education key thinkers

Question 1

Durkheim- social solidarity (functionalism )

Answer 1

education helps create this by transmitting societies culture, to be a part of a single body community

Question 2

parsons (functionalism)

Answer 2

school is the focal socialisation agent, intergrates individuals into shared norms, achieving school conesion

Question 3

Durkheim- vocational (functionalism )

Answer 3

education teaches the specialist skills needed. requiring education.
Human capital theory, education is where societies can bring about and sub strain economic group

Question 4

Davis and moore- allocation (functionalism)

Answer 4

allocating pupils to their future work roles by testing attitudes and ability.
inequality is necessary so all roles are filled.
education “shifts and sorts” us.

social mobility- where an individual is able to move up and down social hierarchy

Question 5

bowels + Gintis (marxism)

Answer 5

measured students personality traits using a questionnaire similar to those used to reveal the traits valued by employees. compared their results with students grade averages, found a correlation between personality traits valued and high grades at school.

Question 6

material deprivation
(marxism)

Howard- lower intake of food affects health and concentration at schools.

tanner- lack of financial support means hand me downs

Answer 6

diane ray
found working class students were more likey to apply to local units so they could live at home and save on travel costs and reduce changes of
going to high achieving schools

Question 7

Althusser- 2 elements which keep the ruling class in power

Answer 7

Repressive state apparatus - maintain power through force e.g police, army

ideological state apparatus - maintains power through control of values and beliefs

Question 8

internal and external

sharon gerwiz idenitified three types of parents

Answer 8

• privileged skilled choosers - middle class parents who know the education system and can use their economic capital
• disconnected local choosers - working class parenst restricted by lack of economic/ capital culture
• semi skilled choosers - working class parents lack understanding and rely on others opinions

Question 9

external + internal

bernstein- language
restricted language code- short sentences, grammatically simple and small vocabulary and use of gestures

elaborate language code- grammatically complex , descriptive and analytic

Answer 9

douglas
found working class parents place less values on education, were less ambitious for their children and have them less encouragement.

Question 10

external + internal

ray rist
found teachers used information from kids homes backgrounds and apprehended to place them in groups

Answer 10

barry sugar man

• fatalism, what will be will be and you can’t change it.
• collectivism, valuing being a part of a groups more than succeeding as an individual
• immediate gratification, seeking pleasure now rather than get rewards in the future
• present time orientation, not having long term goals

Question 11

external + internal

colin lacey - subcultures
observed and thought some lessons and explained how pupil subcultures developed;
- differentiation, process of teachers categorising pupils according to how they perceive their ability.
- polarisation, how
pupil respond to streaming

Answer 11

howard becker
interviews 60 chicago high school teachers and found that they judged pupils according to how closely they fitted the image of a ideal pupils

Question 12

educational policy

cub and moe
state education failed disadvantaged groups and hasn’t produced equal opportunities.
fails t produce pupils with the skills needed by the economy
private schools produce higher education

Answer 12

Davis
believes an important part of marketisation is parentocracy (rule by parents) encouraging diversity and gives parents choice

Question 13

educational policy

ball
argues parentocracy is a myth as ice not all parents have the same freedom to choose a school.
he said by promoting academies and free schools it had led to both an increase in fragmentation and centralism

Answer 13

hall
academies are an example of handing over pupil services to private sectors, turning education into a source of private profit

Question 14

gender

sue sharpe- changing attitudes

Answer 14

compared results of interviews she conducted with girls in 1970s and the 1990s, her finding show a major shift in attitudes and aspirations towards schools and careers

Question 15

gender

jackson
high achieving girls are more attractive to schools than low achieving boys, and boys are 4 times more likely to be excluded

Answer 15

sewell

education doesn’t nurture masculine traits and works better with girls traits e.g. course work

Question 16

gender

yougove
in the presence of a male teacher, 42% said it made them work better. female teachers are unable to control the behaviour

Answer 16

mac and ghaill- crisis of masculinity

the macho lads work hard in school to achieve and the real Englishmen reject the work ethic but achieve well due to “effortless achievement”

Question 17

gender

mitosis and brown
teachers lower their expectations of boys because they are more disruptive, boys gain “street cred “ by not doing work and lack the motivation too

Answer 17

brown and ross - gender domains

there are tasks and activities that boys and girls see as males or female, they are more confident to carry out tasks in their domains

Question 18

gender

Archer
symbolic capital is the status and sense of worth girls obtain from others e.g. hyper heterosexual feminine identities

Answer 18

mac and ghaill

male teachers told boys off for behaving like “girls”
male teachers and pupils treat girls like sexual objects

Question 19

gender

askew and ross

male teachers “protect and rescue” female teachers from disruptive pupils

Answer 19

epsten and willis

boys in anti school subcultures call boy that want to do well in school “gay”

Question 20

ethnicity

bereiter and engleman
see the language spoken by low income black American families as inadequate for educational success

Answer 20

gilborn and mirea
argue that Indian pupils do very well despite not having english as their first language

murray
argue a lone parent or lack of male role model leads to underachievement in dolce minorities

Question 21

ethnicity

noon
found deliberate discrimination in the workplace. people being denied because of their name.

Answer 21

troyna and williams

argue that British schools give priority to white culture and language. alienating some ethnic minorities

Question 22

ethnicity

gilborn
found that white pupils were more likely to be placed in a lower tier at GCSE. he found the new IQism tests were culturally biased and teachers then view them as lacking ability

Answer 22

routhmayr
says racism is a locked in inequality and no longer needs a conscious intent to discrimination

troyna and williams
says racism is built into how schools operate, e.g ethnocentric curriculum

Question 23

ethnicity

gilborn and youdell
found teachers were quicker to discipline black pupils because of “racialised expectations”

jenny bourne
schools see black pupils as a treat, labelling them negatively

Answer 23

foster
found streaming and setting is based of stereotypes and result in self fulfilling prophecy of underachievement

wights
found teachers held ethnocentric views, assuming asian pupils had a poor grasp of the english language and left out of classroom conversations . seen as a problem which can be ignored

Question 24

ethnicity

mary fuller (1984)
found that black girls were untypical because they were high achievers, didn’t seek approval from teachers and were friends with those in lower streams and maintained a positive image. negative labelling doesn’t always lead to failures

Answer 24

mac and ghaill

black and asian sixth formers, i’d they were negatively labelled they didn’t always accept it. how they responded depended on other factors; gender, age or former schools

Question 25

ethnicity

gilborn
marketisation means schools can select pupils, putting some at a disadvantage. commission for racial equality found racism in admission; interviews, reports, lack of motivation and ethnic parents unaware of how the system works

Answer 25

heidi mirza- 3 types of teachers

• colour blind teachers- who believe all are equal but allow racism to go unchallenged.
• liberal chauvinists- believe black pupils are culturally deprived and have low expectations.
• overt racists- believe blacks are inferior and discriminate against them

Question 26

ethnicity

archer- black identities

• ideal pupil
• pathologists pupil
• demonised pupil

Answer 26

archer and francis

“negative-positive sterotype” - achieving success in the wrong way through hard work and passive conformism rather than natural ability

Question 27

ethnicity

tony sewell- boys responses to racism

Answer 27

• the rebels- rejects idea of school, confirming to anti subcultures e.g. “black macho lads” - superiority based on black masculinity and sexual experience.
• the conformists- keen to succeed and accept ideas of school and avoid being stereotyped.
• the retreatists- disconnected from schools and black subcultures and disposed by rebels.
• the innovators- pro education but anti school, conform for school work only

Question 28

ethnicity

tony sewell
argues it isn’t the fathers absence that leaves to underachievement, it is lack of fatherly love which leads them to street gangs to give them a sense of loyalty

Answer 28

gilborn
argues it isn’t peer pressure that leads to underachievement but rather institutional racism within the education systems.

keddie
cultural deprivation theory is victim blaming. ethnic children are culturally different rather than deprived

Question 29

ethnicity

driver
critises cultural deprivation theory for ignoring the fact that black families are far from dysfunctional since they provide a positive role model for girls

Answer 29

lawrence

criticises bruce’s view that black families are culturally weak, arguing underachievement is due to racism in society

Question 30

ethnicity - evaluation

sewell
need to focus on external factors such as anti school attitudes created by peer groups due to a sense of a nurturing father

Answer 30

connolly
teaches saw black boys as disruptive underachievers and control them by punishing them more and pushing them to do sport. teachers saw asian boys as passive conformists, when they misbehave they are seen as unthreatening

Question 31

disability

oliver
“it’s society which disabled physically imparied people” because disabled people are excluded from full participation in society by stereotypical attitudes held by abled bodies

Answer 31

shakespeare

disability is created by society that doesn’t take into account that needs of those who do not meet societies ideas of what is normal

Question 32

disability

longmore (1987)

disabled people on tv presented as inhuman + objects of pity

Answer 32

anderson and kitchin (2000)

myths about disability among professionals in northern ireland:

• they are unable to take part in sexual activities
• sexually irresponsible
• unable to sub stain long term relationships
• lack sex drive