education topic 6 - educational policy and inequality

Question 1

what caused the state to become more involved in education and why

Answer 1

Industrialisation because it increased the demand for an educated workforce

Question 2

what did the state do in 1880

Answer 2

they made schooling compulsory from the ages of 5-13

Question 3

what was the type of education a child received dependent upon which therefore meant what

Answer 3

-their class background
-this meant that education did little to change students’ ascribed status

Question 4

what was the difference between the education middle class and working class children received and why

Answer 4

• middle class children were taught a more academic curriculum to prepare them for professional jobs
• working class children were equipped with basic numeracy and literacy skills necessary for routine factory work

Question 5

what happened in 1944

Answer 5

• the notion of meritocracy began to influence education
• the 1944 Education Act was implemented

Question 6

define meritocracy

Answer 6

a system where people are rewarded or given opportunities based on their skills, abilities, and achievements, rather than it being ascribed by their wealth, social status, or personal connections

Question 7

1944 Education Act

Answer 7

-Key Concept: Tripartite System based on ability through the 11+ exam where students were selected into the following school types:
-Grammar Schools: For academically able students.
-Secondary Modern Schools: For practical and vocational learning.
-Technical Schools: Focused on technical and scientific subjects (less common).

Question 8

how did the 1944 Education Act legitimise class inequality

Answer 8

• 11+ exam: presented as an objective measure of ability, but was biased towards middle-class cultural capital and knowledge
• labelling: students were labelled as “academic” or “non-academic,” reinforcing negative perceptions of worth and potential —> self fulfilling prophecy

Question 9

how did the 1944 Education Act reproduce class inequality

Answer 9

-grammar schools were dominated by middle-class students due to cultural advantages and access to resources

-secondary moderns: predominantly working-class, with limited pathways to higher education or prestigious jobs

-caused a cultural division

• funding disparity: grammar schools often received better funding and resources than secondary moderns

Question 10

what is the comprehensive school system

Answer 10

• introduced in 1965
• a system of education where all students, regardless of ability, social class, or background, attend the same type of school
• aimed to make education more meritocratic

Question 11

what was the issue with the comprehensive school system

Answer 11

ultimately the decision to become comprehensive was up to the local education authority

Question 12

what is the functionalist view on the role of comprehensives

Answer 12

• fulfils essential functions such as social integration by bringing together students from different backgrounds
• it is more meritocratic as they are in education for longer before being judged unlike the 11+

Question 13

how the functionalist view be evaluated

Answer 13

a study conducted by ford found that there is little social integration between students of working class and middle class backgrounds due to streaming

Question 14

what is the marxist view on comprehensives

Answer 14

• serves the interests of capitalism by reproducing and legitimising class inequality through streaming and labelling
• myth of meritocracy

Question 15

what is marketisation and when was it introduced to education

Answer 15

• introducing the forces of consumer choice and competition between supplies (schools)
  -thereby creating an education market
• marketisation became a central theme after the 1988 Education Reform Act

Question 16

how has the education market been achieved

Answer 16

• reducing direct state control over education
• increasing competition between schools through more parental choice

Question 17

under what government was the 1988 Education Reform Act and what followed

Answer 17

• conservative government
• new labour govt emphasised standards diversity and choice

Question 18

what happened in 2010

Answer 18

• the conservative-liberal democrat coalition created academies and free schools to promote marketisation even further

Question 19

parentocracy

Answer 19

• rule by parents where they are able to choose which schools their children go to

Question 20

3 ways parentocracy is achieved

Answer 20

-publication of league tables —-> encourages parents to choose “top-performing” schools, often favouring middle-class families with better access to information

• schools having to compete to attract pupils —-> forced improve their reputation and funding.
  Parents are empowered as “consumers” to select the best school for their child.
• formula funding —–> popular schools attract more pupils, leading to more resources, while less popular schools struggle, widening inequality (Ball and Whitty)

Question 21

what does Bartlett say

Answer 21

• parents are more attracted to schools higher up the league tables which results in:
  cream skimming and silt shifting

Question 22

define cream skimming

Answer 22

schools with a stronger reputation can be more selective by choosing academically successful students

Question 23

evaluate cream skimming

Answer 23

• leaves less prestigious schools with a higher proportion of disadvantaged or lower-achieving students, reinforcing inequality
• benefits middle-class families who can better navigate admissions systems.

Question 24

define silt shifting

Answer 24

A process where schools offload or avoid admitting students who are seen as less desirable

Question 25

outline Gerwitz’s study

Answer 25

• study of 14 London secondary schools and found that the difference in parents’ cultural and economic capital influence their ability exercise choice of secondary schools

Question 26

what did Gerwitz find

Answer 26

• Privileged skilled choosers
• Semi skilled choosers
• Disconnected local choosers

Question 27

what are privileged skilled choosers

Answer 27

professional, middle class parents who use their cultural and economic capital to gain educational capital for their children

Question 28

examples of how privileged skilled choosers use their capital

Answer 28

• CC: know how school admissions systems work, for example they are aware that if you put a school as your first choice you are more likely to be accepted
  -they have time away from work to attend events such as open days and do research
  -EC: they are able to afford to move closer to higher ranking schools

Question 29

what are disconnected local choosers

Answer 29

working class parents whose choices are restricted by their lack of CC and EC

Question 30

examples of how disconnected local choosers’ lack of economic capital influences their choice of schools

Answer 30

-CC: they find it difficult to understand school admissions procedures
-less aware of what schools are good and why
-prioritise safety or quality of school facilities than quality of education, league tables and long term ambitions (present time orientation)
-EC: only realistic option materialistically was the nearest school

Question 31

what are semi skilled choosers

Answer 31

mainly working class but still have ambitions for their children

Question 32

how does Ball criticise parentocracy

Answer 32

-myth of parentocracy, developed from Gerwitz
- parentocracy provides an illusion on free choice of schools which in reality is far from the truth
- instead it continued to legitimise and reproduce inequality with a fair and inevitable facade

Question 33

outline 3 new labour policies intended to increase inequality

Answer 33

• Education Action Zones
• Education Maintenance Allowance
• National Literacy Strategy

Question 34

Education Action Zones

Answer 34

• introduced to target underperforming schools in deprived areas by creating partnerships between schools, local businesses, and the community
• provided extra resources and innovative teaching strategies
• by involving businesses and local organizations, EAZs promoted a sense of shared responsibility for educational improvement

-however, many EAZs failed to significantly raise educational attainment, with critics suggesting that additional funding alone could not overcome systemic inequalities

Question 35

Education Maintenance Allowance

Answer 35

• provided financial support to students aged 16–19 from low-income families to encourage them to stay in post-16 education rather than entering the workforce prematurely
• contributed to a rise in post-16 enrolment by directly addressing financial inequalities enabling students to focus on their studies

-CRITICISED USING “NEW LABOUR PARADOX” - Benn e.g. Labour also introduced tuition fees for higher education which may counteract the purpose of EMA’s

Question 36

National Literacy Strategy

Answer 36

• introduced structured literacy hours in primary schools, with a strong emphasis on phonics, numeracy, reading comprehension, and writing skills
• ensured that foundational skills were prioritized, equipping students for future academic success