sociologIsts

Question 1

durkheim - functionalist

Answer 1

education should emphasise moral responsiblilties and national solidarity

social solidarity should be achieved through the establishing of common values

Question 2

parsons - functionalist

Answer 2

education forms a bridge between family and wider society

children get used to meritocratic culture of society

Question 3

davis and moore - functionalists

Answer 3

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.

Question 4

chubb and moe - new right

Answer 4

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.

Question 5

whitty, power and sims - criticising functionalists perspective

Answer 5

found that students from private schools are more likely to get accepted to top universities with lower grades

Question 6

sutton trust -criticising functionalists perspective

Answer 6

found that students were 55 times more likely to get in to oxford or cambridge if from private school

Question 7

britland -criticising functionalists perspective

Answer 7

private tutors are increasingly used by middle class parents and not just for exam preparation

Question 8

bowles and gintis - correspondence principle

Answer 8

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.

Question 9

bourdieu - cultural capital

Answer 9

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

Question 10

heaton and lawson - feminists

Answer 10

see the education system as reproducing a patriarchy through established norms in textbooks and other hidden curriculum messages within schools

Question 11

brown - marxist criticism

Answer 11

the correspondence principle is dated, much of todays work requires teamwork

Question 12

smith and noble - barriers to learning

Answer 12

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

Question 13

washbrook and waldfogel

Answer 13

31% of the difference in scores of 5 year olds in vocab tests can be explained by material disadvantages

Question 14

hirsch - variety of advantages for the better off

Answer 14

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.

Question 15

sugarman - cultural out of school factors

Answer 15

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

Question 16

lockwood -cultural out of school factors

Answer 16

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.

Question 17

feinstein and goodman and gregg - material factors matter but cultural is more important

Answer 17

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

Question 18

bernstein - cultural out of school factors

Answer 18

speech shapes educational archievement. restricted codes vs. elaborated codes which are used in schooling and professional settings.

Question 19

sullivan - what actions taken to improve the quality of education provided to students from predominantly working class areas

Answer 19

reading complex fiction and watching TV such as arts, science, current affaires and documentaries has an impact on achievement

Question 20

hargreaves, hester and mellor - interactionists ,how social backgrounds affect the way teaches label pupils

Answer 20

pupils appearance,how they respond to discipline,hopw likeable they are and the personality can lead teachers to group them into ‘good’ or ‘bad’.

Question 21

rosenthal and jackson -study on teacher expectation and its impact

Answer 21

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

Question 22

ball - streaming and setting

Answer 22

working class children likely to be in lower sets even if of te same attainment data than their middle class peers.

Question 23

hallam - streaming and setting

Answer 23

children in higher sets have a higher sense of esteem

Question 24

dunne- streaming and setting

Answer 24

students in receipt of FSM likely to be in lower sets

Question 25

willis - streaming and setting

Answer 25

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

Question 26

evans - marxist

Answer 26

middle class mothers were able to give their children a head start using their cultural capital.

Question 27

ball - marxist

Answer 27

middle class parents can use their cultural capital to ‘play’ the system.

Question 28

rothermel - boys achievement compared to girls

Answer 28

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.

Question 29

epsein - boys achievement compared to girls

Answer 29

identifies a poor boys discourse that blames schools for failing to cater for boys

Question 30

Haralambos and Holborn - boys achievement compared to girls

Answer 30

the generalisation that girls do better than boys is more applicable to working class boys. the gender gap is smaller within middle class.

Question 31

Sukhanda - school become feminised

Answer 31

research found that boys feel that school have a higher expectation of girls than boys and boys feel less supported in school.

Question 32

Abraham and Mitos and Browne - school become feminised

Answer 32

deviant boys are more popular with teachers and teachers are not as critical of boys. This creates a self-fulfilling prochecy of under achievement.

Question 33

Coffee and Delamont - school not feminised

Answer 33

schools have always been patriarchal , illustrated by the gender composition of school leadership teams.

the hidden curriculum is one which is male orientated.

Question 34

Prie

Answer 34

O-levels were exams geared towards boys and the final ‘ throw of the dice’ high stakes assessment mentality

Question 35

Machin and Mcnally

Answer 35

change to GCSEs coincided with greater achievement for girls

Question 36

Hurst

Answer 36

boys have begun to close the gap with girls and even overtook achievement in maths where coursework was removed altogether.

Question 37

Skelton and Francis and Valkanova - subject choice

Answer 37

sterotypical trends in post-14 choice

Question 38

Colley - subject choice

Answer 38

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

Question 39

Edwards and David - socialisation of boys in the home and links to education

Answer 39

boys are allowed to be noisier at home

Question 40

Hannan

Answer 40

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

Question 41

wilkinson arguement - genderquake

Answer 41

young women experienced profound changes in their attitudes and expectations about their futures

Question 42

peterson - crisis of masculinity

Answer 42

men have to shape a role for themselves and it is getting harder for young men to shape than role

Question 43

Coard - curriculum impact the achievement of some students

Answer 43

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.

Question 44

Gillborn - institutional racism in schools

Answer 44

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’

Question 45

sewell - lone-parent households on black black African pupils

Answer 45

less discipline and structure at home and lack of male role model can subsequently impact on performance in school.

Question 46

O’Donnell and sharpe - teacher labels, racism and poor economic prospects

Answer 46

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.

Question 47

Platt - home life , race and educational achievement

Answer 47

Regardless of ethnicity, one pattern is consistent : the poorer you are , the less well you are likely to do.

Question 48

Gillborn and Mirza - home life , race and educational achievement

Answer 48

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.

Question 49

modood - home life , race and educational achievement

Answer 49

The relative success of pupils from some ethnic minorities might be explained through cutural capital.

Question 50

Archer and Francis - home life , race and educational achievement

Answer 50

research found that chinese parents do place an exceptionally high value on education

Question 51

Basit - home life , race and educational achievement

Answer 51

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.

Question 52

Griffin - female subcultures differ from male subcultures

Answer 52

female deviance is more readily identified through sexual behaviour than trouble making

Question 53

Floud and Halsey - comprehensivisation of schools

Answer 53

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