
100
Q

Ethical strengths

A

Public domain
Not name or target
Detailed
Confidential

101
Q

Validity

A 
High 
School admission 
Statements not reflect person 
Make an idea 
Doesn’t say why 
Undermines natural behaviour 
Socially desirable answers
102
Q

Reliability limitations

A 
Impossible to replicate 
Subjunctive opinion 
Interpreter bias 
Redefine truancy in order to better public image 
Actual numbers 
Control variables 
Changes in behaviour 
Quantitive data 
Cannot explain the questions
103
Q

Representativeness limitations

A 
Language 
Unreliable 
Unstandardised 
Interpret differently 
Difficult to replicate 
Fail in delivery 
Misleading information
104
Q

Practical strengths

A 
Easy accessible 
Good sample size 
Time 
Cheap 
Quick 
Some children may focus better
105
Q

Interpretivists

A

Valid information

Want numerical data statistics

106
Q

Positivists

A

Establish trends overtime

107
Q

Example of questionnaire research

A

Bicknell 2014

108
Q

Bicknell 2014

A

Used questionnaires to investigate parents contribution to the education of their mathematically gifted children
Results indicated that parents played key roles as motivators, resource providers and so on that were just as important as their child’s maths teachers

109
Q

Example of interviewing teachers and parents

A

Ruth Lupton 2004

110
Q

Ruth Lupton 2004

A

Conducted in depth interviews with head teachers and teachers in four schools in economically deprived areas
Data from interviews clearly show that teachers and schools work hard to help their students overcome the barriers to achievement that came from living in poverty. Consequently these schools did not inevitably fail

111
Q

Example of interviewing students

A

Frosh 2002

112
Q

Frosh 2002

A

Interviewed teenage boys in the early years of secondary school to find out what masculinity meant to them and how it affected their daily lives
The boys talked openly about their relationships with parents and friends, hardness, homophobia and football, and the importance of youth style, race and ethnicity

113
Q

Example of participant observation in education

A

Paul Corrigan 1979

114
Q

Paul Corrigan 1979

A

Used covert observation to study how students, especially truants, viewed education and teachers. Mislead both students and teachers into thinking he was doing research for a novel bashed in a school. He deliberately blanked the teachers because he did not want students to associate him with authority. By talking to students and observing them in their own space, he came to the conclusion that truancy was a response to the compulsory nature of school. Kids truanted because they resented the fact that the state forced them to go to school

115
Q

Example of non participant observation in education

A

Colin Lacey 1970

116
Q

Colin Lacey 1970

A

He spent two months familiarising himself with the staff and students. He talked to them about why he was in the school, which was to try to explain the underachievement of working class boys in grammar schools. Lacey found that despite working class boys being perceived as bright because they had passed the 11+ they were more likely to be placed in middle or bottom streams than middle class children. This streaming experience often engendered feelings of inferiority

117
Q

Evaluation of laboratory experiments

A

Hypothesis can be tested under controlled conditions
Possible causes of events can be manipulated and isolated
Reliable and objective because it is repeatable and personal bias is excluded
It produces lots of statistical data that can be compared for correlations
Impossible to get experimental and control groups who are exactly alike
Unethical to experiment on people without their knowledge or informed consent
Interpretivists argue that social life is complex and probably cannot be reduced to variables that can be isolated or manipulated in a laboratory

118
Q

Evaluation of social experiments

A

They are carried out in the real world and so are more likely to measure natural, everyday behaviour
They are more likely to produce qualitative information that is high in validity
Often carried out without people’s knowledge, unethical and deceptive
Covert nature of the experiment
Some interpretivists are critical of this method because it fails to appreciate that statistics are socially constructed

119
Q

Evaluation of official statistics

A

Positivists see them as scientific - they are reliable, representative, valid, generalisable and objective
Easily accessible and cheap
Usually up to date and cover trends overtime
Create correlations and comparative data
May be biased
According to interpretivists, statistics tell us very little about people’s experiences, attitudes and feelings

120
Q

Evaluation of personal documents

A

Highly valid
Ethnographic because they document the natural environment
May be the only source of data for past events
Cheap
Permission may be denied because they are confidential content
Positivists dislike them because few people voluntarily and consistently keep diaries, credibility may be questioned, unreliable, may lack validity and they are subjective rather than objective meaning they lack scientific status because they are not standardised, reliable or quantifiable

Sociology Paper 1 (1 decks)

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