Key studies Flashcards
1
Q
Howard
A
Howard: young people from poorer homes have lower
intakes of energy, vitamins and minerals.
2
Q
Wilkinson
A
among 10yr olds, the lower the social class,
the higher the rate of hyperactivity (behavioural
problems).
3
Q
Tanner
A
the hidden costs of education place a heavy
burden on poor families.
4
Q
Flaherty
A
fear of stigmatisation can explain why up to
20% do not take their FSM.
5
Q
Feinstein
A
m/c parents more likely to use language that challenges their children and praise.
6
Q
Bereiter and Engelmann
A
language used in lower class homes is deficient.
7
Q
Bernstein
A
Speech codes
8
Q
douglas
A
w/c parents place less value on education. As a result, less ambitious, less encouragement, visited school less
9
Q
Sugarman
A
w/c subculture – fatalism, collectivism, immediate
gratification, present-time orientation
10
Q
Bourdieu
A
m/c parents have cultural capital. Alice Sullivan tested
these ideas in a questionnaire
11
Q
Bereiter and Engelmann for cultural deprivation.
A
language spoken by
w/c black families = inadequate
12
Q
Moynihan
A
– black families headed by lone mother are deprived of adequate care and role model.
13
Q
Pryce
A
Asian culture more resistant to racism
14
Q
Sewell - Cultural Deprivation
A
lack of fatherly nurturing leads to ‘perverse loyalty’ from gangs.
15
Q
Lupton
A
adult authority same in family
as in schools
16
Q
Rex
A
racism leads to social exclusion.
Housing – minorities are more likely to be forced into substandard housing.
17
Q
Noon
A
sent out identical pairs of letters of enquiry about future employment opportunities to the top 100 UK Companies, signed by fictitious applicants called ‘Evans’ and ‘Patel’ with the same qualifications and experience. In terms of both the number and the helpfulness of replies, the companies were more encouraging to the ‘white’ candidates
18
Q
McRobbie
A
The impact of feminism: McRobbie’s study of girls
magazines.
19
Q
Sharpe
A
Girls’ changing ambitions: Sharpe’s interviews in the 70s
and the 90s. As a result of individualisation.
20
Q
Mitsos and Browne - external factors for educational deprivation
A
decline in male employment
opportunities = identity crisis
21
Q
Becker - Labelling and SFP
A
teachers judge pupils according to how closely they fitted to an image of the ‘ideal pupil’. M/c children closest to this ideal
22
Q
Hargreaves - Labelling and SFP
A
The halo effect
23
Q
Rist
A
‘tigers’, ‘cardinals’ and ‘clowns’ – primary school
24
Q
Dunne & Gazeley
A
teachers normalise the underachievement of w/c pupils
25
Rosenthal & Jacobson
field experiment showed evidence of the SFP.
26
Douglas - streaming
found that children placed in a lower stream at age 8 had suffered a decline in their IQ score by age 11.
27
Lacey
streaming is a form of differentiation. Pupils then polarise i.e. respond to streaming in one of two ways.
28
Hargreaves - subcultures
boys in secondary modern school formed subcultres due to failing 11+, being labelled as worthless and being placed in low streams
29
Archer - Pupil’s class identity
Nike identities
30
Evans
w/c girls reluctant to apply for elite universities. They self-exclude
31
Gillborn & Youdell - Marketisation
the A-C economy which leads to educational triage
32
Gillborn & Youdell - Labelling
racialised expectations. Black boys seen as a threat, more likely to be excluded
33
Wright
teachers held ethnocentric views. Would assume Asian pupils have poor grasp of English, mispronounce their names etc.
34
Archer - Labelling
pupils identities. The ideal pupil (white, m/c), the pathologized pupil (Asian,
girl), the demonized pupil (black or white w/c).
35
Fuller
black girls who rejected their label.
36
Mac an Ghaill - Pupil responses and subcultures
black and Asian A Level students – how they responded to labelling
depended on ethnic group, gender and former school
37
Mirza
3 types of teacher racism – the colour-blind, the liberal chauvinist, the overt
racists. Strategies black girls used to counteract racist label, did not work.
38
Sewell
4 responses – the rebels, the conformists, the retreatists, the innovators.
Small minority the rebels, yet teachers see most black boys in this way.
39
Two sociologists that speak about ethnocentric curicculum.
The ethnocentric curriculum: Ball – ‘little Englandism’. Coard– leads to low self-
esteem.
40
Mitsos & Brown - GCSE coursework
girls are more successful in coursework because they are more conscientious than boys.
41
Archer - identity and girls achievement
w/c don’t do as well because of hyper-heterosexual feminine identities,
boyfriends and being loud. They gain symbolic capital from their peers
42
French
boys receive more negative attention
43
Feminisation of education
Sewell: schools do not nurture masculine traits.
There are a shortage of male primary school teachers,
although Francis found 2/3 of 7-8 year olds did not
care about gender of teacher.
Read: most teachers, female as well as male, used a
supposedly ‘masculine’ disciplinarian discourse.
44
Epstein
W/c boys are more likely to be harassed, labelled as ‘sissies’ and subjected to
homophobic verbal abuse if they appear to be swots. This supports Francis’ findings
that boys were more concerned than girls about being labelled by peers as swots because this label is more of a threat to their masculinity than it is to girls’ femininity.
45
Francis
laddish culture is becoming increasingly widespread. She argues that this is
because, as girls move into traditional masculine areas such as careers, boys respond
by “becoming increasingly laddish in their effort to construct themselves as non-
feminine”
46
Kelly
science is seen as a boys’ subject – teachers are more likely to be male.
47
Colley
computer studies is defined as masculine because it involves machine work
(part of male gender domain) and tasks are often abstract and independent which
males prefer, whereas females like group work
48
Norman
from an early age boys and girls are dressed differently, given different toys to play with and encouraged to take part in different activities.
49
Browne and Ross - Gender Role Socialisation
children’s beliefs about ‘gender domains’ are shaped by their early experiences and the expectations of adults. E.g., mending a car is seen as falling into the male gender domain, but looking after a sick child is not. Children are more confident when engaging in tasks that they see as part of their own gender domain
50
Lee
Lees identifies a double standard of sexual morality in which boys boast about their own sexual exploits, but call a girl a ‘slag’ if she doesn’t have a steady boyfriend or if she dresses and speaks in a certain way. Sexual conquest is approved of and given status by male peers and ignored by male teachers, but ‘promiscuity’ among girls attracts negative labels.
51
Connell
Connell calls “a rich vocabulary of abuse”. For example, boys use name-calling to put girls down if they behave or dress in certain ways. Lees found that boys called girls ‘slags’ if they appeared to be sexually available – and ‘drags’ if they didn’t.
52
Paechter
Similarly, Paechter sees name-calling as helping to shape gender identity and maintain male power. The use of negative labels such as ‘gay’, ‘queer’ and ‘lezzie’ are ways in which pupils’ Police each other’s sexual identities.
53
Mac an Ghaill - Male Gaze
sees the male gaze as a form of surveillance through which dominant heterosexual masculinity is reinforced and femininity devalued. It is one of the ways boys prove their masculinity to their friends and is often combined with constant telling and retelling of stories about sexual conquests. Boys who do not display their heterosexuality in this way run the risk of being labelled gay.
54
Mac an Ghaill - Male peer groups
Mac an Ghaill’s study of Parnell School examines how peer groups reproduce a range of different class-based masculine gender identities. The w/c ‘macho lads’ were dismissive of other w/c boys who worked hard and aspired to m/c careers, referring to them as the ‘dickhead achievers’. By contrast, m/c ‘real Englishmen’ projected an image of ‘effortless achievement’ – of succeeding without trying (though in some cases actually working hard ‘on the quiet’).
55
Female Peer groups
Archer’s Nike Identities
56
Parsons - Domestic Division of Labour
Expressive and Instrumental roles
Expressive - Female, household chores / childcare
Instrumental - Male, breadwinner
57
Bott
Segregated Roles (Conjugal)
58
Willmott and Young
Symmetrical Families
59
March of progress - Equality in couples
The New Man
60
Feri and Smith
Dual Burden
61
Duncombe and Marsden
the triple shift
62
Dobash and Dobash - DV
Patriarchy and oppression lead to domestic abuse against women
63
Ansley
domestic violence stems form capitalism
64
Wilkinson
domestic violence is the result of stress
65
Aries
childhood in the middle ages did not exist, children were assets and adults in miniature
66
Postman
Childhood is disappearing as some children commit ‘adult’ crimes an TV blurring the distinction between childhood and adulthood
67
Shorter
higher death rates meant that children were neglected and often referred to as ‘it’
68
March of progress - Has Childhood improved
children are now seen as vulnerable and needing protection
69
Palmer
Toxic childhood, rapid improvement and progress of technology
70
Gittins
Age patriarchy due to child dependency and adult domination (assertion by means of violence)
71
Functionalism
Organic analogy – families serve a role in the betterment of society,
Murdock – 4 functions, socialisation, economic, reproductive, stable satisfaction,
Parsons – Functional fit – families perform a function based on the society in which they are found i.e. pre-industrial or modern society. [PRIMARY SOCIALISATION and STABISLATION OF ADULT PERSONALITIES]
72
Marxism
Engels – passing of private property to sons,
Zaretsky – cult of the private life; fulfilment is gaine in the family,
Poulantzas – nuclear families are brainwashed into thinking capitalism is fair.
73
Feminism
Liberals – march of progress suggests that gender equality is slowly becoming overcome through policy and reform,
Marxists – women are oppressed through capitalism,
Radicals – patriarchy needs to be overturned and men benefit from women's unpaid labour,
Difference – not all women share the same experiences.
74
New Right
Biological determination of roles in the household,
Families should be self-reliant.
75
Personal Life Perspective - Theories
Smart – relationships and their significance are what provide a sense of identity and belonging/relatedness.
Interactionists think that structural approaches assume the traditional nuclear family is dominant type of family.
76
Demography - Ageism
Phillipson (MARXIST) – old are of no use to capitalism,
HUNT (POSTMODERNIST) – no matter what your age is it does not determine who you are.
77
Family Diversity - Parsons
Family diversity has increased and there has been a shift away from traditional nuclear families’ more common to have a reconstituted family in todays society
78
Rapaports
5 types of family diversity; organisational, cultural, social class, life-stage, generational.
79
Chester
Although there is an increase in family diversity the nuclear family is still the dominant family type,
80
Postmodernism - Family Diversity
Giddens – society is disembedded from traditional family structures leaving us free to choose how we live our lives.
Beck – equality and individualism have created a negotiated family which varies according to individual needs.
81
Personal Life Perspective - Family Diversity
Smart – we are not disembedded but make decisions on the web of connectedness
82
Fletcher (FUNCTIONALISM) - Family and Social Policy
The introduction of health, education and housing policies in the years since the industrial revolution have led to the development of the welfare state which supports families in performing their roles and functions effectively.
83
Donzelot
The policing of families through officials such as doctors, social workers and health visitors which is focussing on the poorer families in society has led to crime and anti-social behaviour
84
Murray (NEW RIGHT) - Social Policy
The state is too generous with it’s benefit system and supporting those who are irresponsible or promote anti-social behaviour.
85
Leonard (FEMINISM) - Social Policy
Policies seem to support women but act as a form of social control over them
