Exam Questions Education Flashcards

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1
Q

Outline material factors that may affect social class differences in educational achievement.

A
  • Overcrowding at home
  • Higher disposable family income with upper class
  • Inadequate nutrition
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2
Q
Outline cultural factors
that may affect social
class differences in
Educational
achievement.
A
  • Bernstein’s Restricted andElaborated speech codes
  • Bourdieu’s Habitus > culture capital
  • Douglas’s parental interestin the child’s education
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3
Q

Outline ways in which
globalisation has
influenced educational
policies.

A
  • increased immigration resulting in more multiculturalism
  • Economic globalisation means increased competition from abroad, which means British students today are expected to spend longer in education
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4
Q
Outline ways in which
education system
reproduces social class
inequalities from one
generation to the next.
A
  • Labelling > self fulfilling prophecy

- Continue to place them in lower streams > anti-school

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5
Q

Outline processes within
schools that may lead to
working class pupils
underachieving

A
  • Labelling - given a negative label which leads to the self fulfilling prophecy.
  • Placed in lower streams regardless of their ability - may join an anti-school subculture due to pressure
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6
Q

Outline ways in which
postmodernist ideas are
reflected in education.

A
  • Education is becoming customised for the individual as it reproduces diversity > encourages self-motivation, self-supervision and creativity
  • Education reproduces class equality as class division of labour as society is more fragmented and diverse.
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7
Q

Outline problems with
the interactionist view of
education.

A
  • Interactionists are seen as being too deterministic > assume pupils passively accept their labels
  • They fail to give enough consideration to factors outside of the school > poverty
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8
Q
Outline educational
policies that have
contributed to the
current patterns of
attainment of goals.
A
  • The Education Reform Act - Marketisation. Schools compete to be the most successful
  • New Labour - reduce inequality - smaller class sizes especially in primary schools so that pupils can receive more 1:1 attention from the teacher
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9
Q

Outline criticisms of the
comprehensive school
system.

A
  • Classrooms containing pupils of all abilities, the pupils who are brighter are held back by the lower ability pupils
  • Setting and streaming > tripartite system > W/C pupils are usually found to be in the bottom sets and streams
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10
Q

Outline ways in which
ethnicity curriculum may
operate in education.

A
  • Language and literature >Troyna and Williams> lack of Asian languages (such as Hindi) > in comparison to European languages (such as French and Spanish)
  • National Curriculum ignores ethnic diversity > Ball > ‘little Englandism’. History
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11
Q

Outline reasons why girls
generally achieve more
highly than boys in
education.

A
  • Having more positive role models in schools > 86% of teachers in primary schools are female,
  • Girls also naturally favour coursework > Gorard
  • Girls often favoured by the teachers > Francis and Swann
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12
Q

Outline ways in which
the correspondence
principle operates within school.

A
  • Hierarchy
  • External rewards
  • Creating a subservient workforce
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13
Q
Outline ways in which
factors inside the
education system may
have contributed to the
improvement of girls
achievement.
A
  • influence ofmale peer groups > Epstein
  • Girls often favoured by the teachers > Francis and Swann
  • Girls also naturally favour coursework > Gorard
  • Having more positive role models in schools > 86% of teachers in primary schools are female
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14
Q

Outline ways that
gender differences are
reinforced in education.

A
  • Socialisation
  • Stereotyping
  • Name calling
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15
Q

Outline three ways in which the organisation of schooling may be ethnocentric.

A
  • Uniform or dress requirements may conflict with cultural norms of some minorities.
  • Timing of holidays may reflect Christian festivals
  • Teaching history from a British perspective
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16
Q

Outline three ways in which schooling might contribute to social stability.

A
  • It provides role allocation through testing and evaluating students
  • continues the socialisation process through secondary socialisation as it prepares children for their adult role within society
  • provides pupils with the specialist skills that they need within society
17
Q

Outline three ways what reasons why vocational education is often given lower status in schools compared to academic courses such as GCSE and as and A-levels.

A
  • Train them for needs of economy
  • Work for low labour
  • Reproduce inequality
18
Q

Outline three reasons why labelling in schools may lead to the formation of anti school subcultures form

A
  • Sense of worth
  • Setting and streaming
  • Self-fulfilling prophecy
19
Q

Outline three factors inside schools that may affect the educational progress that pupils make

A
  • Self-fulfilling prophecy
  • Teacher and pupil relationships
  • Labelling
  • subcultures
20
Q

Outline three reasons why girls generally achieve more highly in education than boys

A
  • Female role models
  • Coursework
  • Teacher attention
21
Q

Outline three reasons why some minority ethnic groups underachieving education

A
  • low income households > poor quality housing, no working space etc.
  • English language may not be their first language > not be able to understand exams as well as others.
  • Teacher labelling > self fulfilling prophecy > accept their label.
22
Q

Outline three reasons why middle class parents are, in general, more successful in accessing better schools for their children than those from more disadvantaged backgrounds

A
  • Economically stable
  • Culture capital
  • Socialisation skills
23
Q

Outline three ways in which privatisation has affected the educational system in Britain

A
  1. It has increased the competition between schools and driven up standards.
  2. Given parents more choice, so they have become consumers.
  3. Linked school funding to success rates which is known as formula funding.
24
Q

Outline three ways in which Marxists see school as being similar to the workplace.

A
  • Bowles and Gintis > hidden curriculum
  • Hierarchy
  • Competition
25
Q

Outline three ways in which government educational policies have attempted to reduce inequality in achievement between social classes.

A
  • Comprehensive schools (1960s) = one type of school
  • New Labour = funding, sure start and EMA
  • New right = National Vocational Qualification
26
Q

Outline three ways in which some sociologists have criticised the functionalist view of the role of education.

A

Marxist: it ignores the inequalities of power in society

Feminist: argue school passes patriarchal values and disadvantages girls

New Right: education ‘fit for all’ size doesn’t help with specialist skills

27
Q

Outline three functions performed by education, according to functionalists
sociologists.

A

DAVIS AND MOORE: role allocation

PARSONS: meritocracy

DURKHEIM: social solidarity

28
Q

Outline three ways why the labelling of pupils may lead to the
underachieving

A
  • Self-fulfilling prophecy
  • Subculture

-

29
Q

Outline three factors outside the education system that may affect gender differences in achievement

A
  • Impact of feminism > women’s rights
  • Changes in family
  • Changes in employment
30
Q

Outline three functions of education.

A
  • Durkheim: creating social solidarity
  • Davis and Moore: getting ready for work
  • Parson: bridge between family and wider society
31
Q

Outline three reasons why government education policies aimed at raising educational achievement among disadvantaged groups may not always succeed

A
  • difficult to implement policies > pupils’ home life to change how parents socialise/motivate children
  • educational policies alone cannot overcome poverty > requires far-reaching redistributive economic policies
  • schools may fail to carry out the policies > misuse the funds
32
Q
Outline three factors that affect working class children’s chances of educational
success
A
  • Parental knowledge
  • Teacher labelling
  • Catchment area = poor school
33
Q

Outline three ways in which housing may affect achievements.

A
  • Poor diet= not right nutrition to concentrate
  • Catchment area = poor school
  • Overcrowding = no work area
34
Q

Outline three ways in which pupils may respond to labelling and streaming.

A
  • Self-fulfilling prophecy
  • Reject the label
  • Subculture
35
Q

New right view on education

A
  • Some people are more naturally talented than others
  • Favour an education system run on the basis of meritocratic principles
  • Socialise shared values such as competition and national identity
36
Q

Describe two social policies aimed at raising boys achievement in education.

A
  • Reading Champions > literacy program from the National Literacy Trust > targets reluctant readers by using famous people and role models
  • Dad’s and Son’s (2002) > targets the dads of 11-14-year-old boys > help dads get more involved in their sons’ education
37
Q

Outline three ways in which pupil identities may come into conflict within school

A

Willis: Learning to Labour – found that the traditional working class male identity came into direct conflict with the norms of the school

Archer –found that girls that didn’t conform to traditional gender identities > came into conflict with the school. For most of the girls, constructing and performing a heterosexual, sexy feminine image was the most important thing to them.

Mac an Ghail - African Caribbean > any anti-school attitudes were reactions against this racism. He mainly blamed the school rather than the students

38
Q

3 examples of pupil identity

A
  • Archer > Nike Identities > use of brand
  • Hyperfemininity > heterosexual sexy feminine image
  • Francis > ‘Toxic masculinity’ > ‘macho’ identity’
39
Q

Sewell’s 4 black student identity

A
  • Rebellion > similar to Hall
  • Retreatist
  • Conformist
  • innovators