names

Question 1

beirnstein

Answer 1

Bernstein was a marxists who believed in dialectical materialism [ a conflict between the working and ruling class]. He believed that language codes where the reason that working class children underachieved . he investigated this using a field study , showing children flash cards and asking them to describe the pictures . he found that the working class used restricted language codes meaning their descriptions were context bound with poor grammar using abbreviations and slang , whereas the middle class used elaborated codes meaning their description were detailed , rich , using metaphors with no context needed , likely to get higher marks in and exam essay . thus, working class children underachieved because they struggle with elaborated language codes . however , this theory is not generalizable across subjects as it is not applicable to quantitative subjects like maths .

Question 2

hubbs tait

Answer 2

Hubbs tait tried to solve berinstein language code issue with encouraging reading for working class children. He looked at parents and found in 2002 most middle class would read to their children and question and challenge what they had read whereas working class parents would not , and often would just sit and look at the pictures, therefore in school middle class children achieved because they were just consolidating what they already knew and in turn the middle class teachers only catered for the middle class children . however this is using the working class as an ideological scapegoat where it is really the system at fault and none of this would be applicable to children with learning disabilities like dyslexia .

Question 3

borduoi

Answer 3

marxists
- cultural capital - describes the skills, norms, values and knowledge that middle-class parents have and pass on to their children. Cultural capital consists of values that typically indicate a higher social status.
- economic capital
- educational capital , paper chase

Question 4

asthana and gibson

Answer 4

Asthana and Gibson argue that material deprivation is an external factor why working class children may underachieve . This is where they don’t have the money or their parents have a fear of spending it to afford resources such as textbooks or laptops to learn and may suffer from malnutrition . further they may live in a household where there isn’t somewhere for them to focus and study and thus all of these form a cumulative effect on why they underperform .
However you could argue that this was combated with EMA and

Question 5

sullivan

Answer 5

Sullivan
Questionnaires [465]
Wanted to know they did in past times , weekends , holidays
Found middle class read complex fiction , watched documentaries - developed wider vocab and greater culture -did better in exams
Working class - football , [evidence cultural capitalism is still happening ]

Question 6

gerwitz

Answer 6

3 types of parents :
Privileged school seekers [cultural capitalism ] -know what there looking for [ been to uni ]-got money and knowledge
New money [upper working class] , -money -no cultural capital /knowledge because they come from working class
Working class - no money , no cultural capital /knowledge

Question 7

becker

Answer 7

labelling
ideal pupil , self fulfilling prophecy , master status , can rejet labell

Question 8

gillbourne and youdell

Answer 8

anti-postivits - education triage
3 sets - A [immediately labelled , expectations rise,don’t necessarily get the best teacher because they don’t need it
B-get best teachers so they get passing grades ,brings grade average up
C-get new teachers /supply teachers, [working class]
A02 - Sets are not fixed , people move around

Question 9

COLIN LACEY

Answer 9

reposonds to sets
- teachers differentate - labelling
- polarisation -two extremes / polar experinces of education becuase of sets
- bottom sets likely to form anti-school subcultures -going native

Question 10

wood

Answer 10

responds to balls beachside comprehensive ,
says that labells can change per lesson
1-INGRATIATION -teachers pet
2-RICHULISM -neutral , day dream , bare minimum
3-RETREISM-messing around , dont care
4-OUT AND OUT REBELLION -expelled , mess around contasntly
a02 - rutter 10% teacher impact , indvidual work ethic ,prove labell wrong , class biggest indicator

Question 11

sugarman

Answer 11

Sugarman believes that the reading habits, that parents not reading to their children, are a part of the working class subculture. He also believes that the working class are culturally deprived.
FATALISM - give up , blame teacher for failure’s
COLLECTIVISM - work together - group mentality
IMMEDIATE GRATIFICATION -get a job when turn 16 as you get money - rewarded immediate
DEFERED GRATIFICATION
PRESENT TIME ORENTATION

Question 12

sewell

Answer 12

generation genius
- looked at under achivement of black boys in schools - hyper masculinity
he took 25 boys from failing schools to colleges like imperial college studying science and engneering over summer and boys got really good GCSES and 3 made it into oxbridge
a02 - small sample size

Question 13

lupton

Answer 13

south asiasn families are achieivng - higher apriations / expectaion , stricter fathers , respect for teachers
racsism cant be embedded becuase they achieve

Question 14

mitios and browne

Answer 14

believe that globlisation has to an idenity crisis for men

Question 15

barbra read

Answer 15

LIBERAL DISCOURSE- feminine ,authority=implicit and invisible , pusedo adultification - speaks /treats pupils as adults , expects them to be sensible and respect teacher
DISIPLNARIAN DISCOURSE -masculine
authority = explicit and viable-shouting, sarcasm
- 51 primary school teachers (25 male and 26 female)
found that most teachers female as well as male, used supposedly masculine, Disciplinarian discourse to control pupils behaviour
- female teachers were just as likely as males to use a masculine discourse to control pupils behaviour disproves the claim that only male teachers can provide the stricter classroom culture [ a02 for shortage of male primary school teachers]

Question 16

sue evans

Answer 16

self exculsion -argues street culture in white working class areas is brutal and is brought into school; result is strong pressure to reject education.
Self -exclusion -don’t take risks because of fear of failure /rejection - held back by boyfriends, stay closer to home for uni /dont go

Question 17

paetcher

Answer 17

looked at girls who studied sports - subject to name calling - way for other students to poilce idenities , ‘‘gay ‘’ ‘‘lesbian ‘’

Question 18

norman

Answer 18

looked at subject choice
-gender socialisation [primary socialisation ]- what’s normal for a boy [adventure , play , risk taking] and girl [caring ,nurturing , ]
- girls will choose subjects like health and social care , boys will do dt , woodwork ect
- dated

2 gender domains - female domain subjects and male domains [gym , p.e] so naturally pick those subjects, gendered subject images in textbooks,
Single sex schools? - non gendered choice because 1 gender

3 gender identity , peer pressure- paechter - looked at sports and girls who did sport subjects were subject to homophobic /anti-lesbian taunts .

Question 19

durkheim

Answer 19

modernist
functional prerequisites- dping things for society
See things holistically [ bigger picture] - biological analogy [society’s all linked together ] -

Hidden curriculum
Curriculum that’s not taught - [social norms e.g learning structure , authority , hierarchy [prefects , head boy and head girls], doing what you’re told , ]

Specialised skills
Fordism - everyone has a specific specialised skill and task to perform

Social solidarity
‘consensus ‘ - bringing together individuals into a collective, e.g mottos, sports day , houses , uniform - society in miniature [prep for real world ]

Question 20

davis and moore

Answer 20

functionalist
Education device for role allocation and selection
Need inequality-necessary [ want talented people in best jobs]
Filter out bad people for good jobs
We all have human capital -experience, knowledge that people build up with age

finding out what someone is good at, links to fordism as jobs are allocated based on talent.
-assign people in best jobs
a02 - subjective

Question 21

chubb and moe

Answer 21

studied low income families and found they did well when went to private school , therefore should be following private school because they are left alone by state , freedom of what to teach , asses themselves and parents / kids are only customers /people trying to please
Neo liberalists - laissez faire
Best run -
start of marketisation , parentocracy
- influenced national curriculum that was trying to be neo -liberalists - but didn’t because paradox was it didn’t give them free reign [ofsted , league tables that constrain a school, worry about target culture] ect.

Question 22

althuser

Answer 22

Althuser is an instrumentalist marxist who believed education was an ideological tool for capitalism. He believes capitalism is the infrastructure of society and society distracts us with our commerist tendencies though media , religion and education, where you are essentially brainwashed to ignore problems . this is called false class consciousness , where we are unaware we are being exploited so we dont know its a problem .this tramits class equality , generationally. For example a generationally working class family would continually fail at school and you wouldn’t notice its a problem until theres an anomaly /token gesture who succeeds and people begin blaming themselves .

Question 23

ball

Answer 23

Balls solution to this is to abolish streaming /sets and make schools beachside comprehensive meaning classes have mixed ability in attempts to drag up lower ability . however, this is just as likely to drag down higher ability/middle class students and pupils success should be down to individual work ethic .

Question 24

bowles and gintis

Answer 24

marxists
docile workers
Instrumentalist marxists bowler and gintis studied 237 schools in new york state and found the main role of education was to reproduce docile workers . they do this by a hidden curriculum in schools that introduce rules and teach and reward compliance . it ensures you have one -track thinking though fragmented lessons stopping you from questioning or thinking outside the box. You are controlled by structure and higher ups teaching you hierarchy and punctuality . they also believe meritocracy is a myth and legitimates inequality and integrating an unspoken ideology that poor equals stupid . for example if meritocracy existed ivy league universities would see more diversity .

Question 25

willis

Answer 25

marxist
- unstructerd interviews -working class lads
- seen through ideological smokescreen
- messed around in school , knew they could get a job at 15 and make money

Question 26

parsons

Answer 26

functionlist
education =‘Key focal socialising agent’
separates from particularistic family norms
Ascribed - been given it
Achieved - achieved it
- meritocracy -
Judged by universalistic values [being on time , handing things in]
Achieve meritocracy
Social mobility - through education can go up in social status /class away from/regardless of family
A02 - meritocracy does not exists -e.g 11 plus requires expensive tutors
Parsons functionalist theory considers education a ‘focal socialising agency’, which acts as a bridge between the family and wider society, detaching children from their primary caregivers / family and their particularistic norms and training them to accept and successfully fit into their social roles. Education teaches them how to achieve things instead of them being ascribed and you are judged by universalistic values such as being on time and meeting deadlines preparing you for the real world . through this you achieve /learn meritocracy and social mobility meaning you can go up in social status regardless of family class .

Question 27

archer

Answer 27

teacher discourse
teachers are subjective - have different ideal pupils f
[1st discourse] Ideal pupil identity is middle class, female - normal , behaving in right way , natural initiative and ability
[2nd discourse] Pathologized[type] pupil identity - [e.g south asians girls hardworking ] - oppressed , overachieving - myth - based on white middle class perception
Get put in middle sets [plodders]
[3rd discourse] Demonized pupil identity -black/white working class , highly sexualized - bottom sets
Nike identities
Chinese pupils - seen as abnormal , close knit community , overachievers , ,work hard , teach themselves

Question 28

moynihan and scruton

Answer 28

moynihan and scurton
Moynihan-right wing
Afro-caribbean families matri-focals -father absent [murray , phillips, right] no discipline , juvenile delinquents -ideological scapegoat
Scurton

Question 29

mcrobbie

Answer 29

Mcrobbie - bed culture - girls idealize boys - have posters on walls , , magazines of boys
Has changed ,cosmopolitan and vogue now talk about dream jobs instead of dream men .
Leads to paper chase , take education seriously to get what they want , men don’t have to because it patriarchal

Question 30

lousie archer

Answer 30

Teachers used to strike students , now use symbolic violence
E.g-sarcasm , look down on them
Don’t have symbolic capital , have status among each other
Female nike identities:
Hyper-hetrosexual identities -saw themselves as glamourous and desirable , refused to do PE, spend £40 a week on product [clothes , makeup , hair ] -got status from this , had boyfriends [from nike identities] , insisted on being loud
Faced with decision - A- gain symbolic capital,wear make up etc. or B -educational capital - a02 -you can be hybrid identity - both- because of meritocracy

Question 31

sewell

Answer 31

coursework . feminised curriculum
Education has been feminised - designed and run by females who are organised
Dosent nurture masculine traits and competitive nature
Been emasculated - excel at competition [sports]

Question 32

fuller

Answer 32

found that Black female pupils in London were categorised as low-achievers, but instead of accepting the label, they studied hard to prove the teachers wrong. Here, Fuller argued, negative labelling had a positive effect on the development of the students.
Just wanted exam tips
A02 -Haven’t been labelled negatively there in top set

Question 33

mirza

Answer 33

1992-dated?
Ambition black girls -wanted to go to uni
Most teachers had negative attitudes
Summed up into 3 categories
1-colour blind-’’skin colour doesn’t mean anything ‘’ , don’t see colour but ignore racism
2-liberal chauvinist -not deliberately racist - see them as culturally deprived , - may be patronising
3-overt racist -

Question 34

sharpe

Question 35

focalut

Answer 35

male panoptican

Question 36

hargreaves

Answer 36

labelling - is gradual process , spectualte , are fair but once set its fixed

Question 37

becker

Question 38

french

Answer 38

French and teacher attention

Boys misbehaviour in class diverts attention[seeking attention] from girls , leaving them to learn through failing [self -reliance/resilience ] and teach themselves .

Question 39

rosenthal and jacobsen

Answer 39

Anti positivists
Field study in a school , looked at labelling of students [believed this is why students failed ] - after speculation phase labels are tested and fixed
Told teacher 20% of students had high iq , started to self internalise label and achieve [self fulfilling prophecy ]
Unethical -lying to teachers parents
Subjective , qualitative , verstachen

Question 40

GERWITZ

Answer 40

Gerwitz
Parentocracy -parent power-myth
Looked at prenatal choice -looked at 14 schools
3 types of parents :
1 Privileged skilled seekers -university educated - cultural capital -have money but know how to spend it - know how to read league tables , ofsted reports
2 disconnected choosers- no cultural capital , don’t want to travel to school
Semi skilled choosers-got economical capital but no cultural capital, can decipher league tables /read between the lines

Question 41

paetcher

Answer 41

aggressive form of male panopticon

Question 42

rutter et al

Answer 42

Teachers can only have a 10 % impact on students grades .
Carried out research in 12 schools
*The study attempted to show that good schools can make a difference to the life chances of all pupils
*Rutter et al. suggest that it is features of the school’s organisation which makes this differnece, such as:
- Teachers are well prepared for lessons and set classwork and homework regularly.
- Teachers place more of an emphasis on reward than punishment and give pupils responsibilities.
- There is a mixture of abilities in the school, high-ability pupils benefit the performance of all pupils.