Key Names And Theories

Question 1

Bourdieu

Answer 1

Theory of cultural/educational/economic capital

Question 2

Bernstein

Answer 2

Theory of elaborated and restricted speech codes

Question 3

Sugarman

Answer 3

Negative features of working class subculture.

Question 4

Douglas

Answer 4

Theory that the most important factor in education success was the parent’s attitude and engagement with it.

Question 5

Ferntein (not Bernstein)

Answer 5

The biggest predictor of educational success is the success of the parents in education.

Question 6

Keddie

Answer 6

It is wrong to focus on culture as an explanation for schools failing students.
This is rejection of cultural deprivation theorists.

Question 7

Rosental and Jacobson

Answer 7

The self fulfilling prophesy or the ‘Pygmalion effect’

Question 8

Becker

Answer 8

Labelling theory of why students fail in education.
This is to do with what the concept of the ‘ideal pupil’ is in a teachers mind, reflecting their biases.

Question 9

Gilbourn and Youdell
On marketisation -

Answer 9

The effect of marketisation is streaming which incentivises schools to focus only on those with the greatest perceived potential for improvement.

Question 10

Colin Lacey

Answer 10

Differentiation and polarisation
* In respect of labelling and streaming.
Eg: Becker and Gilbourn and Youdell

Question 11

Archer’s comments on gender differences in educational achievement.

Answer 11

• White female subculture
• exaggerated feminity being perceived as a way to be attractive to men and achieve status.

Question 12

Archer on Working classes

Answer 12

The working class ‘habitus’ their ethos, is deemed as worthless in education.

Question 14

Gilbourn
On his own,
Not Gilbourn and Youdell, they came up with the theory of educational triage being the reason why some students were falling behind.

Came up with what theory to do with ethnicity and education?

Answer 14

Education system is institutionally racist.
* This is critical race theory
The system is rigged against certain groups.

In 2003 baseline assessment changed to teacher marked assessments. Black students were doing much better under the former system, exposing perhaps a bias against them, a harshness in the marking.

Question 15

Sewell on ethnic differences in achievement.

Answer 15

As a criticism of Gilbourn.

• It’s (instead of institutional racism) external animosity towards the education system.
  This has come from, for boys, a lack of male role models and the glamourosation of gang culture which fills that gap.

Question 16

French and French (yes, that’s right)

Answer 16

Teacher attention disproportiately targets boys more negatively.

Boys by the teachers they interviewed, perceived boys in comparison as disruptive and resistant to cooperation.

Question 17

Mitos and Browne

Answer 17

Girls are encouraged to be more self responsible and organised than boys earlier on.
Eg: “boys will be boys”
This makes them more fit and prepared for coursework.

• Early socialisation theory

Question 18

Keddie

Answer 18

Cultural deprivation theory is victim blaming, it based on a long politicised and ingrained racism

Question 19

April Baker Bell or Keddie had a criticism of cultural deprivation theorists commenting on ethnic difference in achievement.
What?

Answer 19

The theory by Beriter and Engelman is “linguistic violence” that echoes any Black sentiments actively seeking to be exclusive not accommodating.

Question 20

Archer on ethnic differences in education

Answer 20

Pupil identities have emerged from the interaction of the teacher.
. Ideal
. Demonised
. Pathologised
Student identities

Question 21

Noble in 200_
Looked at what?
Found what?

Answer 21

Looked at Disparity of application to universities from a class pov.

80% of students returning the questionnaire, stated they wanted to go to uni.
However this is just the average.
1/3 of the schools whose students were given questionnaires had only 45% of their students wanting to go to university.