Education Reverse Flashcards
Reversed
- w/c girls felt inhibited from applying to top universities and moving away from home to study
- Limiting future educational and career options
Evans
Class Differences in Achievement (External)
Reversed
ERA criticism
- Marketisation created a two-tier system
- Repatitve cycle of success or decline
Whitty
Social Policy
Reversed
•failure to integrate with British culture = low achievement levels
Scruton
Ethnic Differences in Achievement (External)
Reversed
•Asians are more resistant to racism than black Caribbean due colonialism •More culturally devastating
Pryce
Ethnic Differences in Achievement (External)
Reversed
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
Francis
Gender Differences in Achievement (internal)
Reversed
Marxist
•Catchment area > poorer family have no choice in a marketized system
Gerwitz
Class Differences in Achievement (External)
Reversed
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
Davis and Moore
Function of Education
Reversed
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
Francis
Gender Differences in Achievement (External)
Reversed
- Culture of resistance of black pupils
- Reject schooling
Hall
Ethnic Differences in Achievement (Internal)
Reversed
•Racial discrimination leads to social exclusion > causes poverty and material factors
Rex
Ethnic Differences in Achievement (External)
Reversed
•institutional racism > produces the failure of black boys
Gilborn
Ethnic Differences in Achievement (Internal)
Reversed
•Teacher’s racialised expectation i.e are quick to discipline black pupils for behaviour
Gillborn and Youdell
Ethnic Differences in Achievement (Internal)
Reversed
Cultural
•W/c parents value education less > less ambitious > less encouragement
Evaluation: W/c work longer hours and night shift > interpreted as less value
Douglas
Class Differences in Achievement (External)
Reversed
•Educational triage: Grammar school, comprehensive and technical school •Schools operate an ‘A*-C economy’
Gillborn and Youdell
Class Differences in Achievement (internal)
Reversed
interactionist
•Labelling: judging pupils on the idea of the ‘ideal pupil’ > conformist, well dressed > usually m/c
Becker
Class Differences in Achievement (internal)
Reversed
Functionalist
- Bridge between family and society
- Family= particularistic standards – School= universalistic standards
- Meritocracy
Evaluation: Social class affect educational achievement
Parsons
Function of Education
Reversed
interactionist
•Setting and labelling > pro-school and anti-school subculture
Hargreaves
Class Differences in Achievement (internal)
Reversed
interactionist
- m/c pupils over represented in higher sets
- w/c under represented
Hargreaves and Lacy
Class Differences in Achievement (internal)
Reversed
New Right
- Marketized System
- Voucher system
- Consumer choice
Evaluation: M/C have culture capital
Chubb and Moe
Function of Education
Reversed
Difference feminist
•Black sisters went against stereotypes teachers help of them
Mac an Ghail
Gender Differences in Achievement (internal)
Reversed
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
Gorard
Gender Differences in Achievement (internal)
Reversed
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
Bourdieu
Class Differences in Achievement (External)
Reversed
Feminist
•Research into values of women have changed – 1970s women focus on family, later in 1990s, girls were focused on work.
Sharpe
Gender Differences in Achievement (External)
Reversed
- Asian families are similar to school structure
- I.e respecting authority
Lupton
Ethnic Differences in Achievement (External)
Reversed
New Right
- “lone parenthood and lack of positive role models leads to underachievement”
- 10% white - 25% black > lone parenthood
Evaluation: victim blaming
Murray
Ethnic Differences in Achievement (External)
Reversed
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
Ball
Class Differences in Achievement (internal)
Reversed
Feminist
- Bedroom Culture
- Women more suited to classroom behaviour
McRobbie
Gender Differences in Achievement (internal)
Reversed
Coalition government
- Competition and privatisation driving up standards is a myth
- its used to legitimise turning education into a source of private profit
Hall
Social Policy
Reversed
New Labour critisism
- New Labour policy could be seen as ‘cosmetic’
- increase in marketization meant any policies to reduce inequality were ineffective as they did not get the root of the problem.
He called this the New Labour ‘paradox’.
Benn
Social Policy
Reversed
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
Willis
Function of Education
Reversed
interactionist
- Peer pressure among boys is linked to showing masculinity> anti-school subculture
- Boys are subject to homophobic bullying
Epstein
Gender Differences in Achievement (internal)
Reversed
Marxist
- The ideological state apparatus (maintain ruling class)
- Reproduces class inequality
- Justifies inequality (meritocracy)
Evaluation: too deterministic > assume pupils passively accept indoctrination
Althusser
Function of Education
Reversed
•Teacher stereotypes > placed in lower sets
Foster
Ethnic Differences in Achievement (Internal)
Reversed
Material
•Poorer homes have lower intake of energy, vitamins and minerals > poor diet > more absence and lower performance
Evaluation: Breakfast clubs, free school meals
Howard
Class Differences in Achievement (External)
Reversed
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.
Durkheim
Function of Education
Reversed
Cultural
- W/c use restricted code
- M/c use elaborated code
Analysis: the elaborated used in education by teachers, exams, textbooks, university interviews.
Bernstein
Class Differences in Achievement (External)
Reversed
- Intellectual and linguistic skills
- Low income black families > low skills
Evaluation: Mirza, Indian pupil do well although English is second language
Bereiter and Engelmann
Ethnic Differences in Achievement (External)
Reversed
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
Mitsos and Browne
Gender Differences in Achievement (External)
Reversed
Feminist
•Boys and girls are dressed differently, different toys and encouraged to take part in different activities
Norman
Gender role socialisation
Reversed
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)
Bourdieu
Function of Education
Reversed
- Minority identities demonised by teachers
- i.e black students are deemed as loud, challenging and uninspirational
Archer
Ethnic Differences in Achievement (Internal)
Reversed
•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
Sewell
Ethnic Differences in Achievement (External)
Reversed
New Labour critisism
•Despite policies to reduce inequality for the working classes the divide between working and middle class students under NL did not decrease.
Ball
Social Policy
Reversed
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
Feinstein
Class Differences in Achievement (External)
Reversed
Coalition government
•Free school > benefit only children from highly educated families
Allen
Social Policy
Reversed
New Labour critisism
- Private finance initiative (PFI)
- more costly then anticipated > Many schools today are still paying off huge debts. •
Chitty
Social Policy
Reversed
ERA criticism
•‘myth of parentocracy’>m/c parents > more advantaged > cultural capital.
^ m/c choice in a marketed system > catchment area
Gerwitz
Social Policy
Reversed
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
Leanard
Gendered Subject images
Reversed
- 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
Murphy
Gender domain
Reversed
- Ethnocentric curriculum
- Ignores ethnic minority history
Ball
Ethnic Differences in Achievement (Internal)
Reversed
- Boys fall behind > education is ‘feminised’
- Schools no longer nurture ’masculine’ traits, e.g. competitiveness and leadership
Sewell
Gender Differences in Achievement (internal)
Reversed
Cultural
- Fatalism: no matter what they do, the outcome will be the same because it’s predetermined
- Immediate gratification
Sugarman
Class Differences in Achievement (External)
Reversed
ERA criticism
- w/c pupils more likely to end up in failing school
- top schools are oversubscribed > more power to select students
Ball
Social Policy
Reversed
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
Bowles and Gintis
Function of Education
Reversed
- ‘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’.
Ball
Ethnic Differences in Achievement (Internal)
Reversed
- 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.
Gurain
Gender Differences in Achievement (External)
Reversed
Feminist
•Teachers encourage boys to be tough and show initiative and no be weak •Girls expected to be quiet, helpful, clean and tidy
Byrne
Gender role socialisation
Reversed
Marxist
•The Hidden Curriculum
Bowles and Gintis
Class Differences in Achievement (internal)
Reversed
- Language holds ethnic minorities back
- 80% do not have English as their first language
Swann Report
Ethnic Differences in Achievement (External)
Reversed
- Discrimination persistent experience of ethnic minority in Britain
- Leads to low self esteem
Mason
Ethnic Differences in Achievement (External)
