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CGP Sociology > Section Two- Education > Flashcards

Section Two- Education Flashcards

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1
Q

What’s Functionalism in education?
(Core values,appropriate jobs,economy)

A

Secondary socialisation passes core values.
Education shifts and sorts people for appropriate jobs
Education teaches skills needed for work and by the economy.
Allocation function.

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2
Q

What’s Durkheim education?
(Norms/values, integrate,cohesion)

A

Education passes norms and values to integrate individuals into society, creates social order based on cohesion, value consensus, strengthen social solidarity.

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3
Q

What’s the Functionalist perspective on education?
(Meritocratic,talent/effort)

A

Education’s meritocratic, social rewards allocated by talent/effort than born into a position, ascribed status.

Talent+motivation+equal opportunity=qualifications and a high position in society

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4
Q

Marxists say education legitimises inequality through ideology?
(Prepares work,skills/values,ruling class)

A

Education prepares children for world of work, teaches skills/ values employers need.
Also, passes ruling class ideology, supports capitalism.
Legitimises inequality

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5
Q

Marxists say education legitimises inequality through ideology, Bowles and Gintis (1976)?
(Correspondence, hierarchy,grades)

A

Correspondence between pupil experiences in school and adult work.
Taught to accept hierarchy, motivated by grades.

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6
Q

Marxists view education as legitimises inequality through ideology?
(Capitalist ideology)

A

Education passes on capitalist ideology

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7
Q

Althusser a neo-Marxist say education legitimises inequality through ideology?
(Capitalism,legitimise inequality,docile)

A

Educations a tool in capitalism, legitimises inequality as seen fairly but not.
Docile, obedient work force, no challenging authority

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8
Q

What are the similarity’s between Functionalist and Marxist?
(Picture,interaction,work/economy)

A

Look at the bigger picture, ignore social interaction except Willis. Educations linked to work/economy.

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9
Q

What are the differences between Functionalist and Marxist?
(Inequality,meritocracy,reproduce)

A

inequality’s different.
Functionalists, education passes meritocracy and better themselves.
Marxists, education helps reproduce and legitimise inequality.

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10
Q

What are the criticisms of Functionalism?
(Lack graduates,failing employers)

A

Education system doesn’t prepare people for work, lack of engineering graduates, educations failing what employers/economy needs.

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11
Q

What are the criticisms of Marxism?
(Passive victims,obedience,resist)

A

Assumes people are passive victims, exaggerates W/C are disclosed into obedience, Willis showed how students resist this theory.

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12
Q

Feminists say Education systems patriarchal?
Hidden curriculum,gender,position)

A

Hidden curriculum reinforces gender differences. Gender stereotyping.
Girls performing higher than boys but get less attention. Men dominate top positions in school head teacher, deputy head.

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13
Q

Liberal Feminists say Education systems patriarchal?
(Equal education)

A

want equal access to education for both sexes.

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14
Q

Radical Feminists say Education systems patriarchal?
(Men bad influence, female centred)

A

believe men are a bad influence, want female centred education for girls.

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15
Q

Marxist Feminists say Education systems patriarchal?
(gender inequality, class/ethnicity)

A

want to consider gender inequalities combined with inequalities of class/ethnicity.

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16
Q

What’s the Hidden curriculum?
(Social norms, school,rewards)

A

Social norms are values passed on from school, dressing smartly, turning up on time and working hard to achieve rewards. Needed for adult life.

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17
Q

What’s the Labelling theory, teachers create self-fulfilling prophecy?
(Character, troublemaker, bright spark)

A

Deciding a character of others and treating them accordingly whether fair or not.
“Troublemaker” disciplined more harshly.
“Bright spark” given encouragement to help succeed further.

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18
Q

What’s the Label theory, Gillborn and Youdell (2000)?
(black, disciplined, low expectations)

A

Gillborn and youdell (2000) found black pupils are more likely to be disciplined than white peers for same behaviour, low expectations for black pupils.

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19
Q

What’s Streaming?
(Class, all/most subjects)

A

Sorting students into classes according to ability, stay in these for all/most of subjects.

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20
Q

What’s Setting?
(Class, subject-to-subject)

A

Students sorted into classes according to ability, on a subject-by-subject basis.
Student could be in top class for maths and the lowest for music.

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21
Q

What’s Mixed ability?
(Class, high/lowest students)

A

Students sorted into classes that aren’t based on ability, highest/lowest achieving students taught together.

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22
Q

What’s Setting and streaming, Ball 1981?
(high expectations, high ability, lower class suffered)

A

Ball (1981) Found teachers had high expectations for highest ability classes, reduced attention.
Lower classes suffered negative labelling performed poorly.

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23
Q

What’s Subculture?
(Share ideas/behaviours, mainstream culture)

A

Group who share ideas/ behaviours patterns different from mainstream culture.

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24
Q

What’s Pro-school subculture and Mac An Gmail (1994)?
(Academic achievers M/C)

A

Mac An Ghaill (1994) Academic achievers who were mainly M/C, pursing success through traditional A-level subjects.

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25
Q

What’s Anti-school subculture?
(Values, norms, rules school)

A

students who don’t agree with the values, norms, rules, of the school.

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26
Q

What’s streaming and Lacey (1970)?
(Grammar school, labelled bright, bottom stream failures)

A

Lacey (1970), Study in a grammar school, selected pupils labelled “bright” at age 11, bottom stream pupils formed anti-school subculture, labelled failures.

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27
Q

What’s Ethnicity in education and Fuller (1984)?
(Black girls,Comprehensive school, teachers racist, formed subculture)

A

fuller (1984), Study of black girls in year 11 at a comprehensive school, they were high ability but teachers were racist, worked for own approval. Formed a subculture, worked alone, succeeded.

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28
Q

What’s Social class in education and Willis (1977)?
(Disrespected, gain respect, W/C, manual jobs)

A

Willis (1977), Found the ‘lads’ disrupted lessons to gain respect from peers. Boys were W/C and likely to get manual jobs, see school as useless.

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29
Q

What’s Gender achievement in education?
(Girls results boys)

A

Girls get better results in education than boys.

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30
Q

Does Social class affect educational achievement?
(Professional backgrounds, higher education, M/C study)

A

Professional backgrounds enter higher education.
M/C study for A levels whereas W/C don’t.

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31
Q

Eysenck (1971)
(socio-economic groups,IQs)

A

States different socio-economic groups have different relative IQs but controversial, difficult to know potential IQ differences would be more important for achievement.

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32
Q

What are Labelling factors,Becker and Keddie (1971)?
(Negative labelling, failure, ideal pupil)

A

Becker and Keddie (1971), Negative labelling leads to self-fulfilling prophecy of failure. state teachers compare pupils to an imaginary ‘ideal pupil’ by their S/C.

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33
Q

What are Streaming factors and theorist?
(Top streams, higher S/C)

A

Ball (1981), pupils in top streams are from a higher S/C.

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34
Q

What are Subculture factors?
(Negative labelling, anti-school subculture, non-conformist W/C)

A

Negative labelling low status pupils form anti-school subcultures. Woods (1983) states non-conformist reactions come from W/C pupils

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35
Q

How does Material deprivation affect achievement?
(Economic poverty, low achievement)

A

Theory- Economic poverty’s a big factor in low achievement in school.

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36
Q

Material deprivation affect education, Douglas (1964)?
(Unsatisfactory conditions, lower ability tests)

A

Douglas (1964), Children in unsatisfactory living conditions (poor housing, lack of nutritious foods, overcrowding) didn’t do well in ability tests compared to kids with comfortable backgrounds.

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37
Q

How does Cultural deprivation affect achievement theory?

A

W/C culture/parenting aren’t aimed at educational achievement.

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38
Q

How does Cultural deprivation affect education, Douglas (1964)?
(Parental interest, M/C parents evening, W/C shifts)

A

Douglas (1964), Thought level of parental interest was the most important factor, M/C parents attending open evenings. W/C dont, working shifts.

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39
Q

How does class effect attitude to education and theorist?
(Non-manual study, manual immediate gratification)

A

Sugarman (1970) pupils from non-manual backgrounds have different outlooks ambitious, invested time studying. Manual backgrounds lived for immediate gratification.

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40
Q

What are the Material and cultural deprivation theories?
(Ignore W/C value education, Ethnocentric can’t measure)

A

Cultural- differences between M/C and W/C but ignores W/C who value high education, assume they no culture.
Ethnocentric method is unsound, attending parents evening isn’t a good way to measure interest.
Ethnocentric- prioritising values and culture of a particular group

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41
Q

What are the Differences in achievement, Bernstein (1970)?
(W/C restricted code, M/C elaborated code, W/C disadvantage)

A

Bernstein (1970)-W/C pupils in East London weren’t comfortable with style of language in schools.
Restricted code, less formal words.
M/C used same and elaborated code as teachers, wordy style of speech. W/C at disadvantage.

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42
Q

What are the Differences in achievement and theorist?
(M/C cultural capital, expectations from parents)

A

Bourdieu (1971,74) M/C at a advantage due to cultural capital, right language, skills, knowledge and attitudes.M/C
more cultural capital, more successful in education, W/C don’t have access to cultural capital.
Cultural reproduction, M/C families pass on cultural capital and expectations from parents.

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43
Q

What are the Problems with Bernstein’s theory?
(W/C speech wrong, just different)

A

Variations within M/C and W/C, different sections ,vary in how they use elaborated code“posh language” of teachers

Sociologists have developed ideas that W/C speech patterns are inferior or ‘wrong’, controversial Labov (1973) thinks elaborated code’s just different.

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44
Q

What are the Problems with Bourdieu’s theory, Halsey et al (1980) ?
(Material factors stops education)

A

Halsey et al (1980) found material factors are important. Lack of money stops kids staying on at school or going to university.
Not all W/C students fail, if they don’t have cultural capital.

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45
Q

Ethnic groups levels of achievement?
(

A

Chinese pupils are highest achievers in GCSE.
Indian pupils Ledford above national average.
Students from mixed ethnicity households Oxford above national average at GCSE
Black female/Asian malehighest rates of students entering higher education.

46
Q

What are Social and economic factors of achievement?
(Intelligence inherited, not test brains of knowledge)

A

Intelligence is inherited, underachieve due to inherited low IQ.
But can be biased, ask things that aren’t a test of brains but cultural knowledge.
Swann Report (1985) took into social and economic factors, no significant difference between ethnic groups.

47
Q

What ethnic groups have Lower levels of achievement?
(Fewer black pupil GCSEs, Roma not higher education)

A

Fewer black pupils get 5 A*-C passes at GCSE than other major ethnic groups.

Roma,white and Bangladeshi pupils are least likely to continue in higher education.

48
Q

What’s Labelling theory Gillborn (1990)?
(Teachers expectations, label black pupils, challenge, Asians high expectations)

A

Teachers have different expectations of different ethnic minority groups, found teachers negatively label black pupils.
African-Caribbean pupils seen as challenge to school authority, likely to be excluded. Gillborn calls it ‘myth of the black challenge’.
High expectations of Asians, self-fulfilling prophecy of success. Negative labelling=self fulfilling prophecy of failure

49
Q

What’s the School curriculum?
(Ethnocentric, M/C culture, European languages, history)

A

Seen as ethnocentric, fit mainstream, white, M/C culture better than others. Also, Europe centred. Languages in the national curriculum are mainly European, Mandarin Chinese being taught more, kids learn French and German. Assemblies, school holidays and history lessons don’t fit the history or culture of particular groups.

50
Q

What’s Institutional racism, Wright (1992)?
(Policies, discriminate, Asian girls, African-caribbean)

A

British education as ‘institutionally racist’, policies and attitudes intentionally discriminate against ethnic minority groups. Found staff were committed to equal opportunities Asian girls got less attention, told off for wearing a headscarf if not school uniform.
African-Caribbean boys more likely to be punished and sent out of class.

51
Q

What are Prejudice factors in education?
(Black pupils inferior, black girls High aspirations, achievement)

A

Lead to low self esteem for ethnic minorities. Coward (1971) stated black pupils made to feel inferior in British schools.
However, Mirza (1992) found black girls had a positive self esteem and high aspirations. Unwilling to ask for help or unwilling to choose certain subjects affected achievement.

52
Q

How does Cultural deprivation affect achievement factors outside school, Driver and Ballard (1981)? (1)
(Asians, peers, accent, low sets)

A

Asian children whose first language not English were as good at English as peers by 16. Having an accent makes teachers assume their English isn’t good, put into lower sets, negative labelling.

53
Q

How does Cultural deprivation affect achievement factors outside school,Driver and Ballard (1981)? (2)
(Parental expectations, increase achievement)

A

Close-knit extended families and high parental expectations increase levels of achievement in Asian communities.

54
Q

How does Cultural deprivation affect achievement factors outside school, Archer and Francis (2006)?
(Chinese parents, education important, increase achievement)

A

Chinese parents saw education hugely important, created desire for achievement in Chinese families.

55
Q

How does Cultural deprivation affect achievement factors outside school?
(Divorce/single parent, still involved)

A

High levels of divorce and single-parenthood in African-Caribbean households results in material deprivation. Parents who don’t live with children are involved in children’s lives after divorce.

56
Q

How does Ethnicity with material deprivation affect achievement?
(Swan report, socio-economic, African-Caribbean achievement)

A

Swann report found socio-economic was a factor in African-Caribbeans achievement.

57
Q

Ethnicity with material deprivation affects achievement
(Pak, Bang, Afr-Car L/C positions, routine occupation)

A

Pakistani, Bangladeshi and African-Caribbean groups more likely to be in lower class positions. Routine occupations(cleaners and labourers). Poor housing and material deprivation.

58
Q

What are Lower class positions in education?
(Ethnic minority, low paid job, barriers promotion)

A

Prejudice in society contributes to lower class positions. Joseph Rowntree foundation found ethnic minority workers in low-paid jobs face barriers to promotion.

59
Q

What are Higher class positions in education?
(chi,Afr-As,ind, H/C positions)

A

Chinese, African Asian and Indians more likely to be in higher class positions, less likely to experience material deprivation.

African Asians-Indians who’ve lived in Kenya and Uganda then moved to Britain in 1970s.

60
Q

What percentage of pupils at end of KS4 entitled to free school meals 2012-2013?

A

Bangladeshi-38.5%
Pakistani-28.0%
Indian-9.7%
Chinese-7.4%

61
Q

What’s Gender and differential educational achievement?
(girls better results)

A

Girls get better results in primary school and national curriculum tests.
Girls get better results in nearly every subject at GCSE.
Girls are more likely to pass A-levels.
More women than men go onto university.

62
Q

What are the Factors inside schools why females do better, Mitsos and Browne (1998) (1)
(Teaching’s feminised, primary, role models)

A

Mitsos and Browne (1998) say teaching has been feminised. Women more likely to be classroom teachers, in primary. Girls get positive role models.

63
Q

What are factors inside schools why females do better.? (2)
(National curriculum, ‘male’ subjects)

A

National curriculum forced girls to do ‘male’ subjects,girls chose science.

64
Q

What are Female problems at school and theorist?
(underachievement boys, masks problems, girls labelled)

A

Archer (2006), Current underachievement by boys masks continuing problems, high achieving Asian and Chinese girls negatively labelled as robots and incapable of independent thought.

65
Q

What are Factors outside school how females do better, Sue sharpe (1964)?
(Girls careers, role models, equal pay,

A

Sue sharpe (1964), Girls priorities have changed now want, careers and qualifications. Positive role models due to equal pay and sex discrimination act.

66
Q

Why boys under achieve?
(breadwinner decline, male unemployment, subculture)

A

Identity crisis, rise of female independence, decline of breadwinner role and rise in male unemployment leading to anti-school subculture.

67
Q

What’s Subcultures gender and achievement, Fuller (1980)?
(Afri-Car girls, subculture, labelling)

A

Fuller (1980), Studied a group of African-Caribbean girls in London who formed a subculture to prove negative labelling.

68
Q

What’s Gender and subject choice,Kelly (1987)? (1)
(Girls essay, boys technical, gender socialisation,

A

Kelly (1987), Girls choose essay-based A-levels like English. Boys-technical Physics. Influenced by gender socialisation, femininity and masculinity creates stereotypes.

69
Q

What’s Gender and subjects choice, Kelly (1987)? (2)
(Science masculine, male teachers, role models)

A

Kelly (1987), Science seen as a masculine subject, dominated by boys and more male teacher role models.

70
Q

What’s Gender and subjects choice in school?
(Physics exam)

A

2015, 28,500 boys and 7,787 girls entered an A-level physics exam.

71
Q

What’s the 1944 Education/Butler Act and 11+?
(

A

Before WW2 many couldn’t afford secondary education, so took 11+ exam(IQ test) end of primary.

72
Q

What are Grammar schools?

A

kids who passed 11+ and chose traditional subjects for university. 20% got in.

73
Q

What are Secondary modern schools?

A

Basic education, who failed 11+ 75-80%.

74
Q

What are Technical schools?

A

More vocational education for those with practical subjects.

75
Q

What’s the Tripartite system?

A

Aimed to improve education of all children.

76
Q

What are Tripartite system problems?

A

11+ culturally biased and suited M/C
Therefore, who failed labelled as failures

77
Q

Why did 1965 labour government make schools comprehensive?

A

Equal opportunity and same treatment.

78
Q

What are Positive aspects of comprehensive system?

A

80% of the school population don’t get labelled as failures.
High-ability still do well.
Low-ability do better than secondary moderns.

79
Q

What are Criticisms of comprehensive system?

A

Sort pupils into sets depending on tests, feel like a failure.
Schools in W/C areas have worse GCSE results than in M/C areas.

80
Q

What’s Comprehensive schooling?

A

Hasn’t achieved equality of opportunity, as it was designed to do.

81
Q

What’s Vocational Education, James Callaghan (1976)?

A

James Callaghan (1976), British education/industry was in a decline, school didn’t teach skills we need in work, called vocationalism.

82
Q

What are Vocational reforms?

A

Youth training schemes 1983- job training schemes for school leavers.
NVQs and GNVQs- practical qualifications.
New Deal 1998- people on benefits attend courses.

83
Q

What are Problems with Vocational education?

A

Marxists say it provides cheap labour, government encourages training to lower unemployment statistics.

84
Q

What’s the Education reform Act choice, inspectations and more tests 1988 (standards)?

A

Grant-maintained schools, money straight from government and spend it how’d they like, government believes it Improves standards.

85
Q

What’s the Education reform Act choice, inspectations and more tests 1988 (choice)?

A

Parents use league tables, states how many pass their exams and get good grades.
David (1993) ‘parentocracy’ power in education’s held by parents, rather than teachers.

86
Q

What’s the Education reform Act choice, inspectations and more tests 1988 (testing)?

A

SATs at 7,11,14 and GCSE at 16.
League tables and monitor school standards.

87
Q

What are Criticisms of testing in schools?

A

Can be stressful for students, encourages labelling and self-fulfilling prophecy.

88
Q

What’s New Labour (1997-2010)?

A

Educational inequality, chide and diversity known as ‘third way politics’ .old labour policies of state, intervention and New Right policies of marketisation combined.

89
Q

What are the Interventionist policies?

A

Reducing infant class sizes to 30 maximum.
Numeracy hour and literacy hour in primary.
Increasing number of people going to university.

90
Q

What Policies help to promote gender equality-Girls?

A

1988 national curriculum gave pupils equal options to subjects due to increased achievement in girls in last 20 years in science.

91
Q

What Policies help to promote gender equality-boys?

A

1999 government gave grants to primary schools for extra writing classes to rise SAT scores. 2005 breakthrough programme introduced mentoring, affecting school classes.

92
Q

What are New labour policies to reduce class inequality?

A

Compensatory education tries to make up for materiel and cultural deprivation, giving extra help. Interventionist approach.

93
Q

What are New labour policies to reduce class inequality- Academies programme?

A

opened new schools in disadvantaged areas where schools judged as ‘failing’. Run in partnership with local sponsors to improve performance.

94
Q

What Criticisms of New labour policies to reduce class inequality?

A

Benn (2012) policy’s aimed at reducing educational inequality seemed to be inconsistent, threatened to increase.

95
Q

What Example of New labour policies to reduce class inequality?

A

University tuition fees of £1,000 in 1998, £3,000 in 2004. Fees are a barrier to higher education for W/C.
Third-way politics too contradictory, ‘New labour paradox’.

96
Q

How’s Privatisation and Marketisation progressed under Coalition government? (1)

A

2010 no MPs won majority so Liberal democrat parties formed coalition government, by David Cameron.

97
Q

How’s Privatisation and Marketisation progressed under Coalition government? (2)

A

Coalition changed academies programme. ‘Outstanding’ by ofsted can apply to be an academy without sponsor.
Failing schools made into sponsor academies, increases schools run by private organisations, privatisation educations system’s advanced.

98
Q

What are Criticisms of coalition education policies?

A

Tuition fees in higher education increased to £9000 per year. Socially exclusive, increased loans that most students need. Debt can be off putting for W/C students.

99
Q

What’s Globalisation?

A

Traditional national boundaries breaking down across the world, more connected improved technology, multinational companies and increased migration.

100
Q

How’s Education affected by globalisation?

A

Educational ideas shared between nations. UK politicians influenced by countries, Finland ranked highly.

101
Q

How’s Education affected by globalisation Kelly (2009)?

A

Warned the education system becomes increasingly similar, less relevant to needs of individual nations

102
Q

What’s Subculture?

A

Group who share ideas and behaviour patterns, different from mainstream culture

103
Q

What’s an Anti-school subculture?

A

Group who have a negative idea of education, and behave accordingly.

104
Q

What are advantages of unstructured interviews to study Anti-school subcultures?

A

Students part of anti-school subculture may not want to talk about school. Unstructured interviews allows researchers to build a rapport with students, giving greater insight into thoughts and feelings.

105
Q

Why should you use participant observations to investigate labelling?

A

Researcher gets involved with people they’re studying

106
Q

What are covert participant observations to investigate labelling?

A

People being studied don’t know Why the researcher is here

107
Q

What are covert participation observation to investigate labelling advantages?

A

Teachers label students without realising , not mention it in their primary research. Participant allows to observe labelling naturally.

108
Q

What are covert participation observation to investigate labelling disadvantages?

A

Misleading teachers are deception, ethically incorrect. Hard to gain access to a school, covers ethically questionable.

109
Q

How are closed questionnaires for parental attitudes advantages?

A

Questionnaires for large amount of data quickly, more representative data, can manage changes overtime.

110
Q

How are closed questionnaires for parental attitudes disadvantages?

A

Respondents can lie easily, data’s less valid.

111
Q

How are Statistics for Mixed ability teaching advantages?

A

Easily compared quantitative data, outcomes of mixed-ability classes can compare genders,age and schools overtime.

112
Q

How are statistics for mixed ability teaching disadvantages?

A

Selective schools, variety of abilities for just mixed classes is less great than non-selective schools, skew data

CGP Sociology (4 decks)

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