Interactionist Analysis of Education 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
What does Hargreaves argue the anti-school subcultures tried to do with their negative labels?
Try to make them from negative labels in to positive labels
26
What is an example of how these negative labels became positive within the anti-school subculture Hargreaves studied?
They gained status in their culture by breaking the rules
27
What did Hargreaves find with youth cultures in school opposite to the anti-school subculture?
Higher achieving pupils came together for each others company
28
Who argued Pupils were labelled according to their social class?
Dunne and Gazeley
29
What did Dunne and Gazeley find when interviewing 9 secondary schools?
Working class underachievement was normalised
30
What did Dunne and Gazeley find teachers assumed with working class pupils?
They assumed they would be disruptive and underachieving from the beginning
31
What was the impact of the assumptions by teachers in Dunne and Gazeleys study?
Working class students would be placed in lower sets, making it difficult for them to achieve anything
32
Which Interactionists argued Pupils were labelled according to ethnicity?
Gillborn and Youdell
33
What did Gillborn and Youdell say about the expectations of teachers?
They had racialised expectations
34
What were the racialised expectations of teachers found by Gillborn and Youdell?
Black students presenting negative behaviour would be dealt with more harshly
35
What was the impact of black students being responded to negatively by teachers?
They were more likely to rebel against the teacher more
36
Who studied the responses that black students made to racism?
Sewell
37
What is 'Black Machismo'?
The idea that sees all black boys as rebellious and aggressive pupils
38
What were the 4 adaptations Sewell found of Black students?
They became rebels, conformists, retreatists, innovators
39
What was the 'rebel' response of the black students?
They would commit more deviant acts and get suspended or excluded
40
What was the 'Conformist' response of the black students?
They were keen to succeed so continued to try in school
41
What was the 'Retreatist' response of the black students?
They became disconnected from school entirely
42
What was the 'Innovator' response from the black students?
Students stayed anti-school but were still pro-education
43
Which Interactionist argued labels by teachers led to anti-school subculture formation?
Hargreaves
44
How did Hargreaves find deviant students had been labelled as?
They had been labelled as multiple failures
45
What did it mean if students were labelled as multiple failures?
There was not just a focus on labelling them for poor behaviour
46
Name 2 negative labels contributing to the multiple failures label
The poor quality of school they went to, poor performance in exams
47
How did students feel according to Hargreaves in terms of resistance to school?
They felt they were fighting back against negative labelling