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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
gender differences in educational achievement BOYS (external factor: literacy skills)
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
26
DEA and gender socialisation NORMAL 1998
boys and girls are dressed differently and given different toys from a young age
27
DEA and gender socialisation BYRNE 1979
boys are encouraged to be strong and tough, whilst girls are encouraged to be neat, clean and tidy
28
DEA and gender socialisation ELWOOD 1998
boys read hobby books and information books, whilst girls read stories about other people
29
DEA and subject choice
- girls choose english and boys chose maths (gendered subject images, gendered career opportunities, gender identity and peer pressure)
30
DEA and gendered subject images SKELTON ET AL 2007
boys and girls were drawn to subjects that fit with their gender
31
DEA and gendered subject images COLLEY 1998
computer studies is similar to working with machines (male domain) girls are put off by this teaching style
32
DEA and gendered subject images LEONARD 2006
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
33
DEA and gender identity / peer pressure PAECHTER 1998
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'
34
DEA and ethnicity STRAND 2010
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
35
ethnocentric racism
based on the worldwide view of one culture and devalues other cultures
36
DEA and ethnicity (internal factor: ethnocentric curriculum)
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.
37
DEA and ethnicity (internal: labelling and teacher racism) GILLBORN & YOUDELL 2000
teachers quicker to discipline black pupils than those with the same behaviour. racialised expectations - behaviour misjudged as threatening and is negatively responded to.
38
DEA and ethnicity (internal: labelling and teacher racism) STRAND 2012
teachers judge ability based on behaviour black pupils seen as disruptive - end up in lower streams
39
DEA and ethnicity (internal: labelling and teacher racism) WRIGHT 1992
believed asian pupils lower levels of english = left them out of discussions see asian pupils as a problem they could just ignore
40
DEA and ethnicity (internal: criticisms)
does not always lead to a self fulfilling prophecy need to look at how the system is institutionally racist
41
DEA and ethnicity (external: A Level/GCSE results)
chinese and indians - above average pakistani, bangladeshi & afro caribbeans underachieve
42
DEA and ethnicity (internal: pupil response and subcultures) MARY FULLER
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
pupil identities (boys) FORDE et al 2006
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
ARCHER'S 'nike' identities (school processes)
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
how can school processes affect identity? w/c gain status by:
wearing makeup - adopting to hyper heterosexual feminine identity having a boyfriend outspoken, questioning teachers authority
46
how school processes affect identity conflict with the school:
too much makeup/jewellery - distracting behaviour boyfriend - lowers expectations either reject w/c identity or the values of school
47
DEA internal factors - interactionists & labelling BECKER 1971
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
DEA internal factors - interactionists & labelling DUNNE & GAZELEY 2008
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
labelling > self-fulfilling prophecy CRITICSIMS
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
DEA internal factors - interactionists & labelling WILLIS - anti school subculture
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
1944 education act
main goal = equality of opportunity - based upon the idea of meritocracy
52
education act 1944 division of education in 4 stages
primary= compulsory - ages 5-11 secondary= compulsory - ages 11-15 further= optional - ages 15+ higher= optional- ages 18+
53
education act 1944 introduction of tripartite system
grammar schools secondary schools technical schools = taught engineering and mechanical skills supposed to have similar standards and considered equal 'parity of esteem'
54
education act 1944 11+ examination
20% grammar schools 70% secondary 7% private 5% technical
55
education act 1944 problems of the tripartite system
never provided 'equal opportunity for all' w/c disadvantaged - can't afford tutoring grammar - seen as prestigious secondary - inferior / low status
56
the comprehensive system of secondary education
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
streaming - comprehenisve schools
most CS organised classes by ability. links between social class and achievement - higer streams were dominated by m/c pupils
58
neoliberal / new right criticisms on comprehensive schools
- 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
neoliberal / new right criticisms on comprehensive schools - monopoly
- state schools had a monopoly
60
labour policies 1997 - 2010 ACADEMIES
meant to support failing comprehensive schools in low income areas. having more freedom and independence is thought to 'raise standards'
61
features of academies
- 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
labour policies 1997 - 2010 SURE START 1999
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
labour policies 1997 - 2010 EDUCATION MAINTENANCE ALLOWANCE 2004
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
labour policies 1997 - 2010 TUITION FEES FOR UNI
government pays fees upfront but students pay the money back
65
coalition government 2010 - 2015
influenced by the new right view wanted to reduce the role of state in education and create an education market
66
coalition government policies 2010 - 2015 CUT TO EMA
cut in 2010
67
coalition government policies 2010 - 2015 FREE SCHOOLS
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
coalition government policies 2010 - 2015 REFORM TO EXAM SYSTEM
AS & A level became two free standing qualification GCSEs, AS & A levels assessed through exams and have had majority of coursework removed
69
coalition government policies 2010 - 2015 TUITION FEES INCREASED
unis allowed to charge up to £9000 a year
70
coalition government policies 2010 - 2015 PUPIL PREMIUM
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
coalition government policies 2010 - 2015 NEW STYLE ACADEMIES
all state schools encouraged to become independent academies, free from local authority. academies receive funding directly from the government
72
analysing social policy - BALL, BOWLES + GERWITZ
- 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
analysing social policy CRITICISM
new right perspective - marketisation of education has helped raise educational standards
74
analysing educational policy: coalition government
- 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
effects of education policy on s.c, ethnicity & gender EQUALITY ACT 2010
protects people from discrimination in schools, employment and wider society
76
effects of education policy on s.c, ethnicity & gender NATIONAL CURRICULUM
allowed more freedom of subject choice without being discriminated against
77
effects of education policy gender
coursework removal - negatively impacted girls equal pay act - encourages girls to work hard GIST/WISE - get girls into stem subjects.
78
marketisation
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
effects of marketisation of education TOUGH & BROOKES 2007
- 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
analysing educational policy LABOUR
marketisation policies continued and policies introduced were aimed to reduce social inequality
81
analysing educational policy labour GEOFF WHITTY
ema encouraged w/c pupils to stay in education till 18 BUT tuition fees - prevent w/c from pursuing higher education.
82
TOUGH & BROOKES 2007 - 'covert selection'
schools make long applications and expensive uniforms to disadvantage w/c. m/c have sufficient cultural capital so they can complete the applications
83
privatisation of education
ownership is transferred from the government to private companies
84
privatisation of education - STEPHEN BALL
education have become a source of profit - 'education service industry'
85
criticisms of privatisation of education
- 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
vocational education
training for a specific job role or skill - public services - hair and beauty
87
aims of vocational education
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
general national vocational qualification 1995
qualification in general area alternative to academic qualification (a level) can progress into career or uni
89
how has globalisation affected education policy
free schools - based off scandinavian schools additional funding for maths and science as we ranked lower than other nations
90
3 features of marketisation
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
3 elements of quality control (marketisation)
national curriculum ofsted inspections publication of performance tables such as exam results
92
positives of privatisation of education
more efficient more parental choice profit making might induce companies to support failing schoolss
93
negatives of privatisation of education
takes money from the education system business goes out of business - leaves school stranded less equality
94
marketisation policies (tory govt 79-97)
league tables funding formula open enrolment
95
raising standards policies (tory govt 79-97)
ofsted national curriculum national testing
96
marketisation policies (labour govt 97-2010)
business sponsored academies specialist schools
97
raising standards policies (labour govt 97-2010)
class size cap 5-7 year olds business sponsored academies education action zones
98
marketisation policies (coalition govt 10-15)
new style academies free schools
99
raising standards policies (coalition govt 10-15)
pupil premium reform of curriculum reform of exam system tougher performance targets for schools

sociology (6 decks)

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