Hectic Teacher Test 10/03/25 Flashcards
What is an internal factor?
The factors inside the school which influence educational achievement.
What is an external factor?
Elements outside the school environment which affect educational achievement.
What is an educational triage?
Putting students into 3 streams.
M/c in the top, C/D borderline, W/C in lower streams.
What is an A-C economy?
Schools are judged based on the number of students who achieve A-C grades at GCSE.
What does cultural deprivation mean?
Having inferior norms and values, skills and knowledge that make it difficult to access education.
What does material deprivation mean?
Not having the resources/ space available to do well in school.
What is the crisis of masculinity?
Due to globalisation there has been a decline in heavy industries e.g. iron and steel engineering.
What did Fullers research in 1984 teach us about labelling?
That labels can be rejected and instead proven wrong.
What shapes a pupils class identity? Whose habits is encouraged and whose is discouraged? How does this impact their educational achievement?
- Class
- M/C have power to set habits of the school giving them and advantage.
- W/C habits is devalued by schools and W/C students who felt they had to change who they are to be academically successful.
- W/C habitus is seen as undesirable and unrealistic.
How have languages led to cultural deprivation? Give a relevant sociologist
Bernstein - W/C and M/C have different language codes - restricted code and elaborated code which puts m/c students at an advantage at school as teachers, textbooks and the education system use the elaborated code.
How have parents education led to cultural deprivation? Give a relevant sociologist
Douglas - parental attitudes to education and their own levels of education have a big impact on educational achievement. W/c parents place less value on education and are less likely to push their children academically and visit schools less and as a result children have lower levels of motivation and achievement.
How have working class subcultures led to cultural deprivation? Give a named sociologist
Sugarman - w/c have a different culture which is a barrier to educational achievement - 4 elects of cub culture:
1. Fatalism
2. Collectivism
3. Immediate gratification
4. Present time orientation
This leads to under achievement in education.
Identify 2 sociologists and their research which shows the impact of the cost of education leading to material deprivation
Tanner - cost of transport, books, computers, uniforms, equipment and field trips can place a burden on w/c families.
Flaherty - there is a stigma attached to those on FMS which prevents some from taking up entitlements.
Identify a sociologist and their research which shows the role of housing or health to material deprivation
Howard - children in poorer families have poorer diets and nutrition which leads to a lack of energy and higher absence rates.
What are Bourdieu’s 3 types of capital?
- cultural capital - knowledge, attitudes, values, language and abilities of the m/c.
- economic capital - money and household income.
- educational capital.
What method did Alice Sullivan use in her research on capital?
Questionnaires and got 456 pupils across 4 schools to complete them.
What did Sullivan discover in her research?
Students who showed greater cultural capital were children of graduates and more likely to succeed at GCSE however cultural capital was only part of the reason for differences in educational achievement by social class, access to resources and greater aspirations also have an impact.
Give 3 examples of sociologists with supporting evidence from their studies to support the view that ‘dysfunctional’ family types are to blame for under achievements in certain ethnic groups
- Murray - African-Caribbean lone parenthood to blame - lack of male role models means mothers struggle to socialise children.
- Pryce - Asian culture in the UK is more cohesive than black culture and as such they can ignore racism more effectively and as such aren’t affected by it as much.
- Hall - ‘culture of resistance’ - impact of slavery means much of Black culture has lost its language, religion, ancestry etc. the black sculpture is therefore less likely to integrate and assimilate with white m/c uk.
What did 1985 Swan report say about language differences in achievement?
Language differences had little impact on achievement.
What role did Arnot say the media has had in widening ethnic educational achievement?
Created a negative anti-school role model for black pupils in particular which he describes as the ultra tough ghetto superstar reinforced through rap lyrics and MTV videos.
According to Flaherty 2004 which ethnic group are the poorest in the UK?
Pakistanis and Bangladeshis
What did the Swan Report conclude about social class, ethnicity and achievement?
Social class differences accounts for a high proportion of differences in achievement between ethnic groups.
Explain Noon’s research into racism in society, what he did and what the research concluded
Sent identical letters to 100 top UK companies but alternated between the names ‘Evans’ and ‘Patel’ - replies to the white candidate were more helpful and informative.
Identify and explain with named sociologists 2 ways labelling of ethnic studies to can impact educational achievement
- Gillbourn and Youdell - racial expectations - tecahers were quick to discipline black pupils than others for similar behaviour.
- Osler - discipline - black students are more likely to be both officially and unofficially excluded.
Identify 3 types of pupil identities according to Archer. Give 2 examples for each identity
- Ideal pupil - white, m/c.
- Pathologized pupil identity - deserving poor, feminised identity.
- Demonised pupil identity - black or white, w/c.
Explain how pupils and subcultures respond to negative educational experiences - rejection of labels
Fuller - girls didn’t conform to all values of the school but valued educational success enough to push themselves.
Mac an Ghaill - labelling doesnt always follow the same negative pattern.
Explain how pupils and subcultures respond to negative educational experiences - failed coping strategies
- Mirza - some pupils aren’t able to develop coping strategies when faced with teacher racism and labelling.
- Mirza - 3 types of teacher racism:
Colour blind, liberal chauvinists, overt racists. - Black girls would avoid these teachers by being selective about who they asked for help getting on with their own work in lessons without taking part, avoiding certain options to avoid tecahers.
- Put them at a disadvantage by restricting their opportunities causing under-achievement.
Explain how pupils and subcultures respond to negative educational experiences - boys responses to racial stereotypes
Sewell:
- Rebels - most influential but a minority - rejected values of schools and opposed school by joining a peer group. Reinforced negative stereotypes of black machismo.
- conformists - majority of black pupils accepted values of school and were eager to succeed.
- retreatists - small minority who isolated and disconnected with peer group subcultures and school - kept a low profile.
- Innovators - second largest group - pro education but anti-school - distanced from conformists enough to keep credibility with rebels whilst valuing educational success.
Identify and explain with named sociologists 3 ways institutional racism can impact educational achievement
- marketisation and segregation - gillbourn - marketisation allows for more covert selection to take place which leads to segregation.
- ethnocentric curriculum - tronya and bell - lack of teaching of Asian languages.
- assessment - sanders and horn - changing from a written test to teacher assessments led to black students underachieving.
Gender gap in achievement - starting school
2013 teacher assessments showed girls were outperforming boys in literacy, language, maths and PSED.
Gender gap in achievement - KS1-3
Girls continue to do better than boys especially in English where the gap continues to widen but the gap begins to narrow in the sciences and maths.
Gender gap in achievement - KS4
The average gap at KS4 stands about 10 points but the gap is increasing.
Gender gap in achievement - KS5
The gap at A-level is much narrower than GCSE but girls still outperform boys even in the ‘boys’ subjects like maths and science.
Gender gap in achievement - vocational education
Although boys are likely to take vocational qualifications girls still more likely to receive a distinction.
What impact did role models have on gender differential achievement?
If girls have a role model girls are more likely to work harder to achieve goals which leads to them achieving more educationally.
What impact did GCSE and coursework have on gender differential achievement?
Mitsos and Browne - girls are more successful in coursework because they are more conscious and better organised which put them at an advantage.
What impact did teacher attention have on gender differential achievement?
Negative interactions could explain why teachers respond more positively to girls which could lead to a self fulfilling prophecy allowing girls to achieve and boys to underachieve.
What impact did challenging stereotypes have on gender differential achievement?
Weiner- since 1980’s there has been a change with teacher’s and textbooks challenging traditional stereotypes which has led to greater achievement in girls as they are presented with more positive images of what they can achieve.
What impact did league tables/ selection have on gender differential achievement?
Jackson - links desire for high achieving girls to self fulfilling prophecy. League tables created greater opportunities for girls and the fact they are more desired by schools means girls take on a self fulfilling prophecy and master status of higher achievement.
Identify and explain 2 reasons for the educational improvement of girls
- feminism - feminist movement has improved women’s rights and raised expectations, self esteem/ motivation of women.
- changing girls ambitions - decline of traditional gender roles - stay at home dads, duel earning families.
Identify and explain 2 reasons for limited development of educational achievement for boys
- literacy - DfCSF argue the ‘gender gap’ is the result of poor literacy amongst males.
- lack of male primary teachers - teaching is a feminine profession and schools lack many real men role models. This is especially critical at primary schools were women dominate.
Identify and explain 2 policies that have been implemented to improve boys achievement
- raising boys achievement project - focused on issues associated with the apparent differential academic achievement of boys and girls at KS2 and KS4.
- Recruitment of Male Teachers - recruitment events at unis have been targeted particularly at male students in STEM subjects.
