Inequalities Educational Achievement Flashcards
Global disparities- Garrord
Malala Yousafzai case study
Lack of access to education for girls in certain countries due to religious factors/terrorism
Nations had key goal in education to achieve universal primary education and promote gender equality
- educational gap in attainment between rural and suburban areas
Global disparities- Education Monitoring Report
95% enrolled in pre-primary/primary school in Belarus (Europe)
20% Ethiopia
Developed vs developing countries
Global disparities- UN Gender Parity Index
Gender parity of most western countries 1
UK not in top 10 countries like China, Finland
Global disparities- UNESCO
Reasons for poorer counties having restricted opportunities for girls
Constraints within families- girls expected to take domestic role
Constraints within society- pressures of early marriages and threat of sexual harassment outside of home & cultural/religious beliefs
Benefits of education- even when disparity is equal, girls may not reap benefits (job market not always equal)
Global disparities- Filmer
Ethnicity, gender and locality impact educational opportunities
Globally, poverty is by far the most significant factor holding students back
Eg. National average students never attending school 53%, poorest children 89%
Social class- Becker
Interactionist
(Inside school factor)
Teachers see m/c students as ‘ideal’ in terms of performance, conduct, appearance, attitude & W/c as furthest from ideal
Labels applied by teachers shape nature and quality of teacher-student interaction
Unconsciously/consciously communicated these labels of ‘underachieving’ ‘deviant’ which leads to self fulfilling prophecy
Social class- Keddie
Interactionist (inside school factor)
Social class- Hargreaves
Interactionist (inside school factor)
2 streams (grouping based on ability) of boys in secondary school
- selection to streams more related to discipline/appearance (m/c values)
- more top stream boys conformed to behavioural standards then achieved well
- lower stream boys felt unable to achieve status in teacher’s eyes so turned to status from peers through anti school sub
- best teachers given to top streams (polarisation of ability groups)
Social class- Abrahams
Interactionist (inside school factor)
Interconnection of factors: setting, labelling, subcultures
Dominant class & gender ideologies of society promoted in education through subconsciously label
- teachers should be trained to recognise this labelling & setting should be stopped
Social class- Mac An Ghail
Marxist (inside school factor)
Subcultures
Studied W/c boys who followed their fathers to manual labour roles
In schools they formed a subculture ‘macho lads’ which meant they shaped their identity through ability to perform heavy manual labour work
- attitudes in education meant they did not have qualifications for new W/c jobs when de-industrialisation occurred
Social class- Willis
Marxist (Inside school factor) subcultures
12 W/c boys secondary schools called themselves ‘lads’
Formed anti school subculture which had:
- felt superior to conforming pupils
- deviance, humour
- sexism/racism
- saw manual work as superior to mental work (saw manual work was destined for them, wanted to follow their fathers)
Behaviour in school prepared for monotonous manual work
Social class- Althusser
Marxist (inside school factor)
Hidden curriculum
Education part of superstructure which is influenced by the infrastructure (economic base) so used to transfer r/c/i
Use ideological control to train students for workplace
Education is ideological state apparatus- institution used to transfer ideology
Quietly manipulates new generations into false cc (believe in meritocracy and don’t question their subordinate position)
Social class- Bowles & Gintis
Marxist- (inside school factors)
Education ensures workers will unquestioningly adapt to needs of the system ‘correspondence principle’
Eg. Headteachers show to respect hierarchy in workplace & working for rewards
Pupils who conform to r/c/i rise above those who challenge the system
Social class- Durkheim
Functionalist (inside school factors)
Education ensures people have specialised skills for the division of labour
Eg. Subject specific skills required for certain jobs
Most able person in that area has most purpose to fulfil that job
Testing helps to assess skills
Social class- Davis & Moore
Functionalist (inside school)
Education sift and sorts students feeling on grades etc into terms of ability
Those with most ability are rewarded in meritocratic society with most money for working hard
Best people fill most functionally important roles
Social class- Eysenck New R (outside factors)
IQ largely inherited- 60-80% genetically based
‘What children take out of school is proportional to what they bring into the school in terms of IQ’
Class differences in educational achievement is largely due to intelligence
Social class- Smith & Noble New R (outside school- money)
Students face financial barriers to learning due to low income
Unable to afford:
- uniform, transport, textbook
- computer, desk/area
- better resources schools are in affluent areas
- pupils more likely to work part time if parents do shift work
Social class- Raey et al New R (outside factor money)
Economic capital is needed to gain cultural capital
Lack of cultural negatively impacts attainment
Private education another way to pay into cultural capital
W/c students are more likely to have part time jobs for longer hours which reduce chances of higher grades
Over 25% private schoolers have extra tuition vs 10% state school
Social class- Callendar & Jackson New R (outside school- money)
Surveys on 2000 prospective higher education students
Those afraid of debt (generally working class) 4X less likely to apply for university
- poor feared it the most and thought of debt often stopped them applying completely
Social class- Douglas New R (outside school- parental interest)
Health, size of family affected attainment
Most significant factor was parent’s interest in their education
M/c parents more likely to encourage attainment and progression (frequent visit to school to discuss child’s progress)
M/c can enhance answers, engage in class so helps them out perform W/c
Elaborated code highly awarded in education
Social class- Bernstein New R (outside school- speech/language)
W/c only have access to restricted code
Restricted code- informal, lacks in depth descriptions, unplanned, additional information usually required to gain full meaning
M/c can use restricted and elaborated code
Elaborated code- relatively formal, educated situations, allowing creativity in expressions, range of adjectives, leads to wider description
Due to depth provided, no additional knowledge is needed prior to understand info discussed
Social class- Sugarman New R (outside school- subcultures)
Working class formed different subcultures characterised by:
- fatalism (accept manual labour is future so no attempt to change lack of academic success)
- immediate gratification (leave education with intention to go straight to manual work to get money quick rather than wait and get degree/career)
- present time orientation (focus on present rather than work, progressing for future prospects)
- collectivism (peer group culture leads to them engaging in anti-school sub. Loyal to a peer group rather than competing for achievement)
Social class- Bourdieu
Marxist (outside- cultural cap)
Education systematically biased in favour of culture of dominant social class
Devalue norms, values and knowledge of W/c
M/c children have more cultural capital
Working class cultural attributes rejected
Education system defined by and for m/c and succeed by default
Ethnic- Gillborn
Interactionist (inside- institutional)
Black male students labelled as underachievers and disproportionate amounts of black students not entered into higher tiers which caps what they can achieve in lower papers
Interaction between setting & labelling & policies that don’t tackle attainment gap
Unjustified exclusions where white pupils would face lower punishment for the same
