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Education Sociologists Flashcards

1
Q

Social solidarity (society in miniature)

A

Durkheim

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2
Q

School teaches special skills

A

Durkheim

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3
Q

Bridging the gap

A

Parsons

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4
Q

Sifting and sorting

A

David and Moore

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5
Q

Parentocracy -vouchers

A

Chubb and Moe

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6
Q

Repressive and ideologicallcal state apparatus

A

Althusser

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7
Q

School creates an obedient workforce

A

Bowls and gintis

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8
Q

Hidden curriculum

A

Bowles and gintis

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9
Q

Myth of meritocracy

A

Bowles and gintis

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10
Q

Speech codes

A

Bernstein

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11
Q

Educated parents use better language

A

Feinstein

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12
Q

Upper class patents are more likely to buy their kids books

A

Bernstein and young

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13
Q

Parents effect their children’s education

A

Feinstein

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14
Q

Study of the lads

A

Willis

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15
Q

Working class parental style is harsh inconsistent discipline

A

Douglas

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16
Q

Working class parents place less importance on education and give them less encouragement to try and do well in school.

A

Douglas

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17
Q

Fatalism,collectivism,immediate gratification, present time orientation

A

Sugarman

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18
Q

People From poorer homes, have lower intakes of energy, vitamins and minerals

A

Howard

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19
Q

A study Of 10-year-olds with emotional and behavioural difficulties found that lower social classes had higher hyperactivity, anxiety and conduct disorders

A

Wilkinson

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20
Q

Items Such as transport, books uniform et cetera, place a burden on poor families

A

Tanner

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21
Q

Found 20% of children entitled to free dinners didn’t have them due to fear of bullying

A

flaherty

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22
Q

Found Working-class students are more debt adverse

A

Calendar and Jackson

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23
Q

Found Working-class students more likely to stay local when choosing university

A

ready et al

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24
Q

Capitals

A

Bordieu

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25
Criticises capitals, as found that cultural capital Only accounted for part of difference in class achievement
Sullivan
26
Support Borders Capitals, by conducting a study in Coventry
Leech and campos
27
“Ideal pupils”
Becker
28
Labelling In secondary schools today
dunne and gazelley
29
Primary School labellings study
Rist
30
Field experiment on self fulfilling prophecy
Jacobson and Rosenthall
31
Children in higher sets at 8 had a higher IQ by 11
Douglas
32
A to c economy
Gillborne and youdell
33
Educational triage
gillborne and youdell
34
Differentiation and polarisation
Lacey
35
Who did the research that supports anti school subcultures -ethnicity
David Hargreaves
36
Who did a study that criticises the abolishment of subcultures?
Stephen Ball
37
Who criticises labelling for lack of consistency
Furlong
38
Nike identities
Archer
39
who describes Wc identity in educational success
Ingram
40
Collectivism and self exclusion
Evans
41
Who found WC pupils thought Oxbridge wasn’t for the likes of them
Bordieu
42
43
Studied girls magazines- assertive rather than married women
McRobie
44
Women’s changing priorities
Sharpe
45
limited job opportunity mirrored through WC girls ambitions of tradition
Biggart
46
Teachers challenge stereotypes more than ever (gender)
Weiner
47
Who analysed class interaction and found boys received more attention because they had more reprimands
French
48
Who found boys were disciplined more harshly and felt picked on by teachers
Francis
49
Who found boys dominate in class discussion ,girls prefer smaller groups
Swann
50
Girls are more successful with coursework because they are better organised
Mitosis and Browne
51
Found gender gap was constant from 1975 to1939
Goiard
52
Since 1980s teachers have challenged stereotypes , helps girls achieve by presenting them with positive images of capable women
Weiner
53
History subjects are ‘women free zones’
Weiner
54
Exams are more important that coursework
Elwood
55
Schools dont nurture ‘masculine traits’ -competitiveness and leadership
Sewell
56
WC boys are more likely to be harassed and subject to homophobia idk they appear to be ‘swots’
Epstein
57
Male and female teachers tended to use similar discipline styles
Read
58
Notes from an early age ,boys and girls are reacted differently
Norman
59
Schools expect girls to be helpful and tidy
Byrne
60
Differences in socialisation leads to difference in tastes of reading
Murphy and Elwood
61
Pay attention to different details facing the same tasks e.g girls pay attention to feelings
Murphy
62
Science is seen as a boys subject due to science teachers being men ,examples in textbooks being boys and men and boys interests are used.
Kelly
63
Studied 13,000 people and agreed to the idea that single-sex schools hold less importance on subject image
Leonard
64
Pupils see sport as mainly for ‘males’ so girls avoid it
Paetcher
65
‘Sporty’ girls were called ‘butch’ or ‘lesbian’
Dewar
66
Experiences in school reinforce hegemonies masculinity
Connell
67
Boys boast a bout sexual experiences, girls called either ‘slags or drags’
Cee
68
Male gaze in pupil identity
Mac an Ghaill
69
Studied 13/14 WC girls in Wales - cared about popularity
Ring rose
70
Dominant gender and sexual identities are reinforced through a vocab of abuse
Connell
71
‘Slags or drags’
Lees
72
‘Gay’ etc were labels were based off gender norms not sexuality
Paetcher
73
WC Macho lads were dismissive of hard working WC boys
Mac an Ghaill
74
Male teachers told boys off from behaving like girls or getting lower marks then girls
Mac an Ghaill
75
Male African Carribean underachievement is due to family structure- female headed lone families lack money
Murray
76
Absence of ‘tough love’
Sewell
77
Says Sewell ignores that lone parent female families benefit women
Gillborne and Mizra
78
There is emphasis on self improvement in Indian Chinese culture
Strand
79
Expectations of respect towards adults in Asian homes models behaviour expectations in school.
Lupton
80
Found Black peoples started as the highest achieving pupils on entry to primary (20% above) by GCSEs were the lowest (21% below average)
Gillborne and Mizra
81
Schools are institutionally racist and have racialised expectations
Gillborne and Youdell
82
Who did a study of a multiethnic primary school advantage is assumed British culture and standard English plus superior
Wright
83
Teachers dominant discourse defines ethnic minority peoples identities as lacking favoured identity of ideal pupil
Archer
84
Pathologised and demonised pupil identity
Archer
85
Study of a group of black girls in year 11 in a London, comprehensive school, proeducation and anti-school
Fuller
86
Study Black and Asian A-level students at six form
Mac an Ghaill
87
Black girls in London negatively labelled didn’t follow rules failed GCSEs
Mizra
88
Boys different responses to school
Sewell
89
To understand, ethnic differences in achievement we must go beyond individual teacher, racism, and look at institutional racism
Troyna and Williams
90
Critical race theory is present in the education system
Gillborne
91
Marketisation policies, allow negative stereotypes to influence decisions on intake
Gillborne
92
National curriculum is specifically British and focuses on white culture
David
93
‘Little Englandism’
Ball
94
Black culture and history is taught to be primitive
Coard
95

Sociology (9 decks)

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