Education Sociologists Flashcards
Suggested education was neccesary for secondary socialisation
Durkheim (1903) - Functioanlist
Suggested education was a bridge between family and wider society
Parsons (1961) - Functionalist
Suggested state education wasn’t meritocratic as pupils from lower income households were less able to succeed
Chubb and Moe (1990) - New Right
Suggested education and wider society were both meritocratic
Davis and Moore (1945) - New Right
Suggested education is an ideological state apparatus that passes on the ideologies of the capitalist ruling class
Althusser (1971) - Marxist
Suggested that education prepares children, especially working-class children, to serve the ruling capitalist class.
Bowles and Gintis (1976) - Marxist
Suggested that each-class possesses their own habitus - framework of ideas - with the ruling class imposing their habitus on the education system.
Bourdieu (2016) - Marxist
Suggested that by developing an anti-school subculture, a ‘lad culture’, working-class pupils rejected their subjugation by opposing schooling. Opposite to Bowles and Gintis.
Willis (1997) - (Neo-Marxist)
Suggested that working-class parents took less interest in school and education and therefore pushed their children less and indeed often encouraged them to focus on goals outside school and education
Douglas (1964) - External Factors
Suggested that children who grow up in lower social class communities are exposed to language and attitudes characteristic of that class.
Bernstein (1970) - Speech Codes
Found that educated parents are more likely to use language in this way. By contrast, less educated parents use language in ways that only requires children to make descriptive statements
Feinstein (2003) - Language codes
Suggested that working-class families were less interested in social mobility (change in socio-economic position) than middle-class families.
Hyman (1967) - Cultural Deprivation
Suggested that there is a significant cultural difference between middle-class and working-class pupils. From a right-wing perspective, one aspect of this is said to be that working-class pupils expect immediate gratification, whereas middle-class pupils understand the benefits of deferred gratification.
Sugarman (1970) - External Factors
Suggested that because teachers are often middle class themselves, they have a middle-class habitus and therefore find it easier to relate to pupils who are similar. Aspects of a working-class habitus can be interpreted negatively or unconsciously associated with being less academic or intelligent.
Bourdieu (1984) - Cultural Capital
Argued that mothers make cultural capital work for their children. The mothers of working class children worked just as hard as the middle class mothers. But the cultural capital of the MC mothers gave their children an advantage.
Reay (1988) - Cultural Deprivation
