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Sociology > Main Theorists > Flashcards

Main Theorists Flashcards

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Sociology 101 flashcards
1
Q

Durkheim (F)

A
  • Social solidarity - shared beliefs + values are transmitted through the school’s teachings, e.g. history instils shared heritage.
  • Specialist skills - education teaches individuals skills that they need to play their part in labour.
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2
Q

Parsons (F)

A
  • School prepares movement from family to wider society.
  • Ascribed + particularistic values to meritocratic ones - equal opportunity to achieve, based on ability + effort.
  • Wong: see children as passive puppets of socialisation.
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3
Q

Davis + Moore (F)

A
  • Role allocation - important roles are filled by the most talented people who are highly rewarded
  • Inequality is necessary to ensure this.
  • Weak link between educational achievement + economic success.
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4
Q

Schultz (F)

A

Education ensures people are properly trained for work, most qualified end up in jobs that require the most skills.

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5
Q

Chubb + Moe (NR)

A
  • Consumer choice - private schools deliver quality education as they are answerable to paying parents - students from low income perform 5% better.
  • Market system where parents shape schools to meet their own needs, improving the quality + efficiency of schools.
  • Marketisation - competition between schools: league tables + OFSTED; formula funding; free schools.
  • Allen: free schools only benefit children from highly educated families.
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6
Q

Althusser (M)

A
  • Ideological state apparatus - maintains the rule of the bourgeoisie by controlling people’s beliefs + values.
  • Transmits + legitimises class inequality: deserve subordination + seen as inevitable.
  • Giroux (NM): assumes w/c passively accept their position.
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7
Q

Bowles + Gintis (M)

A
  • Correspondence principle - school mirrors the world of work. E.g. uniform; hierarchy; obedience.
  • Myth of meritocracy - meritocracy serves to justify the privileges of the h/c, making it seem as they gained them through success + fair competition.
  • ‘Class first’ approach - see class as the key inequality, ignoring all other kinds.
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8
Q

Willis (M)

A
  • Participant observation + unstructured interviews on ‘lads’.
  • w/c pupils resist attempts to indoctrinate them
  • Rebellion guaranteed that they end up in unskilled jobs.
  • McRobbie: females are absent from Willis’ study.
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9
Q

Ball

A
  • Exam league tables + funding formula creates school inequalities.
  • m/c have cultural + economic capital that’s more desirable.
  • Removal of streaming led to a decline in anti-school subcultures.
  • National Curriculum ignores the history of black + Asian people.
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10
Q

Bartlett (M)

A
  • Cream skimming - select high achieving m/c students.
  • Silt-shifting - avoiding poor resulting w/c students.
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11
Q

Gewirtz

A

Parental choice - differences in parent’s economic + cultural capital.
- Privileged-skilled choosers - m/c; understand school’s admission system; economic capital to move to a better school area.
- Disconnected-local choosers - w/c; restricted by lack of capital - distance + travel were major restrictions on their choices.
- Semi-skilled choosers - w/c; ambitious for their children.

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12
Q

Hall (M)

A

Academies are an example of handing over public services to private capitalism.

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13
Q

Beder

A

Cola-isation of schools - UK families spent £110,000 in Tesco for one computer for schools.

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14
Q

Gillborn

A
  • Institutionally racist policies in relation to ethnocentric curriculum + streaming disadvantages EM groups.
  • As marketisation gives schools more scope to select pupils, it allows negative stereotypes to influence school admission decisions.
  • FSP had black children ranked lower than whites, which is ranked based on teachers’ judgements.
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15
Q

Engelmann

A
  • Language used in l/c homes is deficient.
  • Language spoken by low-income black American families is inadequate for educational success: ungrammatical + disjointed.
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16
Q

Bernstein

A
  • Speech codes.
  • Elaborate (m/c): complex sentences + grammar
  • Restricted (w/c): simple sentences + grammar.
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17
Q

Douglas

A
  • Parental attitudes: w/c parents placed less value on education + push their children less.
  • Children placed in lower streams at 8 suffered a decline in their IQ score.
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18
Q

Feinstein

A

Parents’ own education is the most important factor as they have an advantage when socialising their children.

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19
Q

Sugarman

A
  • Instant gratification - immediately reward themselves on successes.
  • Present-time orientation - lack of long-term goals.
  • Fatalism - unable to change their status.
  • Collectivism.
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20
Q

Keddie

A
  • w/c children are culturally different, not deprived.
  • EM children are culturally different, schools are ethnocentric - biased in favour of white culture + against minorities.
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21
Q

Troyna + Williams

A
  • Problem is not child’s language but the school’s attitude towards it.
  • Speech hierarchy - label m/c highest.
  • Institutional racism - discrimination that is inbuilt into the way institutions (e.g. schools + colleges) operate.
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22
Q

Blackstone

A

w/c parent’s attend fewer parent’s evenings not because of a lack of interest but because they are working.

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23
Q

Flaherty

A
  • Money problems in the family is a significant factor in non-attendance.
  • Stigma of FSM prevents students from eating (20%), leading to a lack of concentration.
  • Department of Education (2012): 1/3 of students on FSM achieved five or more A*-C grades.
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24
Q

Howard

A

Poor diet means absences (ill) + difficulty in concentrating.

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25
Q

Tanner

A

Cost of items (transport, uniforms, books) places a heavy burden on poorer families.

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26
Q

Smith + Noble

A

w/c students are disadvantaged - can’t afford private schooling.

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27
Q

Bernstein + Young

A

m/c mothers are more likely to buy educational toys, books + activities that encourage reasoning.

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28
Q

Callender + Jackson

A

Fear of debt deters from higher education.

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29
Q

Bourdieu

A
  • Cultural - knowledge, attitude + language of m/c.
  • Economic - m/c meet demands of curriculum.
  • Educational - gain qualifications due to economic capital.
  • w/c habitus includes beliefs about what opportunities really exist for them + whether or not they would ‘fit in’.
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30
Q

Sullivan

A
  • Questionnaire found that those who engaged in knowledgeable activities (cultural capital) were more successful during GCSEs, typically m/c.
  • Resources + aspirations of m/c families explains the achievement gap.
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31
Q

Becker (Interactionalist)

A
  • Labelling - teachers attach a meaning to a student.
  • Interview found m/c’s work, conduct + appearance labelled them as the ideal pupil; w/c was furthest away as badly behaved.
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32
Q

Hempel-Jorgensen

A
  • In w/c schools, pupils are judged in terms of their behaviour - the ideal pupil is: quiet, passive, obedient.
  • In m/c schools, pupils are defined by their academic performance.
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33
Q

Rist

A

Teacher’s used info about home background to sort students into tables.
- Tigers - m/c fast learners.
- Cardinals - w/c medium abilities.
- Clowns - w/c troublesome.

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34
Q

Rosenthal + Jacobson

A

Pygmalion effect - fake IQ test labelled random 20% as bloomers, who progressed with more IQ points a year later.

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35
Q

Gillborn + Youdell

A
  • A* to C economy - schools focus effort on those with potential to achieve in order to boost the school’s league table position.
  • Educational triage - w/c students are labelled as ‘hopeless cases’, so ‘warehoused’ in the lower / bottom sets.
  • Black children were highest achievers in primary, but worst of any ethnicity for GCSEs (21 points below average).
  • Racialised expectations - teachers expected black pupils to present more discipline problems + misinterpreted their behaviour as threatening.
36
Q

Lacey

A
  • Differentiation - teachers categorise students according to how they perceive their ability, attitude + behaviour into streams.
  • Polarisation - pupils’ response to streaming: pro-school subculture - m/c, committed to the school’s values; anti-school subculture - w/c, low streams, so gain status among peers.
37
Q

Hargreaves

A

Boys in lower streams were labelled as triple failures: failed 11+; placed in a low stream; labelled as ‘worthless louts’.

38
Q

Furlong

A

Response changes depending on teacher / subject.

39
Q

Archer

A
  • Nike identity - counter response to not lose their identity.
  • Chinese students were seen as over-achievers.
  • Symbolic capital - w/c conflict between status + education.
  • Hyper-hetrosexual feminine identities - performance brought status among female peer groups but was in conflict with school / teachers.
  • Local uni attendance reflects w/c habitus of shared members.
40
Q

Ingram

A

w/c boys faced pressure to ‘fit in’ at grammar school.

41
Q

Maguire

A

w/c cultural capital counted for nothing in a grammar school.

42
Q

Evans

A
  • w/c girls were reluctant to apply to elite universities as they felt that they may not ‘fit in’.
  • Attachment to locality (4/21 intended to study + move away from their homes).
  • Girls went to university to support their families, not based on aspirations.
43
Q

Reay

A
  • w/c applied to local universities to save money.
  • Self-exclusion from elite + distant universities limits their success.
44
Q

Cultural Deprivation theorists

A
  • Children from low-income black families lack intellectual stimulation, so haven’t developed problem-solving skills.
  • Black children are socialised to be fatalistic.
  • Failure to socialise children adequately is a result of a dysfunctional family structure.
  • Driver: ignore positive effects, e.g. black Caribbean families provide girls with positive role model: independent women.
45
Q

Sewell

A
  • Black boys speaking in Standard English were seen as ‘selling out’ to the white establishment.
  • Absence of fatherly nurturing means black boys turn to street gangs that offer ‘perverse loyalty + love’.
  • Rebels; Conformists; Retreatists; Innovators.
  • Feminisation of education - schools don’t nurture masculine traits (competitiveness), but celebrate feminine ones (methodical)
  • External factors: boys’ anti-school attitudes; peer group pressure; nurturing role of the father.
46
Q

Gillborn + Mirza

A

Indian pupils do well despite English not being their home language.

47
Q

Official Statistics (2010)

A

EaL were only 3.2 points behind in GCSEs

48
Q

Scruton

A

Low achievement in EM due to failing to embrace British culture.

49
Q

Murray (NR)

A

High levels of lone parenthood + lack of positive male role models leads to underachievement of some minorities.

50
Q

Pryce

A
  • Asians are higher achievers as their culture is more resistant to racism.
  • Black Caribbean culture is less resistant, leading to low self-esteem.
  • Lawrence: underachieve due to racism, not low self-esteem.
51
Q

Lupton

A

Adult authority in Asian families is similar to a teacher.

52
Q

Palmer

A

Material deprivation - low income + substandard housing.
- ½ of all EM children live in low-income households; ¼ white.
- Live in economically depressed areas with high unemployment + low wages.
- Lack of language skills + foreign qualifications not recognised by the UK.
- Racial discrimination in the labour + housing market.

53
Q

Rex

A
  • Racial discrimination + social exclusion.
  • E.g. housing: EM forced in substandard accommodation than whites of the same class.
54
Q

Bourne

A
  • Black boys are seen as a threat, negatively labelled + excluded.
  • Achievement after exclusion: 1/5 achieved five GCSEs.
  • Osler: placed in internal exclusions with lack of access to the main curriculum.
55
Q

Wright

A

Teachers assumed Asian students had a poor grasp on English, so used simplistic language + excluded them in discussions.

56
Q

Mac an Ghaill

A

Black + Asian A-Level students didn’t accept negative labels.

57
Q

Mirza

A
  • Racist teachers discouraged black pupils from aspiring to professional careers.
  • These strategies put them at a disadvantage by restricting their opportunities.
58
Q

David

A

National Curriculum ignores non-European languages + literature.

59
Q

Sanders + Horn

A

Tasks assessed by teachers rather than written exams widened the score gap between ethnic groups.

60
Q

Tikly

A

‘Aiming High’ attempts to raise black Caribbean pupils’ achievements, but entered in lower tier GCSE exams: C.

61
Q

Strand

A

Black pupils are underrepresented in entry to higher tier tests - tiers reflect teacher expectations, leading to a SFP.

62
Q

Connolly

A
  • Combination of gender, class + ethnic differences have an effect.
  • E.g. gap between the achievements of the white m/c + w/c compared to the black m/c + w/c.
63
Q

Mitsos & Browne

A
  • Growing service sector has created more ‘feminised’ career opportunities, e.g. healthcare, teaching, childcare.
  • Decline in male employment opportunities has led to an ‘identity crisis’ for men, e.g. industry, engineering, mining.
  • Girls are better organised, so benefit from coursework.
  • Manual work requires few qualifications, so lack of impact on achievement.
64
Q

Sharpe

A

Shift in aspirations from the 70s to the 90s, more career-minded.

65
Q

McRobbie

A
  • Women now stress independence + assertiveness.
  • Females are largely absent from Willis’ study.
66
Q

Fuller

A
  • Educational success is a part of girls’ identities.
  • However, w/c girls expressed a desire for low-level jobs + to leave education.
  • Negatively labelled black girls rejected their labels + passed.
67
Q

DCSF (2007)

A

Gender gap is due to boys’ poorer literacy + language skills.
- Parents spend less time reading with their sons.
- Girls have a ‘bedroom culture’.
- Boys pursue leisure activities.

68
Q

Boaler (LF)

A

Policies are the key reason for girls’ achievement.

69
Q

Weiner

A
  • Teachers challenge traditional stereotypes around gender.
  • History curriculum is a ‘woman-free zone’.
70
Q

Gorard

A

Gender gap was constant until coursework was introduced.

71
Q

Francis

A
  • Boys were disciplined more harshly + felt picked on.
  • Boys concerned about labelling as it threatened their masculinity.
72
Q

Swann

A

Boys dominated in whole-class discussions whilst girls preferred pair-work.

73
Q

Jackson

A

High achieving girls are attractive to schools vs low achieving boys

74
Q

Slee

A
  • Boys are less attractive to schools as they suffer from behavioural difficulties.
  • 4x more likely to be excluded - liability students.
75
Q

Ringrose

A
  • Sexualised identity - involved competing for boys in dating culture.
  • Moral panic about failing boys becoming unemployed u/c that threatens social stability has led to a policy shift.
  • Ignores w/c, ethnic + girls problems.
  • Osler: focus on underachieving boys has led to a neglect of girls.
76
Q

YouGov (2007)

A

Survey: 42% boys said the presence of a male teacher made them work harder + behave better.

77
Q

Epstein

A

Laddish sub-cultures - w/c boys harassed + labelled as gay if they studied.

78
Q

Osler

A

Placed in internal exclusions (PRU) with lack of access to the main curriculum.

79
Q

McVeigh

A
  • Ethnic + class differences are greater than gender differences.
  • Class gap achievement is 3x wider than the gender gap.
80
Q

Institute of Physics (2012)

A
  • Girls picking A-Level physics = 20% for 20 years.
  • Ineffective policies: GIST + WISE.
81
Q

Norman

A

Gender role socialisation - gender identity shaped differently.

82
Q

Browne + Ross

A
  • Gender domains - shaped by expectations.
  • More confident when engaging in tasks within gender domains.
83
Q

Kelly

A

Science is seen as a boys’ subject.
- More male teachers.
- Textbook representations.
- Boys dominate lessons.

84
Q

Colley

A

Computer science is a masculine subject.
- Machines a part of male domain.
- Lack of group work that girls favour.

85
Q

Leonard

A

Single-sex schools.
- Girls more likely to pick maths + science A-Level.
- Boys more likely to pick English + languages.

Sociology (10 decks)

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