sociologIsts Flashcards
durkheim - functionalist
education should emphasise moral responsiblilties and national solidarity
social solidarity should be achieved through the establishing of common values
parsons - functionalist
education forms a bridge between family and wider society
children get used to meritocratic culture of society
davis and moore - functionalists
education allocates people for the best job to match their talents using exams and assessments - meritocratic
education helps identify the few people needed for the highly skilled jobs. its okay that they are making more money because it benefits everyone from having the best people in the best job they are suited for.
chubb and moe - new right
education needs to be treated like a business. customers need to be pleased and as a result, schools need competition in order to remain dynamic and likely to improve.
whitty, power and sims - criticising functionalists perspective
found that students from private schools are more likely to get accepted to top universities with lower grades
sutton trust -criticising functionalists perspective
found that students were 55 times more likely to get in to oxford or cambridge if from private school
britland -criticising functionalists perspective
private tutors are increasingly used by middle class parents and not just for exam preparation
bowles and gintis - correspondence principle
there is a close relationship between school and work.the school system prepares students to take their place as part of a hardworking,docile and obedient workforce.
this is achieved through a hidden curriculum of how school is organised.
bourdieu - cultural capital
the education system tricks the working class into accepting failure and limited social mobility when in fact it is just the case that the system values the culture of the middle and upper classes far more
heaton and lawson - feminists
see the education system as reproducing a patriarchy through established norms in textbooks and other hidden curriculum messages within schools
brown - marxist criticism
the correspondence principle is dated, much of todays work requires teamwork
smith and noble - barriers to learning
isolation and stigmatising that can come from no access to uniforms,trips and equipment
no equipment = will fall behind in learning
no room to learn and no access to internet - low income
not enough money to live near the ‘good’ schools
older students require extra work or have to take care of younger siblings
washbrook and waldfogel
31% of the difference in scores of 5 year olds in vocab tests can be explained by material disadvantages
hirsch - variety of advantages for the better off
structured out of school activities. lead to confidence, life skills and cultural literacy that links into the school curriculum
more space at home and overall more likely to benefit from the specific privilege of private education.
sugarman - cultural out of school factors
instant gratification vs delayed gratification
fatalism of the working class means they do not believe they can improve their prospects through hard work.
collectivist mindset in the working class vs. an individualistic mindset of the middle class
lockwood -cultural out of school factors
middle class is likely to buy into the mantra of meritocracy whereas the working class is more likely to think its all down to luck.
feinstein and goodman and gregg - material factors matter but cultural is more important
The quality of mother / child time
how often the child is read to
attitudes to the education system of the parent
the extent of positive behaviour (club attendance) vs. negative behaiour
bernstein - cultural out of school factors
speech shapes educational archievement. restricted codes vs. elaborated codes which are used in schooling and professional settings.
sullivan - what actions taken to improve the quality of education provided to students from predominantly working class areas
reading complex fiction and watching TV such as arts, science, current affaires and documentaries has an impact on achievement
hargreaves, hester and mellor - interactionists ,how social backgrounds affect the way teaches label pupils
pupils appearance,how they respond to discipline,hopw likeable they are and the personality can lead teachers to group them into ‘good’ or ‘bad’.
rosenthal and jackson -study on teacher expectation and its impact
after giving false information to primary school teachers in the USA about the IQ of pupils. researchers found that pupils who were told they had higher IQ/ were believed to have higher IQ did better
ball - streaming and setting
working class children likely to be in lower sets even if of te same attainment data than their middle class peers.
hallam - streaming and setting
children in higher sets have a higher sense of esteem
dunne- streaming and setting
students in receipt of FSM likely to be in lower sets
willis - streaming and setting
streaming and setting doesnt matter. willis found there were pronouned class divisions in school and students from unskilled backgrounds were hostile towards the middle class children. the position of boys from different class backgrounds in the class structure shaped attitudes to schooling and formation of subcultures that were anti-school
evans - marxist
middle class mothers were able to give their children a head start using their cultural capital.
ball - marxist
middle class parents can use their cultural capital to ‘play’ the system.
rothermel - boys achievement compared to girls
boys who were home schooled tented to do as well,if not better, than girls in the education system. this suggests that what goes on inside the school had an impact on boys achievement.
epsein - boys achievement compared to girls
identifies a poor boys discourse that blames schools for failing to cater for boys
Haralambos and Holborn - boys achievement compared to girls
the generalisation that girls do better than boys is more applicable to working class boys. the gender gap is smaller within middle class.
Sukhanda - school become feminised
research found that boys feel that school have a higher expectation of girls than boys and boys feel less supported in school.
Abraham and Mitos and Browne - school become feminised
deviant boys are more popular with teachers and teachers are not as critical of boys. This creates a self-fulfilling prochecy of under achievement.
Coffee and Delamont - school not feminised
schools have always been patriarchal , illustrated by the gender composition of school leadership teams.
the hidden curriculum is one which is male orientated.
Prie
O-levels were exams geared towards boys and the final ‘ throw of the dice’ high stakes assessment mentality
Machin and Mcnally
change to GCSEs coincided with greater achievement for girls
Hurst
boys have begun to close the gap with girls and even overtook achievement in maths where coursework was removed altogether.
Skelton and Francis and Valkanova - subject choice
sterotypical trends in post-14 choice
Colley - subject choice
such trends mean that females end up in lower paid jobs than men
Her research found that the reasons for subject choice are partly due to factors outside the education system
Edwards and David - socialisation of boys in the home and links to education
boys are allowed to be noisier at home
Hannan
girls relate more to one another based on what they perceive inside and outside the home and girls relate more to one another through talking
wilkinson arguement - genderquake
young women experienced profound changes in their attitudes and expectations about their futures
peterson - crisis of masculinity
men have to shape a role for themselves and it is getting harder for young men to shape than role
Coard - curriculum impact the achievement of some students
The lack of black history, culture and success on the curriculum has led to lower self esteem amoung some students
hidden curriculum excists of very few black teachers. this could be due to the lack of black history and cultural literacy in schools which put off students from certain backgrounds going into the profession.
Gillborn - institutional racism in schools
teachers interpret policy in the way that disadvantages black students. For example the way students are deemed to be gifted and talented or written off as ‘ no hopers’
sewell - lone-parent households on black black African pupils
less discipline and structure at home and lack of male role model can subsequently impact on performance in school.
O’Donnell and sharpe - teacher labels, racism and poor economic prospects
in responding to a mix of teacher labelling and external factors of racism and poor economic prospects, black males construct a form of masculinity that earns respect from male peers and females.
Platt - home life , race and educational achievement
Regardless of ethnicity, one pattern is consistent : the poorer you are , the less well you are likely to do.
Gillborn and Mirza - home life , race and educational achievement
there is a strong relationship between social class and achievement in all ethnic groups, however students from a middle class background did better than students from a working class background. African-Carribean boys did less well than their peers even when class was taken into account.
modood - home life , race and educational achievement
The relative success of pupils from some ethnic minorities might be explained through cutural capital.
Archer and Francis - home life , race and educational achievement
research found that chinese parents do place an exceptionally high value on education
Basit - home life , race and educational achievement
research found that even the realtively poor Asian communties she studied in the West Mildlands had found a way to provide space and structure for children to do schoolwork at home.
Griffin - female subcultures differ from male subcultures
female deviance is more readily identified through sexual behaviour than trouble making
Floud and Halsey - comprehensivisation of schools
The 11+ was unfair on children from a working class background. The best way to boost social mobility was to give all students access to the same educational opportunity
