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Sociology > Inequalities In Education > Flashcards

Inequalities In Education Flashcards

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Sociology 101 flashcards
1
Q

Who is Malala Yousafzai and why is her story significant?

A
  • 14 year Old Pakistani girl shot in the head on her way to school by Taliban but survived
  • Started a campaign to support female education
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2
Q

Why were the Millennium Development Goals set up?

A

In 2000, 189 nations made a promise to free people from extreme poverty and multiple deprivations by 2015

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3
Q

What were the 8 goals set up by the Millennium Development Goals?

A
  • Eradicate hunger
  • Reduce child mortality
  • Improve maternal health
  • Universal primary education
  • Promote gender equality
  • Combat HIV/malaria an other diseases
  • Develop a global partnership
  • Ensure environmental sustainability
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4
Q

Which Millennium Development Goal links to education and why is it important?

A
  • Achieve universal primary education
  • Every gender and ethnicity should have free, compulsory education of good quality
  • In 2012 a fifth of young people in developing countries don’t have access to complete primary school so lack the skills for work
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5
Q

Give examples of inequalities regarding participation of education

A
  • 3-7 year olds enrolled into primary school > 95% in Belarus and 20% in Ethiopia
  • Of the 61 million children out of primary education, 33 mil in Sub Saharan Africa and 13 mil in South Asia
  • 250 million can’t read or write by 10
  • Rural children are much more disadvantaged than urban dwellers
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6
Q

What is happening to the disparity between gender and education in developing countries?

A
  • The ratio from girls to boys in education rose from 91:100 in 1999 to 97:100 in 2010 which falls in the plus/minus 3 point margin
  • Still 17 countries with less than 9 girls for every 10 boys
  • In Afghanistan in 2001 only 5,000 girls were in education but by 2011 2.7 million are
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7
Q

How do children in the UK perceive education?

A
  • Survey Of 1,200 girls and 600 boys between 7-21 found that 69% believed education to be the top freedom worth fighting for
  • This was compared to the right to vote which placed 2nd with 9%
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8
Q

What is the Labour government system of ‘managed moves’?

A
  • Offer children at risk of permanent exclusion a fresh chance
  • Pupils can be accepted by another school
  • Vulnerable children ‘fall through the net’, headteachers see it as the easy way out instead of exclusion as that is recorded
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9
Q

How do Britain compare to other nations?

A

Out of 65 countries in 2009 Britain ranked
•16th in Science
•25th in Reading
•28th in Maths

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10
Q

Which countries were the top 5 achievers according to PISA’s education system?

A
  1. Shanghai (China)
  2. South Korea
  3. Finland
  4. Hong Kong (China)
  5. Singapore
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11
Q

Stats about inequalities shown through social class in the U.K.

A

2013/2014 report

Free school meal pupils: 42% got 5 A*-C GCSE’s

Non free school meal pupils: 67% got 5 A*-C GCSE’s

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12
Q

Stats about inequalities shown through gender in the U.K.

A

2012/2013 study

Boys: 79% got 5 A*-C GCSE’s

Girls: 87% got 5 A*-C GCSE’s

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13
Q

Stats about inequality shown through Ethnicity in the U.K.

A 
2012 Study *All GCSE’s including maths and English
•Chinese: 79% 5 A*-C
•Indian: 74% 5 A*-C
•British: 58% 5 A*-C
•Pakistan: 53% 5 A*-C
•Black-Caribbean: 49% 5 A*-C
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14
Q

What did Eysenck say about Social Class inequalities in education?

A

•What children take out of school is proportional to what they bring into school in terms of IQ

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15
Q

What did Murray say about Social Class inequalities in education?

A
  • Estimate between 60-80% of intelligence is genetically based
  • Class differences are due to educational attainment as higher classes reach higher degrees of education
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16
Q

What did Smith and Noble say about Social Class inequalities in education?

A
  • The barriers to learning were due to low income
  • No uniform or materials leads to bullying
  • Less likely to have a computer or device for homework
  • More affluent areas have better resourced schools
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17
Q

What did Raey et al say about Social Class inequalities in education?

A
  • Economic capital is needed for cultural capital
  • Private Education, in which over 25% had extra tuition compared to 10% for state schools
  • Working class students might have part time jobs so can’t dedicate as much time to education
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18
Q

What did Callendar and Jackson say about Social Class inequalities in education?

A
  • Survey Of 2,000 students
  • Found there was a ‘Fear Of Debt’ over Higher Education in working class
  • Working Class are 4x less likely to apply for uni
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19
Q

What did Douglas say about Social Class inequalities In Education?

A

•Middle Class more likely to encourage Higher Education and progression, this is shown through parents more frequent visits to school to discuss progress

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20
Q

What did Bernstein say about Social Class inequalities in education?

A

•Working Class less likely to articulate themselves so effects their ability and opportunity

-Working class have a Restricted Code and the Middle class have an Elaborated Code

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21
Q

What did Sugarman say about Social Class inequalities in education?

A
  • Fatalism - manual labour future ‘mapped out’ for working class children
  • Seek immediate gratification and have a present time orientation
  • Collectivism - groups create an anti-school subcultures
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22
Q

What did Bourdieu say about Social Class inequalities in education?

A

•System is biased to favour the culture of dominant classes so they devalue the norms and values of the working class

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23
Q

What did Becker say about Social Class inequalities in education?
(Interactionist)

A
  • Teachers see Middle Class students as the ideal pupils

* Leads to labelling of working class students and the self-fulfilling prophecy

24
Q

What did Keddie say about Social Class inequalities in education?
(Interactionist)

A

•Teachers have less expectations from the bottom sets

25
Q

What did Hargreaves say about Social Class inequalities in education?
(Interactionist)

A
  • Teachers selection of pupils expectations was linked to behaviour
  • Teachers speculate on students, then elaborate their views on them based from interactions right or wrong
26
Q

What did Abraham say about Social Class inequalities in education?
(Interactionist)

A
  • Interconnection Of setting, labelling and subcultures are why students underachieve
  • Dominant class and gender ideologies are promoted by teachers who subconsciously label students
27
Q

What did Willis say about Social Class inequalities in education?

A
  • Anti-School subcultures creates by working class boys

* ’The lads’ follow in their dads footsteps and believe manual labour is superior

28
Q

What is the Tripartite system?

A

-Children split into 3 schools: grammar, technical or secondary modern based on intelligence

29
Q

How is ‘intelligence’ measured?

A
  • IQ tests based on knowledge, memory and the ability to reason
  • Many believe they are culturally biased as the middle class often create the tests so is targeted for them
30
Q

What did Jensen say about intelligence?

A

Intelligence is more likely to come from genes then from environment factors

31
Q

What did Jensen say about ethnic inequalities in education?

A

Black people have lower IQs when tested which is why they underachieve

32
Q

What did Hendessi say about ethnic inequalities in education?

A
  • Poverty is the key reason for Bangladeshi and Pakistani underachievement in education
  • Girls are coerced into early marriage and parents don’t put value on their education
  • 70% of women are economically inactive
33
Q

What did Sewell say about ethnic inequalities in education?

A

Due to a maternal background have a lack of male role models and turn to hyper-masculinity and a lack of work

34
Q

What did Driver and Ballard say about ethnic inequalities in education?

A

British-Indian families place great value on their children’s education and push children for high ambition and success

35
Q

What did Archer and Francis say about ethnic inequalities in education?

A

British-Chinese parents take a stronger role than others to develop their child’s academic success

36
Q

What did Modood say about ethnic inequalities in education?

A
  • Ethnic minority parents face language barriers which can have a negative impact on their children’s education
  • 3/5 Bangladeshi women don’t speak English
  • 1/2 Pakistani women don’t speak English
37
Q

What did Bolognani say about ethnic inequalities in education?

A

“Myth of return” ethnic are attached to their country of origin (increased after rise in Islamophobia)
Religious commitments means extra time out of school for students

38
Q

What did Gillborn say about ethnic inequalities in education?
(Interactionist)

A
  • Teachers racist assumptions mean they believe black students would cause trouble which escalates problems as they’re more likely to live up to that label then
  • Black students are 4x more likely to be expelled
  • Black boys entered for lower tier papers and put into lower sets
39
Q

What did Crozier say about ethnic inequalities in education?

Interactionist

A
  • Bangladeshi and Pakistani pupils feel excluded and marginalised within the school
  • Face racial abuse and felt that assemblies weren’t relevant
40
Q

What was the Race relations Amendment Act of 2000?

A

Requires all schools to have policies on race relations and puts in place strategies for monitoring and challenging racist bullying

41
Q

What did Coard say about ethnic inequalities in education?

A
  • School curriculum was ethnocentric
  • White history and white literature dominate the curriculum
  • Teachers are dismissive of non standard English
  • The curriculum is based around one cultural viewpoint and devalues the other cultures
42
Q

What did Mitsos and Browne say about gender inequalities in education?

A
  • Even though boys underachieve more in education girls are still disadvantaged through their subject choices and life chances
  • Draw on reasons for improvements in girls achievement and reasons for boys underachievement
43
Q

Mitsos and Browne’s reasons for improvements in girls achievements

A
  • Feminism has raised female expectations and inspires them to seek high levels of qualifications
  • Equal opportunity programmes have been developed
  • Increase In service sector jobs
  • Girls are more motivated/hard working than boys
  • By 16 Girls are two years older than boys in ‘maturity’ so take exams more seriously
44
Q

Mitsos and Browne’s reasons for boys underachievement

A
  • Teachers are less strict with boys meaning they are let off easier and aren’t pushed
  • Boys are more likely to disrupt classes, 80% of exclusions are boys
  • Culture of masculinity creates an anti-education view
  • Lack of manual work creates lack in motivation for working class boys
  • Boys often overestimate their ability and girls underestimate
45
Q

What was the Education Reform Act of 1988?

A
  • Abolition of 11+ and introduction of the national curriculum meant boys and girls were entitled to the same education
  • Introduction of more coursework, benefits girls as they are more methodical and organised
46
Q

What did Sharpe say about gender inequalities in education?

A
  • In the 1970’s girls priorities were ‘love, marriage, husbands and children’
  • By the 1990’s priorities had changed to ‘job, career and being able to support themselves’
47
Q

What did Franck’s and Skelton say about gender inequalities in education?

A
  • Pupils saw their future identity in terms of careers rather than employment being a stopgap before marriage
  • Found that girls, especially in middle class, were under increasing pressure from parents to achieve exam success
48
Q

What did Beck say about gender inequalities in education?

A
  • Risk society, greater risk and uncertainty in society
  • Greater concern over divorce and loss of jobs as they become less stable
  • People have become more individualised and so are more self-sufficient and self-reliant
  • Young women are putting more effort into achieving so they can be financially independent
49
Q

What did Burns and Bracey say about gender inequalities in education?

A

-Girls put more effort into homework and mature earlier and are motivated more

50
Q

What did McRobbie and Garber say about gender inequalities in education?

A
  • Girls are protected more by parents and given less freedom
  • Create a ‘bedroom culture’ as they spend most of their time in their bedroom
  • This gives them more times to study and help each other with homework
51
Q

What did Oakley say about gender inequalities in education?

A
  • Primary socialisation shapes boys and girls from and early age
  • Manipulation
  • Canalisation
  • Verbal appellations
  • Different activities (Domestic)
52
Q

What did Mac an Ghail say about gender inequalities in education?

A

‘Crisis of masculinity’
High unemployment in the 80’s and deindustrialisation meant many males felt they did not have a clear path
Many considered jobs in the career service as feminine
Formed anti-school subjects considered education feminine

53
Q

What did Kane say about gender inequalities in education?

A

Most working class boys who knew only of manual labour did form anti-subcultures but some sought well paid jobs after school due to a lack of knowledge driving them more

54
Q

What did Jackson say about gender inequalities in education?

A

Some working class females developed a behaviour of a ‘ladette’ refusing to conform to social norms of girls

55
Q

What did Frosh et al say about gender inequalities in education?

A

-Studied boys attitudes and found they felt risked at being labelled as ‘gay’ if they worked hard leading them to act masculine and create an anti-school attitude

56
Q

What did Epstein say about gender inequalities in education?

A

‘Boys will be boys’ attitudes cause teachers to believe they will naturally be lazy and difficult to motivate so aren’t pushed

57
Q

What did Francis and Skelton say about gender inequalities in education?

A

-Boys are seen as a problem and are insecure so resort to hegemonic masculinity to boost their self-esteem

Sociology (20 decks)

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