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EDUCATION > Gaps In Knowledge - P1 E > Flashcards

Gaps In Knowledge - P1 E Flashcards

1
Q

How has role models improved girls education

A

Increased number of women in head positions (head teacher and senior roles in schools)

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2
Q

Who says girls do better in coursework

A

Mitsos and Browne

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3
Q

Jackson on league tables and gender

A

Girls take on a master status of higher achievement - have created greater opportunities and gurls are more desired by schools

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4
Q

What does Wiener call history (rad fem)

A

Woman free zone

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5
Q

Dads and sons

A

Aimed at fathers of boys aged 11-14 to increase dads involvement in sons education
- dads to play greater role in education and stop education seeming feminine

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6
Q

Mitsos and Browne on crisis of masculinity and evaluation

A

Identity crisis
Low motivation and self esteem
Eval: unlikely to decrease motivation for qualifications since these jobs didn’t need qualifications

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7
Q

Feminisation of education - what do schools not nurture

A

Masculine traits such as competitiveness and leadership
- instead attentiveness and methodical working

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8
Q

How does laddish sub cultures affect achievement in boys

three

A
  • gain symbolic capital amongst peers by joining anti school subcultures
  • become more disruptive and will get excluded - miss out on learning
  • doing well in school leads to bullying and belief they are ‘weak’
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9
Q

Explain over estimation of ability (+sociologist)

A

Barber
- see themselves as more capable
- blame everyone but themsleves when they fail
- comes from patriarchal society where men assume they will succeed over women

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10
Q

Policy due to raising boys achievement project

A

national literacy strategy
- to engage boys in reading and education
- daily literacy hour from a shared large print book
( only recommended not compulsory)

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11
Q

Playing for success ( how did this aim at achieving boys education)

A

Aimed to help demotivated KS2 and KS4 pupils
- held out of school hours study support centres at football clubs and other sports grounds

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12
Q

Murphy and Elwood ( gender diffs in subject choice)

socialisation

A

Link to bedroom culture - girls read more so will choose more expressive subjects

Link to boys outside + hobbies so will choose more technical subjects

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13
Q

3 Explanations for subject choice

A
  • gender role socialisation
  • peer pressure
  • gender subject image
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14
Q

Gender subject image - what does a sociologist say about this

A

Kelly
Science seen as boys subject
Textbooks focus on boys interests such as sports
Male teachers
Girls dominate in drama and arts , boys dominate in pe

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15
Q

Gender identities and peer pressure ( gender subject choice)

A

Face pressure to conform to stereotypes and expected subjects
- girls called un feminine and called butch for choosing sport

  • will be less likely to pick a subject if they think they will be bullied and called names - boys less likely to pick drama
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16
Q

how to evaluate material and cultural deprivation

A

compensatory education policies such as FSM and Sure Start

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17
Q

who says that we are not culturally deprived but culturally different

A

Keddie

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18
Q

who talks about cultural capital

A

Bourdeiu

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19
Q

symbolic violence def

A

wc are demonised by mc due to lacking cultural capital

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20
Q

Hubbs Tait et al on language (internal)

A

language that challenged cognitive ability (such as what do you think) is more commonly done by mc so that the child is better developed

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21
Q

sugarmans 4 wc values

A
  • fatalism
  • collectivism
  • present time orientation
  • immediate gratification
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22
Q

what is collectivism

A

mc would think individuals shouldn’t be held back by group loyalties but wc are the opposite

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23
Q

Douglas on setting and streaming

A

found that IQ declined in an 11 year old who was put in a lower stream at 8, but went up in an 11 year old put in a higher stream at 8

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24
Q

who found IQ decreased from streaming into lower sets

A

Douglas

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25
Q

Gazley et al on wc underachievemnt

A

normalised and so teachers do nothing to help it, but will give mc extension but wc easier tests

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26
Q

who talks about Nike identity

A

Archer

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27
Q

Who talks about the wc and mc primary school having diff ideal pupils

A

Jorgensen

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28
Q

who talks about polarisation and differentialisation

A

Lacey

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29
Q

explain Lacey’s concepts of differentiation and polarisation to explain how pupil subcultures develop

A

d - teachers categorise pupils according to perceived ability and behaviour so is differentiating as it is putting into different classes. high status to ‘more able’ in higher streams.

p - the process in which pupils respond to streaming by moving towards one of two opposite poles or extremes. boys into pro school or anti school subculture

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30
Q

who studied ‘the lads’

A

Paul Willis

31
Q

what did balls study find about streaming

A

studied a school that was abolishing streaming but teacher labelling and sfp still occurred

32
Q

3 criticisms of labelling theory of education

A
  • Mary fuller demonstrated that many times there are self negating prophecies - too deterministic
  • marxists: labels are not individual teacher prejudices but stem from a whole system that reproduces class divisions
  • it tends to blame teachers but never explains why they do so
33
Q

another word for middle class cultural capital - shared and learned way of thinking

A

habitus

34
Q

purpose of symbolic violence according to Bourdieu

A

by calling wc habitus inferior and withholding symbolic capital they are reproducing class structure and keeping lower classes in their place

35
Q

who talks about struggle wc boys had in grammar schools between nike identity and mc habits, and what is the example

A

Ingram
wc boy wore track suit to non school uniform day and was ridiculed

36
Q

a statistic that is evidence for material deprivation being factor for diff in ethnic achievement

A

almost half of all ethnic minority children live in low income households vs a quarter of white

37
Q

who talks about teacher expectation towards black students, and what do they say (2)

A

Gilborourn and Youdell
- racialised expectations
- expected more disciple problems and misinterpreted behaviour as threatening

38
Q

example of self negating study on black girls

A

Mary Fuller
year 11 black girls
ignored teavher expectations and succeeded
most black girls put in lower streams but they were high achievers
did not seek approval of teachers

39
Q

what is the relevance of Mirzas three types of racist teachers - what was her study

A

black girls who faced racism - tried to avoid certain teachers and ignore them, would be selective with which teachers to go to help
- strategies put them at a disadvantage and they restricted opportunities - unsuccessful

40
Q

what two factors did Gilbourn identify for the change in FSP assessment (black students now at bottom)

A
  • based entirely on teacher judgements instead of written tests as well
  • change in timing - done at the end of the year instead
41
Q

what are values such as immediate gratification and fatalism referred to

A

subcultural values

42
Q

3 ways globalisation has affected education policies

A
  • pushing of EBACC/STEM equips students for skills of global economy and workforce
  • international testing prgrammes such as PISA allows for international testing of students
  • adopting marketisation/privatisatino policies similar to other countries - led to development of global education companies involved in curriculum and assesment
43
Q

2 sociologists critical of marketisation

A

ball - myth of parentocracy

gerwiitza- types of parent choosers, disconnected, privelleged, semi skilled

44
Q

what is halo effect - who speaks of this

A

positive label attached to student - rosenthall and jacobsen

45
Q

4 policies influenced by globalisation

A
  • expert teachers - influenced by Scandinavian school system
  • free schools - Finnish school system
  • multi academy trusts. - American charter schools
  • compulsory maths and English resits - PISA ranking
46
Q

2 examples of privatisation in school system

A
  • outsourcing of catch up provision (post covid some students fell behind so hired from private companies to catch them up)
  • private catering for schools - cola-isation of school (vending machines etc)
47
Q

an example of privatisation of school system

A

academies- private businesses now involved - independent from local authorities

48
Q

2 types of privatisation

A

endogenous and exogenous

49
Q

unequal knowledge - what is it and who talks about it

A

Keddie
- teachers give diff types of knowledge to diff students depending on perception
- ask more challenging questions or dumb down information

50
Q

2 things Durkheim talks about in education

A

social solidarity and specialist skills

51
Q

what two things link to meritocracy

A

particularistic to universalistic standards

52
Q

role of specialist skills in society

A

complex division of labour so need diff skills for this,
provides necessary knowledge and skills
- vocational such as beauty tech

53
Q

evaluation of specialist skills

A

wolf review of education - specialist skills not taught adequately since 1/3 of students are on courses that do not lead to higher education or high paying jobs

54
Q

evaluation of Davis and Moore role allocation

A

circular argument
- jobs are important - why are they important - they are high paying - why are they high paying - they are important

55
Q

what three things to Bowles and gintis talk about

A

myth of meritocracy
correspondence principle
poor are dumb theory

56
Q

how does correspondence principle operate

A

through hidden curriculum - indirect lessons such as accepting hierarchy and working for extrinsic rewards

57
Q

purpose of ISA and RSA

A

for bourgeoise to stay in power

58
Q

what study did Bowles and Gintis do, what did they find

A

230 students in NYC - all rewarded for having traits of submissive workers and creativity and independence punished
(correspondence principle)

59
Q

3 criticisms of marxist theory

A
  • deterministic - assumes no free will
  • Paul willis - some rebel against these not just indoctrinated - the lads
  • ignore other inequalities such as race and gender
60
Q

two methods willis used in his study

A

unstructured interviews and participant observation

61
Q

2 purposes of ISA

A
  • legitimise inequality and reproduce it
62
Q

example for double standards

A

lees
boys call girls slags but boast about sexual conquests
- it is done to reinforce patriarchal ideology and justify male power

63
Q

who talks about male gaze, and what did they find

A

Mac an Ghail, it reinforces dominant heterosexual masculinity \boys talking about sexual conquests and objectifying girls

64
Q

what do post modernists think education system should be

A

less standardised and homogenous - instead should reflect diversity of society

65
Q

3 ways Chubb and moe think
schools should b

A
  • framework to compete such as ousted and league tables
  • compete to attract customers the way a business does
  • have a shared culture - such as National curriculum and christian assembly
66
Q

what do new rights dislike about school system

A

one size fits all approach that disregards local needs
- schools that are bad don’t even answer to students and parents so there will be unqualified workers and less prosperous economy

67
Q

two sociologists who criticise marketisation / new right theory

A

ball and gerwitz

68
Q

what did Chubb and moe find in their study

A

low income students did 5% better in private schools

69
Q

what percent of schools are in failing areas

A

90%

70
Q

how can poor housing impair develeopment

A

impaired development due to lack of safe space to play

71
Q

5 factors of material deprivation

A

poor housing

health and diet

fear of debt

catchement areas

hidden costs of education

72
Q

4 reasons for diff gender subject choice

A

employment sector

gender subject images

peer pressure

gender socialisation/ domain

73
Q

who says that wc are more likley to go to local unis

A

diane raey

74
Q

study on fear of debt

A

callender - 2,000 in questionaire survey - wc most debt averse who saw more cost than benefit to going to uni

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