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sociology > paper 1 > Flashcards

paper 1 Flashcards

1
Q

durkheim
(functionalist view on education)

A

edu helps produce social solidarity.

school is mini society - education teaches skills for future occupation

important for modern industrialised societies bc of specialised division of labour

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2
Q

parsons
(functionalist view on education)

A

edu creates a bridge between particularistic values of family and the universalistic values of society.

edu gives secondary socialisation

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3
Q

davis and moore
(functionalist view on education)

A

educations function is role allocation - right job for right person (talent ,ability, hard work)

edu system is meritocratic. hard work = highly paid job

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4
Q

criticisms of functionalist view (durkheim)

A

many job skills are learnt on the job

passing down norms and values reproduces capitalist ideology and class inequality.

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5
Q

criticisms of functionalist view (parsons)

A

universalistic values of society are actually capitalist values, giving advantage to middle class

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6
Q

criticisms of functionalist view (davis & moore)

A

no equality of opporunity.

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7
Q

althusser
(marxist view on education)

A

isa - education spreads the capitalist ideology
rsa - helps maintain the rule of the capitalist class by force (police/army)

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8
Q

bordieu
(marxist view on education)

A

edu reproduces class inequality.

habitus = cultural framework possessed by a social class.
ruling class impose their habitus on the education system.
m/c advantaged due to cultural capital.

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9
Q

bowles and gintis
(marxist view on education)

A

helps reproduction of the labour force.

correspondence principle - relationships and structures found in school mirror those of the workplace.

hidden curriculum - informal learning occuring outside of the classroom.

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10
Q

criticism of marxist view (althusser)

A

assumes the passive acceptance of capitalism

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11
Q

criticism of marxist view (bordieu)

A

not all the w/c do poorly in the education system

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12
Q

criticism of marxist view (bowles & gintis)

A

assumes students passively accept the attitudes and behaviours taught in the hidden curriculum.

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13
Q

differences in educational achievement (material factors: housing)

A

overcrowding = difficulty studying bc of less space and disturbed sleep.

temporary accommodation = moving around disrupts education

cold/damp = ill health / absence

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14
Q

differences in educational achievement (material factors: diet and health)

A

howard - poorer homes = lower intakes of energy, vitamins and minerals = weakened immune systems - absence from school

poorer homes more likely to face emotional / behavioural issues

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15
Q

differences in educational achievement (material factors: finances of education)

A

tanner et al -
cost of equipment , books, resources, uniform and transport are a burden on poor families
cheaper equipment purchased - lead to bullying - isolation

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16
Q

differences in educational achievement (material factors: fear of debt)

A

w/c students see uni dept as bad so they are 5x less likely to go to uni (callendar&jackson)

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17
Q

differences in educational achievement (cultural factors: speech codes)

A

bernstein -
restricted code - w/c ,limited vocab

elaborated code - m/c, extensive vocab, grammatically complex. m/c are advantaged as EC is used in textbooks, exams and by teachers

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18
Q

differences in educational achievement (cultural factors: parenting style)

A

higher education parents = consistent discipline = high expectations - support for active learning

lower educated parents - harsh discipline - stops child learning independence and elf control = less motivation

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19
Q

differences in educational achievement (cultural factors: parents educational behaviour)

A

HE parents = aware of what is needed - read books, sing songs and paint with their children

recognise the educational value of school trips
have good teacher relations and guide children’s interactions

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20
Q

gender differences in educational achievement GIRLS (external factor: feminism)

A

movement for change - women able to vote
women in high jobs

gives girls encouragement - want to be like the women they see

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21
Q

gender differences in educational achievement GIRLS (external factor: changes to women’s employment)

A

1970 equal pay act - gives girls encouragement due to more equality

Gershuny - more women now in paid employment

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22
Q

gender differences in educational achievement GIRLS (external factor: changing ambitions)

A

sharpe
compared the attitudes of w/c girls in London schools in the early 1970’s / 1990’s, using unstructured interviews.

70s - husband, love and families
90s - job, career, supporting themselves.

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23
Q

gender differences in educational achievement GIRLS (external factor: changing families)

A

increase in lone parent families (role models)
increase in gender equality (women can be breadwinners too)
encourages girl to aspire for careers so they can focus on their education

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24
Q

gender differences in educational achievement BOYS (external factor: decline in traditional men’s jobs)

A

globalisation has meant manufacturing jobs have moved out of the uk to china for lower wages

mitsos & browne
reduction in men’s jobs have resulted in an ‘identity crisis’

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25
Q

gender differences in educational achievement BOYS (external factor: literacy skills)

A

mothers read to their children - boys see reading as feminine

parents read less to their sons as they assume they are not interested

boys leisure skills (football) do not require verbal communication skills

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26
Q

DEA and gender socialisation
NORMAL 1998

A

boys and girls are dressed differently and given different toys from a young age

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27
Q

DEA and gender socialisation
BYRNE 1979

A

boys are encouraged to be strong and tough, whilst girls are encouraged to be neat, clean and tidy

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28
Q

DEA and gender socialisation
ELWOOD 1998

A

boys read hobby books and information books, whilst girls read stories about other people

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29
Q

DEA and subject choice

A
  • girls choose english and boys chose maths

(gendered subject images, gendered career opportunities, gender identity and peer pressure)

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30
Q

DEA and gendered subject images
SKELTON ET AL 2007

A

boys and girls were drawn to subjects that fit with their gender

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31
Q

DEA and gendered subject images
COLLEY 1998

A

computer studies is similar to working with machines (male domain)

girls are put off by this teaching style

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32
Q

DEA and gendered subject images
LEONARD 2006

A

single sex schools hold less stereotyped images on subjects.

institute of physics found these girls are 2.4 x more likely to study physics at A level

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33
Q

DEA and gender identity / peer pressure
PAECHTER 1998

A

girls opt out of sport bc it is associated as manly

girls who are sporty feel like they are contradicting their image and gender stereotype

‘peers police one another’s subject chocie’

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34
Q

DEA and ethnicity
STRAND 2010

A

looked at national cohort of yr 11s.

black pupils not eligible for FSM - suggested they are not from low income families but still make less progress than their white classmates

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35
Q

ethnocentric racism

A

based on the worldwide view of one culture and devalues other cultures

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36
Q

DEA and ethnicity
(internal factor: ethnocentric curriculum)

A

COARD 2005 - curriculum sees whites as good and blacks as primitive

ethnic groups = unable to learn their own heritage.

BALL - ‘little englandism’ in the curriculum which focuses on the british empire.

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37
Q

DEA and ethnicity
(internal: labelling and teacher racism)
GILLBORN & YOUDELL 2000

A

teachers quicker to discipline black pupils than those with the same behaviour.

racialised expectations - behaviour misjudged as threatening and is negatively responded to.

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38
Q

DEA and ethnicity
(internal: labelling and teacher racism)
STRAND 2012

A

teachers judge ability based on behaviour

black pupils seen as disruptive - end up in lower streams

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39
Q

DEA and ethnicity
(internal: labelling and teacher racism)
WRIGHT 1992

A

believed asian pupils lower levels of english = left them out of discussions

see asian pupils as a problem they could just ignore

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40
Q

DEA and ethnicity
(internal: criticisms)

A

does not always lead to a self fulfilling prophecy

need to look at how the system is institutionally racist

41
Q

DEA and ethnicity
(external: A Level/GCSE results)

A

chinese and indians - above average

pakistani, bangladeshi & afro caribbeans underachieve

42
Q

DEA and ethnicity
(internal: pupil response and subcultures)
MARY FULLER

A

black yr 11 girls london
were in lower bands but high achievers

in subject they believed the teacher was racist - channelled anger into the subject to pursue educational success

maintained friendships with those part of anti-school subculture!

43
Q

pupil identities (boys)
FORDE et al 2006

A

influence by male peer group - feel need to show ‘masculinity’ - view school work as feminine

show masculinity by
- putting off work
being disruptive
rejecting academic work

44
Q

ARCHER’S ‘nike’ identities
(school processes)

A

keeps the w/c in ‘their place’
those that don’t conform = social suicide
do conform = protection from bullying

teachers say w/c chose to reject education

45
Q

how can school processes affect identity?
w/c gain status by:

A

wearing makeup - adopting to hyper heterosexual feminine identity
having a boyfriend
outspoken, questioning teachers authority

46
Q

how school processes affect identity
conflict with the school:

A

too much makeup/jewellery - distracting behaviour
boyfriend - lowers expectations

either reject w/c identity or the values of school

47
Q

DEA internal factors - interactionists & labelling
BECKER 1971

A

interviews 60 chicago high school teachers:
- judged pupils on how well they fit ‘ideal pupil’ image based on work and apperance

  • m/c better suited
    w/c regarded as behaving badly
48
Q

DEA internal factors - interactionists & labelling
DUNNE & GAZELEY 2008

A

school reproduce w/c underachievement bc of labels
interviewed 9 stated secondary schools
- labelled w/c parents as uninterested
- m/c parents parents supportive
- m/c extension work
- w/c easier exams

49
Q

labelling > self-fulfilling prophecy
CRITICSIMS

A

too deterministic - assumes pupils will simply accept labels

marxists - why are labels created in the first place?

need to consider why assumptions are made only on w/c and are all derogatory

50
Q

DEA internal factors - interactionists & labelling
WILLIS - anti school subculture

A

focused on ‘lads’ who were disruptive, truant, negative attitudes towards education
for them academic success was frowned upon while “mucking about” was rewarded
rejected norms and values of society

51
Q

1944 education act

A

main goal = equality of opportunity - based upon the idea of meritocracy

52
Q

education act 1944
division of education in 4 stages

A

primary= compulsory - ages 5-11
secondary= compulsory - ages 11-15
further= optional - ages 15+
higher= optional- ages 18+

53
Q

education act 1944
introduction of tripartite system

A

grammar schools
secondary schools
technical schools = taught engineering and mechanical skills

supposed to have similar standards and considered equal ‘parity of esteem’

54
Q

education act 1944
11+ examination

A

20% grammar schools
70% secondary
7% private
5% technical

55
Q

education act 1944
problems of the tripartite system

A

never provided ‘equal opportunity for all’
w/c disadvantaged - can’t afford tutoring
grammar - seen as prestigious
secondary - inferior / low status

56
Q

the comprehensive system of secondary education

A

1960s - tripartite system unequal = abolished and replaced with comprehensive system

  • non selective
  • done via catchment area - often inhabited mainly by one social class, social mixing at school was limited
57
Q

streaming - comprehenisve schools

A

most CS organised classes by ability.
links between social class and achievement - higer streams were dominated by m/c pupils

58
Q

neoliberal / new right criticisms on comprehensive schools

A
  • lack of discipline, poor results, larger classes and failure to prepare pupils for the world of work.
  • claimed mixed ability schools dragged down the performance of the most able
  • if all children went to the same school there would be no opportunity to choose a particularly suited school to the individual child
59
Q

neoliberal / new right criticisms on comprehensive schools - monopoly

A
  • state schools had a monopoly
60
Q

labour policies 1997 - 2010
ACADEMIES

A

meant to support failing comprehensive schools in low income areas.

having more freedom and independence is thought to ‘raise standards’

61
Q

features of academies

A
  • idependent and sponsored by local businesses / charities etc
  • make own decisions on staff pay / term dates
  • follow the national curriculum but have more freedom in developing it
62
Q

labour policies 1997 - 2010
SURE START 1999

A

programme to support pre-school children in the most deprived areas. based on the idea that early intervention will improve educational chances

  • home visits
  • play centres
63
Q

labour policies 1997 - 2010
EDUCATION MAINTENANCE ALLOWANCE 2004

A

financial support for those 16-19 in further education. Aim was to encourage students from LI families to stay in school and help with transport costs

10-30 pound

64
Q

labour policies 1997 - 2010
TUITION FEES FOR UNI

A

government pays fees upfront but students pay the money back

65
Q

coalition government 2010 - 2015

A

influenced by the new right view
wanted to reduce the role of state in education and create an education market

66
Q

coalition government policies 2010 - 2015
CUT TO EMA

A

cut in 2010

67
Q

coalition government policies 2010 - 2015
FREE SCHOOLS

A

new schools set up by parents/charitable organisations.

funded by the government but not run by local authority.

more control over how they do things. They’re ‘all-ability’ schools, so can not use academic selection processes like a grammar school.

68
Q

coalition government policies 2010 - 2015
REFORM TO EXAM SYSTEM

A

AS & A level became two free standing qualification
GCSEs, AS & A levels assessed through exams and have had majority of coursework removed

69
Q

coalition government policies 2010 - 2015
TUITION FEES INCREASED

A

unis allowed to charge up to £9000 a year

70
Q

coalition government policies 2010 - 2015
PUPIL PREMIUM

A

schools are given extra money for every pupil eligible for fsm

aim = encourage schools to attract and work harder for poorer pupils and reduce social inequalities

71
Q

coalition government policies 2010 - 2015
NEW STYLE ACADEMIES

A

all state schools encouraged to become independent academies, free from local authority.
academies receive funding directly from the government

72
Q

analysing social policy - BALL, BOWLES + GERWITZ

A
  • league tables have made schools focus on the most able students (banding, streaming)
  • class divide recreated in comprehensive system - w/c pushed aside, end up in underfunded underperforming schools.
73
Q

analysing social policy CRITICISM

A

new right perspective - marketisation of education has helped raise educational standards

74
Q

analysing educational policy: coalition government

A
  • sure start centres closed
  • spending on school buildings cut by 60%
    cuts have created more inequality:
    -ofsted found that pupil premium was not being spent on pupils.
75
Q

effects of education policy on s.c, ethnicity & gender
EQUALITY ACT 2010

A

protects people from discrimination in schools, employment and wider society

76
Q

effects of education policy on s.c, ethnicity & gender
NATIONAL CURRICULUM

A

allowed more freedom of subject choice without being discriminated against

77
Q

effects of education policy gender

A

coursework removal - negatively impacted girls
equal pay act - encourages girls to work hard
GIST/WISE - get girls into stem subjects.

78
Q

marketisation

A

schools encouraged to compete against each other and act more like private businesses rather than institutions under the control of local government

they will constantly have to improve to keep ahead/catch up with the competition - driving up standards.

79
Q

effects of marketisation of education
TOUGH & BROOKES 2007

A
  • m/c parents focus of league tables
  • w/c are likely to choose schools close to home and where kids friends attend

myth of parentocracy

80
Q

analysing educational policy LABOUR

A

marketisation policies continued and policies introduced were aimed to reduce social inequality

81
Q

analysing educational policy labour
GEOFF WHITTY

A

ema encouraged w/c pupils to stay in education till 18

BUT

tuition fees - prevent w/c from pursuing higher education.

82
Q

TOUGH & BROOKES 2007 - ‘covert selection’

A

schools make long applications and expensive uniforms to disadvantage w/c.

m/c have sufficient cultural capital so they can complete the applications

83
Q

privatisation of education

A

ownership is transferred from the government to private companies

84
Q

privatisation of education - STEPHEN BALL

A

education have become a source of profit - ‘education service industry’

85
Q

criticisms of privatisation of education

A
  • companies have too much influence over curriculum - emphasis on job skills
  • could lead to greater inequalities - wealthy schools/parents can afford resources giving advantage
  • education is being bough and sold - profits are more important and courses seen as unprofitable could be cut
86
Q

vocational education

A

training for a specific job role or skill

  • public services
  • hair and beauty
87
Q

aims of vocational education

A

to meet needs of economy - ensuring the workforce is quipped with the necessary skills

for young people preparing for their future careers and adults to up skill

88
Q

general national vocational qualification 1995

A

qualification in general area
alternative to academic qualification (a level)
can progress into career or uni

89
Q

how has globalisation affected education policy

A

free schools - based off scandinavian schools

additional funding for maths and science as we ranked lower than other nations

90
Q

3 features of marketisation

A

independence - allowing school to run themselves how they see fit

competition - schools compete for students

choice - parents and students more choice in where they go to school

91
Q

3 elements of quality control (marketisation)

A

national curriculum

ofsted inspections

publication of performance tables such as exam results

92
Q

positives of privatisation of education

A

more efficient

more parental choice

profit making might induce companies to support failing schoolss

93
Q

negatives of privatisation of education

A

takes money from the education system

business goes out of business - leaves school stranded

less equality

94
Q

marketisation policies
(tory govt 79-97)

A

league tables
funding formula
open enrolment

95
Q

raising standards policies
(tory govt 79-97)

A

ofsted
national curriculum
national testing

96
Q

marketisation policies
(labour govt 97-2010)

A

business sponsored academies
specialist schools

97
Q

raising standards policies
(labour govt 97-2010)

A

class size cap 5-7 year olds
business sponsored academies
education action zones

98
Q

marketisation policies
(coalition govt 10-15)

A

new style academies
free schools

99
Q

raising standards policies
(coalition govt 10-15)

A

pupil premium
reform of curriculum
reform of exam system
tougher performance targets for schools

sociology (6 decks)

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