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Sociology - Analysis of Education > Interactionist Analysis of Education > Flashcards

Interactionist Analysis of Education Flashcards

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Sociology 101 flashcards
1
Q

Who created the Pygmalion Effect Study?

A

Rosenthal and Jacobson

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2
Q

What did Rosenthal and Jacobson want to show?

A

Children labelled as academic bloomers would do better 1 year later

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3
Q

What did Rosenthal and Jacobson do at the start of the experiment with the children?

A

They made them sit an exam

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4
Q

What did Rosenthal and Jacobson do after the exam was sat?

A

Picked random students names and told their teachers that they would be academic bloomers

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5
Q

What would the teachers then do in the Pygmalion Effect study?

A

Be a person of authority and label the students as academic bloomers

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6
Q

What did Rosenthal and Jacobson find?

A

1 year later, the children labelled academic bloomers did better in the exam

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7
Q

How do teachers generally label pupils?

A

Based on their shared characteristics

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8
Q

What do labels given to students by teachers do?

A

Potentially either positively or negatively impact their Education

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9
Q

Who created the concept of the ‘ideal pupil’?

A

Becker

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10
Q

Name 2 traits of the ideal pupil?

A

Finishes work on time, is a high achiever

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11
Q

How is an ideal pupil treated differently?

A

They are given more detailed feedback and encouraged to develop answers further

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12
Q

What does the concept of the ‘ideal pupil’ disprove in Functionalist Analysis of Education?

A

The idea of Universalistic standards being present in Education

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13
Q

Who created the concept of self-fulfilling prophecy and master status?

A

Becker

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14
Q

Which person in Education is able to apply a master status to a student?

A

A teacher

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15
Q

Which group of people in overall society are able to potentially apply a master status to others?

A

People with authority

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16
Q

What happens when Pupils gain a master status?

A

They make that status about their whole lives and then mirror that status

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17
Q

What is it called once a person fulfils their master status?

A

Self-fulfilling prophecy

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18
Q

Which 2 types of shaming are there?

A

Disintegrative Shaming, Reintegrative Shaming

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19
Q

Who created the concept of Disintegrative and Reintegrative shaming?

A

Braithwaite

20
Q

What is Disintegrative shaming?

A

Shaming which makes a person less likely to improve their behaviour

21
Q

What is Reintegrative shaming?

A

Shaming that makes a person more likely to improve their behaviour

22
Q

What did Hargreaves suggest?

A

Pupils create anti-school subcultures as a reaction to a label they have been given

23
Q

What labels were people in Hargreaves Anti-School Subculture given?

A

‘Multiple Failures’ Label

24
Q

What was the ‘Multiple failures’ label idea?

A

The idea that the failures were attending a poor quality school, being in the lowest sets, and achieving low grades

25
Q

What does Hargreaves argue the anti-school subcultures tried to do with their negative labels?

A

Try to make them from negative labels in to positive labels

26
Q

What is an example of how these negative labels became positive within the anti-school subculture Hargreaves studied?

A

They gained status in their culture by breaking the rules

27
Q

What did Hargreaves find with youth cultures in school opposite to the anti-school subculture?

A

Higher achieving pupils came together for each others company

28
Q

Who argued Pupils were labelled according to their social class?

A

Dunne and Gazeley

29
Q

What did Dunne and Gazeley find when interviewing 9 secondary schools?

A

Working class underachievement was normalised

30
Q

What did Dunne and Gazeley find teachers assumed with working class pupils?

A

They assumed they would be disruptive and underachieving from the beginning

31
Q

What was the impact of the assumptions by teachers in Dunne and Gazeleys study?

A

Working class students would be placed in lower sets, making it difficult for them to achieve anything

32
Q

Which Interactionists argued Pupils were labelled according to ethnicity?

A

Gillborn and Youdell

33
Q

What did Gillborn and Youdell say about the expectations of teachers?

A

They had racialised expectations

34
Q

What were the racialised expectations of teachers found by Gillborn and Youdell?

A

Black students presenting negative behaviour would be dealt with more harshly

35
Q

What was the impact of black students being responded to negatively by teachers?

A

They were more likely to rebel against the teacher more

36
Q

Who studied the responses that black students made to racism?

A

Sewell

37
Q

What is ‘Black Machismo’?

A

The idea that sees all black boys as rebellious and aggressive pupils

38
Q

What were the 4 adaptations Sewell found of Black students?

A

They became rebels, conformists, retreatists, innovators

39
Q

What was the ‘rebel’ response of the black students?

A

They would commit more deviant acts and get suspended or excluded

40
Q

What was the ‘Conformist’ response of the black students?

A

They were keen to succeed so continued to try in school

41
Q

What was the ‘Retreatist’ response of the black students?

A

They became disconnected from school entirely

42
Q

What was the ‘Innovator’ response from the black students?

A

Students stayed anti-school but were still pro-education

43
Q

Which Interactionist argued labels by teachers led to anti-school subculture formation?

A

Hargreaves

44
Q

How did Hargreaves find deviant students had been labelled as?

A

They had been labelled as multiple failures

45
Q

What did it mean if students were labelled as multiple failures?

A

There was not just a focus on labelling them for poor behaviour

46
Q

Name 2 negative labels contributing to the multiple failures label

A

The poor quality of school they went to, poor performance in exams

47
Q

How did students feel according to Hargreaves in terms of resistance to school?

A

They felt they were fighting back against negative labelling

Sociology - Analysis of Education (64 decks)

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