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Sociologists Flashcards

1
Q

Douglas (1964)

A

Cultural deprivation- parents education

WC parents placed less value on education. As a result they were:
- less ambitious for they children
- took less interest
- less likely to discuss child’s progress with teachers
- less encouragement

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2
Q

Feinstein (2008)

A

Cultural Deprivation - Parents education

MC parents have a better education so socialise their children to be positive towards education.

  • Parenting style - discipline
  • Parents educational behaviours - reading, museums
  • use of income - educational toys, tuition

Parents education most important

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3
Q

Keddie

A

Cultural Deprivation theory is a myth and it victim blames. They are culturally different not deprived.

The schools responsibility to cater to the needs of different children with different cultures

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4
Q

Blackstone and mortimore

A

Criticise the idea that working class parents don’t care about their Childs education.
- Attend less parents evenings as they are working
- put off by MC atmosphere of the school
- lack of knowledge to help
- wc schools have less efficient ways of contacting home

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5
Q

Tanner

A

Cost of education

cost of books, transport, equipment etc places a burden on wc families. Wc children often have to use hand-me-downs which can result in them being stigmatised and bullied

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6
Q

Flaherty

A

Cost of education

only 20% of kids entitled to school meals take them - Fear of stigmatisation. Children from low income families often have to get jobs, babysit etc which acts as a barrier to educational success

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7
Q

Calendar and Jackson

A

Fear of debt

WC students more debt averse - see it as something negative and to avoid
- 5x less likely to apply to uni

Increasing uni fees- number of applicants dropped by 8.6%

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8
Q

Bourdieu

A

Cultural capital

1- economic capital
2 -educational capital
3 - cultural capital

If a pupil doesn’t have the same habits as the teachers then they will face symbolic violence

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9
Q

Sullivan

A

Survey using questionnaires - 465 pupils, assess capital

those who watched:
- serious TV documentaries are read complex fiction had more developed vocab - greater cultural capital

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10
Q

RIST

A

Labelling in primary schools

Tigers- MC, clean appearance, seated near the teacher

Clowns and Cardinals - WC, given lower level books, fewer opportunity to show their ability, sat furthest away from the teacher

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11
Q

Rosenthal and Jacobsen (1968)

A

Self-fulfilling prophecy

IQ test, randomly picked 20% of them and told the teachers that they were spurters. On returning a year later they found that 47% of them had made significant progress

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12
Q

Fuller

A

AO3 - Labelling

year 11 black girls rejected their labels and gained high grades

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13
Q

Gillborn and Youdell (2001)

A

Streaming and the A-C economy

  • Schools focus their time and effort on those capable of getting a c to boost their league table position

Educational Triage -

  • Those who will pass anyway
  • Borderline c/d pupils
  • Hopeless cases
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14
Q

Lacey

A

Pupil subcultures

  • Polarisation - pupils respond to streaming by moving towards one of the 2 opposite poles

Pro-school - MC, high streams, committed to values of the school , gain status through academic success

Anti- school - WC, lower streams, symbolic capital off peers

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15
Q

Ball

A

AO3 - abolishing streaming

when streaming was removed, polarisation decreased however teachers still labelled mc as the ideal pupil

Class inequalities remain even when streaming is abolished

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16
Q

Woods

A

AO3- Lacy

pupils responded to streaming in 4 ways
1 - Ingratiation - Teachers pet
2 - Ritualism - going through motions, staying out of trouble
3 - Retreatism - Daydreaming & mucking about
4 - Rebellion - Reject everything the school stands for

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17
Q

Archer et al

A

Pupils’ class identities and the school

Those with the same habits to the teacher receives symbolic capital and if they don’t they will experience symbolic violence (Bourdieu)

Working class pupils felt that they had to change themselves and how they talked

Symbolic violence led to them creating their own status known as nike identities where they got symbolic capital from dressing in brands like nike

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18
Q

Ingram

A

Studied 2 groups of Catholic boys from a deprived area in Belfast
WC boys felt tension between the habits of their wc neighbourhood and middle class culture at school

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19
Q

Evans

A

WC girls wanted to go to university to support their families but they feared they wouldn’t fit in. They self excluded themselves from elite or distant universities

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20
Q

Lawson and Garrod

A

Define an ethnic group as “people who share common history, customs, identity as well as, in most cases, language and religion. They see themselves as a distinct unit”

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21
Q

Berieter and Engleman

A

The language spoken by low income, Black American families is inadequate for educational success

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22
Q

Gillborn and Mirza

A

Indians do well despite English not being their first language

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23
Q

Moynihan

A

Many black families are headed by lone mothers who struggle financially due to the absence of a male breadwinner. This also means that boys are left without a role model in the house

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24
Q

Pryce

A

Black Caribbean culture is less resistant to racism leading to low self-esteem and underachievement

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25
Q

Sewell

A

Boys don’t lack a father figure they lack ‘tough love’ and the will turn to a media-inspired role model of anti-school black masculinity

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26
Q

Gillborn

A

Black boys fail because of institutional racism not peer pressure

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27
Q

Sewell

A

Asian and Chinese students do better because their parents have an asian work ethic

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28
Q

Lupton

A

ethnic minorities see education as a way up in society

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29
Q

McCulloch

A

Ethnic minorities are more likely to aspire to go to university than white working class

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30
Q

Driver

A

Cultural Deprivation theories ignore the positives. For example- Moynihan ignores that the lone mothers act as a strong, positive role model for their daughters

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31
Q

Lawrence

A

Black pupils underachieve due to racism not because of a low self esteem

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32
Q

Palmer

A

Almost half ethnic minority children come from low income families compared to a quarter of white children

Almost half of Pakistani and Bangladeshi workers earn £7 an hour

EM’s are 3x more likely to be homeless

EMs are 2x more likely to be unemployed

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33
Q

Madood

A

White children from low income families did worse than ethnic minority students from low income families

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34
Q

Wood et al

A

Sent out job applications to 1000 job vacancies with similar cv’s but different ethnically sounding names. Those with British sounding names got an interview 1/9 of the time. Those with ethnic sounding names only got an interview 1/16 of the time

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35
Q

Gillborn and Youdell

A

Teachers are quicker to discipline black pupils and label them as hopeless cases. They have racialised expectations which often leads them to misinterpret their behaviour negatively

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36
Q

Wright

A

Teachers held ethnocentric views as they assumed asian pupils would have a poor grasp of English so they left them out of class discussions

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37
Q

Archer - pupil identities

A

Ideal pupil - middle class, white, normal sexuality, achieves grades in the ‘right’ way

Pathologised pupil - Asian, “deserving poor”, feminised identity, oppressed sexuality “over-achiever” - succeeds through hard work

Demonised pupils - Black or white working class, hyper heterosexual identities, unintelligent, peer led, culturally deprived

38
Q

Mac and Ghaill

A

Black and Asian a-level pupils didn’t always accept the negative label put on them by their teachers

39
Q

Sewell - boys responses to labelling and racism

A

Rebels - rejected rules of the school, conformed to stereotype of anti-school Black macho lad

Retreatists - Disconnected from school culture and black subculture, hated by the rebels

innovators - pro education, anti school

conformists - accepted goals of the school and succeeded

40
Q

Troyna and Williams

A

Individual racism - results from prejudiced views of individual teachers
Institutional racism - discrimination that’s built into the way institution works

41
Q

Critical race theory

A

Racism is an ingrained feature of society. Racism isn’t just intentional actions of individuals but institutional racism

institutional racism is “locked in inequality”

42
Q

Gillborn - institutional racism

A

ethnic inequality is “so deep rooted and so large that it is a practically inevitable feature of the education system”

43
Q

Gillborn - Marketisation and segregation

A

marketisation allows negative stereotypes to influence school admissions

44
Q

Moore and Davenport

A

Selection procedures can lead to ethnic segregation with ethnic groups failing to get into the best schools. This leads to an ethically stratified system

45
Q

David - Ethnocentric curriculum

A

the national curriculum is a “specifically British” curriculum which ignores non-european languages, literature and music

46
Q

Ball - Ethnocentric curriculum

A

National curriculum overlooks ethnic diversity, promoting an attitude of ‘little englandism’ by ignoring the history of black and asian people

47
Q

Gillborn - assessment

A

Assessment is fixed to maintain dominant culture’s superiority

48
Q

Gillborn - ‘gifted and talented’

A

Whites are over twice as likely as black Caribbean’s and five times more likely than black Americans to be identified as gifted and talented

49
Q

Gillborn - New IQism

A

Teachers make false assumptions about the nature of a pupils ability or potential.
Argues there is no genuine measure for potential as all tests do is measure what someone has learnt so far, not what they may achieve in the future

50
Q

Connolly

A

Studied 5 and 6 year olds and found that if black pupils misbehaved then they would be punished where as when Asians misbehaved they were seen as immature, not a threat so teachers protected them from bullying as they were seen as more feminine

51
Q

Mc Robbie

A

The impact of feminism

compared magazines from the 70s - 90s and found that the magazines in the 70s emphasised the importance of marriage and in the 90s it portrayed the importance of independence

52
Q

Sharpe

A

interviewed girls in the:
1974- girls had low expectations from the future, prioritised love, marriage, husband, children etc

1990- girls prioritised their career and being able to support themselves

53
Q

fuller

A

educational success became part of a girls identity. They believed in meritocracy and aimed for professional jobs which would enable them to support themselves

54
Q

Reay

A

limited aspirations of working class girls reflect the limited jobs they perceive as being available to them. Traditional gender identity is seen as attainable and offers status.
WC girls don’t see the point in achieving in education

55
Q

Boaler

A

equal opportunities policies like GIST and WISE remove barriers and allow girls to achieve high. This makes school more meritocratic

56
Q

Gorard

A

Gender gap in achievement between 1975 and 1989.
There was a sharp increase when GCSEs were brought in. Change in assessment caused the gender gap. There’s more oral exams as well and girls have better developed language skills.

57
Q

Elmwood

A

although coursework caused a change in the gender gap in achievement, it cannot be the only factor

58
Q

Francis

A

Boys were disciplined more harshly and felt picked on by teachers, who had low expectations of them

59
Q

Swann

A

Boys dominate class discussions where as girls prefer group work and paired work. Girls are better at listening and cooperating, they take turns whereas boys interrupt one another

60
Q

Weiner

A

since 1980’s, teachers have challenged stereotypes and sexist images have been removed from textbooks. Now more positive images of what women could do.

61
Q

Jackson

A

High achieving girls are attractive to schools compared to low achieving boys who wasn’t. This leads to a self fulfilling prophecy

62
Q

Slee

A

Boys are less attractive to better schools because of behavioural difficulties and they’re 4x more likely to be excluded. They are seen as liability students

63
Q

Weiner

A

Secondary school history is a ‘woman free zone’

64
Q

Archer

A

There’s conflict between working class girl’s feminine identities and the ethos of the school. Working class girls gained symbolic capital from peers but this brought them into conflict with the school

strategies girls adopted to create a sense of self :
- Hyper heterosexual feminine identity

  • Having a boyfriend
  • Being loud

WC girls preferred to stay local when going to university

65
Q

DCSF (2007)

A

gender gap in education is down to boys poor literacy as mothers read less with their sons, boys leisure time involves going out with friends

66
Q

Mitsos and Browne

A

Globalisation and decline of traditional male jobs causes an identity crisis for men which leads to a lack of self esteem and lack of motivation

67
Q

Sewell - feminisation of education

A

boys fall behind because the curriculum is feminised and doesn’t nurture boys masculine qualities such as being competitive and leadership. This leads to conflict between them and teacher

68
Q

YouGov

A

only 14% of primary school teachers are male

69
Q

Francis - AO3

A

2/3 of 7-8 year olds felt the gender of their teacher didn’t matter

70
Q

Read - AO3

A

Most teachers take on a masculine disciplinarian approach

71
Q

Epstein

A

If boys try hard in school they are labelled as ‘swots’ and Harrased within the school and bullied for being swots. This results in working class boys rejecting school as their culture encourages manual jobs not academic jobs

72
Q

Osler

A

Teachers spend most of their time focusing on underachieving boys which leads to the neglect of girls. Girls disengage from school quietly where as boys turn to laddish subcultures which attracts the attention of other teachers

73
Q

Byrne

A

In school teachers encourage boys to be ‘tough’ and show initiative and girls to be clean and tidy. This leads to them developing different tastes in reading

74
Q

Murphy and Elwood

A

gender role socialisation leads to different subject choice. Boys read hobby books where as girls read books about other people

75
Q

Browne and Ross

A

Gender Domains - Tasks or activities that children view as either ‘male’ or ‘female’

Beliefs about gender roles are shaped by early socialisation and children feel most confident when taking part in tasks that are part of their gender domain

76
Q

Kelly

A

gendered subject choices -

Some subjects are seen as ‘male’ or ‘female’ subjects. For example science is seen as a boys subject and is mainly taught by male teachers and most pictures in textbooks are male

77
Q

Paechter

A

Gender identity and peer pressure-

Sport is seen as a male domain so girls that are seen as sporty have to cope with an image that goes against their stereotypical image.

78
Q

Dewar

A

Gender identity and peer pressure-

Studied an American college and found that girls who engaged in sports were labelled as ‘butch’ or ‘lesbian’ by the boys

79
Q

Leonard - AO3, single-sex schooling

A

Girls in all girl schools were more likely to do science and maths a levels and boys in all boys schools were more likely to do English and languages

80
Q

Fuller

A

Gendered career opportunities -

Found that working class girls had ambitions to go into hair and beauty, makeup, childcare etc which reflects their wc habitus. What’s realistic for ‘people like us’

81
Q

Gewirtz

A

Teachers spend more time marketing than they do on the students

82
Q

Ball

A

Companies involved with schools can expect to make 10x as much profit as they do on other contracts

83
Q

Molnar

A

Schools are targeted by private companies because schools legitimise the product eg vending machines - cola-isation of education

84
Q

Tough and Brooks

A

Covert selection - schools ‘cherry pick’ pupils who they believe will be high achievers

85
Q

Cohen

A

vocational education aimed to install good attitudes and work discipline meaning people accepted their low paid, low skilled jobs

86
Q

Ball - parentocracy

A

There is a myth of parentocracy and it legitimises inequality and wc parents have less knowledge

87
Q

Leech and Campos

A

MC parents can afford to move to the catchment areas of better schools

88
Q

Lees

A

Double standard of sexual morality. Boys boast about sexual exploit but a girl is seen as a ‘slag’ if she doesn’t have a steady boyfriend etc. Promiscuity amongst girls attracts negative labels

89
Q

Mac an Ghail - Male gaze

A

Boys and male teachers look girls up and down as sexual objects making judgements about their appearance. This is a form of surveillance and reinforces heterosexual masculinity

90
Q

Connell

A

‘Rich vocabulary of abuse’ as a way in which gender identities are reinforced - boys call girls names to put them down

91
Q

Haywood and Mac an Ghail - teachers involvement of gender identity

A

Male teachers told boys off for ‘behaving like girls’ but ignored boys verbal abuse towards girls and blamed the girls for it

92
Q

Barber

A

Boys have a higher self esteem and their behaviour is controlled less than girls. This means boys over estimate their own ability where as girls under estimate their ability. This leads boys to underachieve

sociology (8 decks)

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