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Sociology - Education > Paper 1 Sociology AQA A-Level > Flashcards

Paper 1 Sociology AQA A-Level Flashcards

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1
Q

Four functions of Education, according to Functionalism:

A
  • Socialisation and social solidarity
  • Bridge between family and society
  • Developing Human Capital
  • Role Allocation
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2
Q

Function 1: Socialisation and social solidarity- DURKHEIM

A

Education system meets demands of society by passing on culture and values within society, through hidden curriculum and PSHCE lessons. Improves social solidarity as they are taught the values of society.

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3
Q

Function 2: Bridge between family and society- PARSONS

A

Schools provide links between society and family so they move from an ascribed status and paturalistic values to meritocratic and the univeralistic values of wider society.

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4
Q

Function 3: Developing Human Capital-SCHULTZ

A

Educational investment benefits wider economy. It provides a qualified and flexible workforce. Education makes sure best and most qualified people end up in highly skilled roles.

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5
Q

Function 4:Role allocation-DAVIS AND MOORE

A

Education system provides means to selecting and sifting people into social hierarchy. Power, wealth and status directly linked to educational achievement in meritocratic society.

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6
Q

Two Evaluation points for Socialisation and social solidarity

A

-Ignores dysfunctional aspects of education e.g. negative conflict
- Myth of meritocracy yet there is private education systems

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7
Q

Two Evaluation point for Bridge between family and society

A
  • Marxists: Hidden curriculum: Reinforces social inequality and maintains ruling class ideology
  • Feminists: Hidden curriculum: Maintains and reinforces patriarchy not meritocracy
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8
Q

Evalution point for Developing human capital

A

Wong: Functionalists assume children are passive puppets of socialisation but process complex and they ignore pupil-teacher relationships

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9
Q

Evaluation point for role allocation

A

Weak link between educational achievement and economic success

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10
Q

New Right view of education

A

State takes too much of a crucial role in education and marketisation would raise standards.

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11
Q

What does the New Right say school should do?

A

Schools should compete with one another and parents and pupils should be seen as consumers.

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12
Q

Chubb and Moe

A

Competition would lead to raising educational standards. Necessary for schools to attract their ‘customers’ by being successful and popular.

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13
Q

One example of New Right influence in educational policy making

A

> 1980 Vocational Education
1988 Education Reform Act:
* League Tables
* OFSTED
New Labour: Academies
Coalition Government:
* Free schools
* Education privatisation

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14
Q

Four functions of Education, according to Marxists:

A

> Reproducing social inequality
Legitimising social inequality
Correspondence principal
Myth of Meritocracy

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15
Q

Function 1: Reproducing social inequality-ALTHUSSER

A

Private education prepares elite children for positions of power.
Hidden curriculum shaped to assist M/C achievement deterring W/C

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16
Q

Function 2: Legitimising social inequality- ALTHUSSER

A

M/C has access to cultural and economic capital putting them at an advantage.
Education encourages students to accept capitalist values through hidden curriculum

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17
Q

Function 3: Correspondence principal- BOWLES AND GINTIS

A

Schools mirror world of work to prepare for manual labour e.g. discipline and consequences

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18
Q

Function 4: Myth of meritocracy- BOWLES AND GINTIS

A

Schools discriminate in favour of M/C.
Hidden curriculum lower W/C ambitions

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19
Q

Evaluation of Marxists: Giroux (Neo-Marxists)

A
  • Reject view that w/c are passive accept position to become compliant workers.
  • Existence of anti-school subcultures, truancy and exclusion suggest both the hidden curriculum and correspondence principal have failed
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20
Q

Evaluation of Marxists: Social Democratic

A

Marxists exaggerate effect education has on working class educational achievement. Policies such a comprehensivisation have improved chances from working class.

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21
Q

Evaluation of Marxists: Neo-Liberals

A

Saunders claims middle-class educational success is due to biological differences

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22
Q

Evaluation of Marxists: New Right

A

Chubb and Moe argue Marxists fail to see how education has failed all social groups. They believe education has failed to equip students with necessary skills in global market place.

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23
Q

Evaluation of Marxists: Postmodernism

A

They fail to acknowledge education reproduces diversity rather than inequality. Morrow and Torres claim students create own identities rather than being constrained by traditional structures like class.

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24
Q

1988 Education Reform Act

A

All schools teach same core curriculum.

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25
Q

Evaluation of 1988 Education Reform Act

A

Not suitable for all, it suits the ‘academic’ pupil more.

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26
Q

1965 Comprehensive Education Act

A

Got rid of 11+ exam and all students would get equality
One school for all

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27
Q

Evaluation of 1965 Comprehensive Education Act

A

Large comprehensive schools so lack individual attention.

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28
Q

School Admissions Code

A

Forbids discrimination in pupil admittance on the basis of socio-economic backgrounds/ability

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29
Q

Evaluation of Schools Admissions Code

A

Covert selection still takes place -> Postcode Lottery

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30
Q

Policies that improve inequality in certain circumstances

A

Pupil premium: additional funding in schools for students from poor socio-economic backgrounds.
Compensatory education

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31
Q

Evaluation of Policies that improve inequality in certain circumstances

A

Kerr and West- Too many external factors that impact achievement.

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32
Q

3 types of selection

A

Selection:
by ability e.g. entrance tests
by aptitude e.g. talents
by faith

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33
Q

Marketisation policies under the Conservative government (1979-97)

A

League Tables
Local Management Schools
Funding Formula
Open Enrolment

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34
Q

Raising standards policies under the Conservative government (1979-97)

A

Ofsted
National Curriculum
National Testing

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35
Q

Marketisation policies under the Labour government (1997-2010)

A

Business sponsored Academies
Specialist schools

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36
Q

Raising standards policies under the Labour government (1997-2010

A

Maximum class sizes for 5 -7 yr old
Building Schools for the future program
Education Action zones
Business sponsored Academies

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37
Q

Marketisation policies under the Coalition government (2010-15)

A

New Style Academies
Free Schools

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38
Q

Raising standards policies under the Coalition government (2010-15)

A

Pupil Premium
English Baccalaureate
Reform of the National Curriculum
Reform of the Exams system
Tougher performance targets for schools

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39
Q

3 features of marketisation

A

independence, competition, choice

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40
Q

3 elements of quality control

A

OFSTED, Publication of performance tables, National curriculum

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41
Q

Positives of privatisation in education

A

More efficient
More choice for parents
Profit making might induce companies to support failing schools

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42
Q

Negatives of privatisation in education

A

Takes money from the education system.
Business go out of business -leave schools stranded.
Less equality

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43
Q

Evaluation of Marketisation and Raising standards policies: Myth of Parentocracy

A

Parents do not have equal freedom to choose the schools which their child attends due to covert selection process, postcode lotteries in catchment areas, Middle class parents have much more freedom in choice due to their cultural capital, higher education and income.

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44
Q

Evaluation of Marketisation and Raising standards policies: Educational triage

A

Teachers tend to allocate more resources to the students who are on the C/D boarder line in order to achieve the 5 A* -C needed for the league tables thus ignoring those who are unlikely to achieve this.

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45
Q

Evaluation of Marketisation and Raising standards policies: Reduced quality control

A

Ofsted is not as independent as it appears with government and politicians interfering with the process by changing the standards and goal posts.

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46
Q

Evaluation of Marketisation and Raising standards policies: Dumbing Down

A

Marketisation and Raising standards policies: Dumbing Down
Due to the funding formula, schools need to retain and attract students in order to receive funding. Schools will therefore lead to the dumbing down of teaching and standards in order to retain students who might leave if they are pushed too hard or if the courses are too difficult.

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47
Q

Impact of globalisation on education

A

Increased competition for Jobs meaning that schools have to change the curriculum to meet new needs e.g. Computer Science.

Global ICT companies such as Apple and Google creating online resources and curriculums.

Increased multiculturalism in schools and decline of the ethnocentric curriculum

Increased competition between schools and universities for students.

Global rankings used to compare and contrast systems and raise standards.

Increased risk and safeguarding issues for schools -e.g. Cyber bullying, PREVENT and Anti Radicalisation.

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48
Q

What is the labelling theory?

A

Teachers often label pupil that has little to do with their actual ability or aptitude. They form an opinion of the student based on how close the students fit the ideal pupil. Becker suggests that teacher/ pupil interactions are based upon these labels and can lead to a self fulfilling prophecy where the students take on the label and act accordingly.

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49
Q

Evaluation of labelling theory

A

Deterministic
Focuses on the negative effects Labelling theory attributes too much importance to ‘teacher agency’ (the autonomous power of teachers to influence and affect pupils)

50
Q

Reaction to labelling theory

A

Self fulfilling prophecy (act upon label)
OR
Rejection of the label -Margaret Fuller’s (1984)

51
Q

Bernstein: Restricted Speech Code

A

W/C
Limited vocab
Short unfinished sentences
Grammatically simple
Context bound

52
Q

Bernstein: Elaborated Speech Code

A

M/C
Wide vocab
Grammatically complex Varied and abstract
Context free

53
Q

Rosenthal and Jacobson

A

Fake IQ test given to students. Random 20% students identified as bright (bloomers), went back after a year and found that those students had made more progress then others.

54
Q

Rist- Tigers,Cadinals and Clowns

A

US Primary school study. Teacher used home background to group/segregate students. Tigers -Neat m/c, fast students.
Cardinals -W/C middling ability.
Clowns -W/C troublesome. Labels carried through later years

55
Q

Mac An Ghaill (1994)

A

The academic achievers: Seek to achieve academic success by focusing on traditional academic subjects such as English, maths & sciences.

The New Enterprisers: Rejected the traditional academic curriculum but were motivated to study subjects such as business and computing which they see as a route to economic success.

56
Q

Literacy (Internal factor for differences in educational achievement)

A

DfCSF(2007) argue that the ‘Gender gap’ is the result of poor literacy amongst males. Reading is seen as feminine activity as it is generally mothers who read with their children. Bedroom culture -Girls are socialised to talk and discuss which increases their vocab.

57
Q

Crisis of Masculinity (External factor for differences in educational achievement)

A

Due to globalisation (1980’s) decline in heavy industries e.g. iron and steel, engineering etc.
Mitsos and Browne-decline in male employment opportunities has led to ‘identity crises’

58
Q

Impact of Literacy in Educational achievement in gender

A

Lower vocabulary limits achievement through language code and the ability of students to express ideas coherently.

59
Q

Crisis of masculinity impact on educational achievement in gender

A

Results in belief that they will not get a ‘proper job’= low self esteem and motivation to get grades. Decline mainly in manual working class jobs, which didn’t need qualifications. Unlikely that disappearance of such jobs would impact on boys motivation to obtain qualifications

60
Q

Feminisation of Education(Internal factor for differences in educational achievement)

A

Schools don’t nurture masculine traits e.g. competitiveness and leadership, instead celebrate qualities such as attentiveness in class, methodical working.
Sewell- coursework should be replaced with exams and emphasis in outdoor education within the curriculum.

61
Q

Impact of Feminisation of education in educational achievement in gender

A

Boys become ‘bored’ with school

62
Q

Lack of Male Primary teachers(Internal factor for differences in educational achievement)

A

Teaching is a feminine profession, schools lack many ‘real’ men role models. This is especially critical at primary schools where women dominate.

63
Q

Impact of a lack of male primary teachers in educational achievement in gender

A

Explains why learning is seen as ‘girlie’ by many boys and not worth their time.

64
Q

Laddish Sub Cultures(Internal factor for differences in educational achievement)

A

Boys gain symbolic capital amongst peers, join anti-school subcultures. More disruptive -boys tend to get excluded more and seek status from exclusion. Doing well in school or asking for help leads to bullying and belief that they are weak.

65
Q

Impact of laddish subcultures on differences in educational achievement in gender

A

Exclusion from school leads to underachievement

66
Q

Over Estimation of Ability(External factor for differences in educational achievement)

A

Barber(1996) boys see themselves as more capable than they really are. Belief runs through to their GCSE exams where they fail to do as well as they imagined but blame everyone but themselves. Overconfidence to come from living in patriarchal society, men assume they will always succeed over women

67
Q

Impact of Over Estimation of Ability for differences in educational achievement in gender

A

Over confidence leads to lack of preparation for examinations and class work. Accepting responsibility is showing weakness.

68
Q

Raising Boys Achievement Project
(policy to improve boys achievement)

A

Focused on issues associated with the apparent differential academic achievement of boys and girls at key stage 2 and key stage 4 in schools in England.

69
Q

National Literacy Strategy
(policy to improve boys achievement)

A

Daily “literacy hour”
*The strategies have only ever been recommended, not compulsory

70
Q

Reading Champions

A

Uses male role models celebrating their own reading interests

71
Q

Playing for Success
(policy to improve boys achievement)

A

Initiative aimed to raise literacy, numeracy and ICT standards amongst demotivated KS2 and KS3 pupils by holding out-of-school-hours study support centres at football clubs and other sports grounds.

72
Q

Dad’s and Son’s
(policy to improve boys achievement)

A

Aimed at fathers of boys aged 11-14. Fundamentally, its aim is to increase dads’ involvement in their sons’ education

73
Q

Recruitment of Male teachers
(policy to improve boys achievement)

A

Recruitment events at universities across country, targeted particularly at male students in STEM subjects.

74
Q

Feminism

A

‘Feminist Movement’ has improved rights of women ,raising expectations & self-esteem/ motivation of women. Women no longer bound to the ‘Mother/ Housewife Role’.

75
Q

Impact of Feminism

A

Sharpe- Increased employment opportunities, females have become extremely ambitious & aim for ‘high professions’ such as Doctors & Solicitors.
More role model who ‘have it all’

76
Q

Changes in the Family

A

Primary Socialisation: Perhaps traditional ‘Female’ socialisation is more suited to education than typical

‘Male’ socialisation -Bedroom Culture. More lone parents families headed by women and duel earning families raises girls aspirations.

77
Q

Impact of changes in family

A

Bedroom culture -quiet, reading, submissive attitudes which are favoured in schools →ideal pupil

78
Q

Changes in Women’s employment

A

Mitsos & Browne (1998) highlight how the growing Service Sector/ Economy has created more ‘feminised’ career opportunities for women e.g. in Health Care, Hospitality, Teaching, Clerical, Childcare professions.
Equal pay act etc open up more opportunities for girls in

79
Q

Impact of changes in women’s employment

A

The changes have encouraged girls to see their future as more than housewives and mothers but having greater career opportunities and financial independence. Aspirations to get these job push girls to do well in education in order to achieve these career goals.

80
Q

Changing Girl’s Ambitions

A

Decline of traditional gender roles -Stay at home Dads, duel earning families. Individualisation
Beck and Beck Genshiem: Independence is highly regarded in modern society in order to gain recognition and status.

81
Q

Impact of changing girl’s ambitions

A

In order to achieve the desired goals of independence and self sufficiency girls now recognise the need for good education. Educational success becomes a central tenant to girls identity.

82
Q

Three external factors for differences in educational achievement between different ethnic groups

A
  • Cultural Deprivation
  • Racism in Wider Society
  • Material Deprivation
83
Q

Language (CULTURAL DEPRIVATION)

A

Many ethnic minority groups (particularly Black, low-income groups), lack adequate stimulation & linguistic development through their socialisation.

84
Q

Language- BOWKER (CD)

A

Lack of standard English creates a huge barrier to UK education.

85
Q

Evaluation of Language

A
  • Bollard and Driver argue that language problems cease to be a problem at the age of 16.
  • Swan Report found that language differences had little impact on achievement
86
Q

Family Structure and Parental Support-MOYNIHAN (CD)

A

Found that many black families are headed by a lone mother, leading to lower achievement of black boys due to lack of male role model

87
Q

Family Structure and Parental Support-HALL(CD)

A

Impact of Slavery means much of the Black culture has been lost. So are less likely to integrate & assimilate with White M/C UK.

88
Q

Family Structure and Parental Support- DRIVER AND BALLARD(CD)

A

Asian families have ‘Pro-School’ attitude. Asian families are rarely lone parents families they offer a bigger support network for children.

89
Q

Evaluation of Family Structure and Parental Support

A

Keddie argues that a child cannot be deprived of their own culture, CD is a myth and victim blames

90
Q

Attitudes and Values (Cultural Deprivation)

A

Different ethnic groups are socialised into different attitudes & values.

91
Q

Attitudes and Values-ARNOT(CD)

A

Media has created negative anti-school role model for Black pupils in particular which he describes as ‘the Ultra-Tough Ghetto Superstar ‘ reinforced through rap lyrics & MTV videos.

92
Q

Evaluation of Attitudes and Values

A

Driver states ethnicity can be an advantage in the education system e.g. Afro-Caribbean girls do incredibly well in school

93
Q

Material Deprivation

A

Many minority ethnic groups are victims of racism in wider society, face direct or indirect discrimination at work or in the housing market, and in turn, they may be in low paid jobs or unemployed.

94
Q

SWANN REPORT(MD)

A

Social Class differences account for a high proportion of differences in achievement between ethnic groups.

95
Q

FLAHERTY(MD

A

15% of minority groups live in overcrowded homes (2% for Whites).
Africans, Pakistanis & Bangladeshis are 3X more likely to be unemployed than Whites.

96
Q

Evaluation of Material Deprivation

A

Paradoxical argument, cannot tell us if these groups underachieve within education because they are working class, or if they end up being working class because other factors lead them to fail within education.

97
Q

MASON (RWS)

A

‘Discrimination is a continuing & persistent feature of the experience of Britain’s citizens of minority ethnic origin’.

98
Q

REX (RWS)

A

Racism leads to social exclusion and poverty. Evident in housing, employment & education. Racism leads to discrimination both inside & outside the classroom.

99
Q

NOON (RWS)

A

sent identical letters to 100 top UK companies but alternated between the names evan and patel, replies to white candidate were more helpful and informative

100
Q

Evaluation of Racism in Wider Society

A

Conscious attempts to include BAME in media. Rooney rule meant they are getting more BAME in managerial positions.

101
Q

Three internal factors for differences in educational achievement between different ethnic groups

A
  • Labelling (L)
    -Pupil Responses and Subcultures (PRS)
    -Institutional Racism (IR)
102
Q

Racialised Expectations-GILLBORN AND YOUDELL(L)

A

Expectations of black pupils, teachers expected more discipline problems and interpreted behaviour as threatening. Black pupils were more likely than others to be punished for the same behaviour as white pupils

103
Q

Discipline-OSLER (L)

A

Black students are more likely to be officially and unofficially excluded. They are more likely to be in Pupil Referral Unit excluding them from mainstream education.

104
Q

Discipline-BOURNE (L)

A

schools see black boys as a threat leading to negative labelling and exclusion.

105
Q

Setting and Streaming-FOSTER (L)

A

Stereotypes of black students could result in them being put in lower sets and lead to self fulfilling prophecy of under achievement.

106
Q

Asian Pupils- WRIGHT (L)

A

Asian students also suffer labelling ,teachers hold ethnocentric views. Leaving them out of discussions or using childish language when speaking to them leading to marginalisation.

107
Q

Evaluation of Labelling

A

Not all students that are labelled become a self fulfilling prophecy and fail. Evident in Fullers study some students reject their label and succeed. Teacher racism can still limit students opportunities

108
Q

Rejection of Labels- FULLER (PRS)

A

Group of black girls in year 11 in a London Comprehensive who were in lower streams yet were achieving highly .Girls didn’t conform to all values of school (e.g. respect for teachers) but did value educational success.

109
Q

Failed Coping Strategies- MIRZA(PRS)

A

Mirza highlights some pupils are not able to develop coping strategies when faced with teacher racism & labelling. Black girls would avoid these teachers by being selective about who they asked for help, getting on with their own work in lessons without taking part, avoiding certain options to avoid the teachers. This puts them at a disadvantage by restricting their opportunities therefore causing under-achievement.

110
Q

Boys Responses to racist stereotypes- SEWELL(PRS)

A

The Rebels -Most influential group but still minority. Rejected values of school & opposed the school by joining a peer group. These reinforced the negative stereotypes of ‘Black Machismo’ .
The conformists -The majority of Black pupils accepted the values of the school & were eager to succeed.
The Retreatists -A small minority who isolated & disconnected with peer group subcultures & the school. These kept a low profile
.The Innovators -Second largest group who were pro-education but anti-school. They distanced themselves from ‘Conformists’ enough to keep credibility with the ‘Rebels’ whilst valuing education success.

111
Q

Evaluation of Pupil Responses and Subcultures

A

External factors e.g. lack of male role model play a key role in educational achievement

112
Q

Critical Racism Theory- RAITHMYER (IR)

A

Institutional racism is locked in inequality so large and historical that it is no longer a conscious though.

113
Q

Critical Racism Theory- GILLBORN (IR)

A

Racism so ingrained in education that is now inevitable.

114
Q

Marketisation and Segregation-GILLBOURN (IR)

A

Marketisation allows for more covert selection to take place which can lead to segregation.

115
Q

Marketisation and Segregation-COMMISSION FOR RACIAL EQUALITY (IR)

A

Covert selection procedures led to EM students more likely to be in unpopular schools.

116
Q

Ethnocentric Curriculum-TRONYA AND BELL (IR)

A

Lack of teaching of Asian languages

117
Q

Ethnocentric Curriculum-BALL(IR)

A

Little Englandism, National Curriculum ignores Black and Asian history

118
Q

Assessment-GILLBOURN (IR)

A

System is rigged to validate the dominate culture superiority.

119
Q

Assessment- SANDERS AND HORN (IR)

A

Changing from written tests to teacher assessment led to black students underachieving.

120
Q

Evaluation of Institutional Racism

A

School selection policies are not the only cause of segregation. It can be the result of active choice by parents.

Sociology - Education (3 decks)

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