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Sociology P1 - Education > Social Class > Flashcards

Social Class Flashcards

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1
Q

What is the labelling/interactionist theory?

A

•WC disadvantages within education
•“Interactions” between teachers and pupils
•Process and organisations within schools

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2
Q

What is the labelling interactionist theory?
Internal

A

• The WC are disadvantaged within education due to the processes within and organisation of the education system
• The interactions between Teachers and Pupils determine their success

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3
Q

Labelling theory
KEDDIE

A
  • unequal access classroom knowledge
    (Status and knowledge)
    High and low status knowledge - Ts do not evenly distribute
    -common sense
  • descriptive
  • basic
  • dumb down
    OR
  • abstract
  • theoretical
  • detailed
  • full curriculum
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4
Q

Labelling theory
RIST

A

Labelling in primary schools
American Kindergarten
- tigers, cardinals, clowns
Placed ‘tigers’ near here for more encouragement - MC

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5
Q

Labelling theory
CICOUREL & KITSUSE

A

Counsellors and labelling
Assessed students on race and social class
Judged students sustainability for courses
MC referred to higher ability and academic subjects

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6
Q

Labelling theory
HARGREAVES

A

‘The halo effect’
- act upon perceptions
- students have imaginary halos and future interactions with teachers and pupils are based on the halos

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7
Q

Labelling theory
BECKER

A

Interviewed 60 high school teachers
- teacher stereotypes
- work, conduct, appearance
- MC closest to ‘ideal pupil’
- WX furthest away from

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8
Q

Labelling theory
RUTTER

A

Secondary schools and their effects on children
- specific factors in schools good or bad and the role that teachers play
- e.g teachers show genuine interest, well prepared for lesson

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9
Q

What is the self-fulfilling prophecy?

A

prediction that comes true purely on the basis of it being created in th first place
3 stages
1) teachers label pupils and make prediction
2) interacts with pupils based on label/prediction
3) pupil internalises label and Ts expectations

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10
Q

Self-fulfilling prophecy
ROSENTHAL & JACOBSON

A

Studied teacher expectations
- 47% showed significant progress because they were treated better by their teacher
- given fake results
- the Pygmalion and Gollum effect

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11
Q

Setting and streaming
HARGREAVES

A

‘resistant anti-school subcultures’
WC that value the system is contradictory in terms of their own progress, opinions, status, progression
- form RASS to achieve status and reward through an alternative set of values- directly oppose values ES promotes

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12
Q

Setting and streaming
BALL

A

Argues the dangers of setting and streaming
- supports Hargreaves
- beachside comprehensive
- Teachers interactions with pupils affect their exam results, usually the MC are more co-operative
- polarisation of pupils gradually lessened into subcultures

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13
Q

Setting and streaming
LACEY

A

Hightown grammar- why subcultures form
Differentiation- Ts categorise through stereotypes of ability and appearance, setting n streaming
Polarisation- pupils response to D and move towards 2 extremes

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14
Q

What are macro-schooling processes and selection policies?

A

formula funding, league tables, free market- parentocracy
Gives the MC an advantage

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15
Q

What do GILLBORN and YOUDELL say about marketisation and selection policies?

A

Educational triage
- focus all their time on ‘middle group’
- top will pass anyway
- bottom will fail anyway
WC are neglected
Teachers ration their time and resources

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16
Q

What does BARTLETT say about marketisation and selection policies?

A

Cream-skimming
-successful students
Silt-shifting
- off-load and turn away difficult and expensive to teach students

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17
Q

What are the criticisms of Internal approaches to social class inequality in education?

A

X ignores intersectionality
X assumes all teachers stereotype
X reductive/too deterministic
X assume that all labels given ‘stick’7
X ignore structural problems

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18
Q

How does FURLONG criticise the internal factors of why social classes are inequal in education?

A

Pupils can go through many different responses to labels they are NOT FIXED

19
Q

What are some factors of material deprivation?
DOUGLAS

A
  • overcrowded homes
  • poor diet
  • low income/employment
  • lack of nursery provision
  • taking up part-time jobs
  • disadvantaged poverty stricken areas
20
Q

What 4 theorists are linked to material deprivation?

A

1) Webb
2) Howard
3) Bull
4) Wilkinson

21
Q

MD
WEBB (2006)

A
  • only 33% of children receiving free school meals (poverty indicator) gained 5 or more A*-C grades
  • compared to 61% of MC
22
Q

MD
HOWARD

A

Poverty and a poor diet
- poorer homes = poorer health
- lower intake of vitamins and minerals
- absences and poor attendance leads to failure

23
Q

MD
BULL

A

The cost of education
- ‘free schooling’ is never free
- hidden costs of education
- uniform, school trips, stationary

24
Q

MD
WILKINSON

A

Poorer homes and Hyperactivity
- low income family children are more likely to have emotional and behavioural problems

25
Q

CD
DOUGLAS AND FEINSTEIN

A
  • level of parents education and the parental interest can influence academic achievement
  • WC have less supportive parents
  • MC are the dominant social group
26
Q

How are DOUGLAS AND FEINSTIEN criticised on their cultural deprivation theory?

A
  • WC parents may not be able to make parents evenings due to pressures from work
  • WC parents may want to help but don’t have the knowledge enabling them to
27
Q

What is Material Deprivation?

A

Lacking the necessary material, economic means to function efficiently and comfortably (in this case within education)
- the WC are materially deprived

28
Q

MD
TANNER

A

Financial burden
- children are stigmatised and bullied
- WC 2X the amount of time in paid employment to pay off debt than MC students

29
Q

CD
HYMAN AND SUGARMAN

A

WC SUBCULTURES
1) fatalism vs optimism
2) immediate gratification vs deferred gratification
3) present-time orientation vs future orientation
4) collectivism vs individualism

30
Q

Why did de-industrialisation impact the WC?

A

Lack of job security- WC boys underachieve
- crisis of identity/masculinity

31
Q

CD
BERNSTEIN

A

SPEECH CODES
MC- elaborated code
- large complex vocab, abstract, universal
WC- restricted code
- limited vocab, gesticulations, particularistic, context bound

32
Q

CD
BOURDIEU

A

CUTURAL CAPITAL
- education favours MC traits
- WC experience cultural clash
- dominant group impose their habitus onto society

33
Q

What other ‘capital’ does BOURDIEU discuss

A

1- CULTURAL
2- ECONOMIC
3- EDUCATION

34
Q

What does BOURDIEU mean by habitus?

A

Each class posses their own cultural frameworks

35
Q

CD
SULLIVAN

A

Evidence of CC in achievement
- GCSE students- complex fiction, documentaries
- developed wider vocabularies and achieved higher
- tended to come from MC families

36
Q

CD
PUTNAM

A

SOCIAL CAPITAL
- significance of social networking
- levels of social capital impact on life chances
- keeps classes out and maintains social inequality

37
Q

CD
GERWITZ

A

1- privileged school choosers
2- disconnected local choosers
3- semi-skilled choosers
- marketisation of education creates a free market of educational choice and promotes parental choice
- less educated parents won’t know as much due to major class differences
- more educated parents will send their child to a better school

38
Q

CD
WHITTY

A

marketisation has NOT led to more opportunities for WC kids
- allows MC knowledge and wealth
- more efficiently than before

39
Q

What are theorists that criticise external explanations for educational underachievement?

A

The myth of cultural deprivation
- KEDDIE
- TROYNA AND WILLIAMS
- BALCKSTONE AND MORTIMORE

40
Q

Criticism of CD
KEDDIE

A

WC groups cannot be deprived of their own culture it is just different
- blame the victims

41
Q

Criticism of CD
TROYNA AND WILLIAMS

A

Blame teachers attitudes not the reaction to language styles

42
Q

Criticism of CD
BLACKSTONE AND MORTIMORE

A

Lack of parental interest
- does not show disinterest
- parents may have pressure dorm work so they cannot attend parents evening
- may be unable to help academically bc they themselves don’t understand

43
Q

Compensatory education and discrimination

A

policies designed to counteract the effects of both cultural and material deprivation
- provide under privileged schools with additional resources and equipment
> Sure Start
> Educational Action Zones

Sociology P1 - Education (10 decks)

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