Sociologists Flashcards
Douglas (1964)
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
Feinstein (2008)
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
Keddie
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
Blackstone and mortimore
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
Tanner
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
Flaherty
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
Calendar and Jackson
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%
Bourdieu
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
Sullivan
Survey using questionnaires - 465 pupils, assess capital
those who watched:
- serious TV documentaries are read complex fiction had more developed vocab - greater cultural capital
RIST
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
Rosenthal and Jacobsen (1968)
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
Fuller
AO3 - Labelling
year 11 black girls rejected their labels and gained high grades
Gillborn and Youdell (2001)
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
Lacey
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
Ball
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
Woods
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
Archer et al
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
Ingram
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
Evans
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
Lawson and Garrod
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”
Berieter and Engleman
The language spoken by low income, Black American families is inadequate for educational success
Gillborn and Mirza
Indians do well despite English not being their first language
Moynihan
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
Pryce
Black Caribbean culture is less resistant to racism leading to low self-esteem and underachievement
Sewell
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
Gillborn
Black boys fail because of institutional racism not peer pressure
Sewell
Asian and Chinese students do better because their parents have an asian work ethic
Lupton
ethnic minorities see education as a way up in society
McCulloch
Ethnic minorities are more likely to aspire to go to university than white working class
Driver
Cultural Deprivation theories ignore the positives. For example- Moynihan ignores that the lone mothers act as a strong, positive role model for their daughters
Lawrence
Black pupils underachieve due to racism not because of a low self esteem
Palmer
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
Madood
White children from low income families did worse than ethnic minority students from low income families
Wood et al
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
Gillborn and Youdell
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
Wright
Teachers held ethnocentric views as they assumed asian pupils would have a poor grasp of English so they left them out of class discussions
Archer - pupil identities
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
Mac and Ghaill
Black and Asian a-level pupils didn’t always accept the negative label put on them by their teachers
Sewell - boys responses to labelling and racism
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
Troyna and Williams
Individual racism - results from prejudiced views of individual teachers
Institutional racism - discrimination that’s built into the way institution works
Critical race theory
Racism is an ingrained feature of society. Racism isn’t just intentional actions of individuals but institutional racism
institutional racism is “locked in inequality”
Gillborn - institutional racism
ethnic inequality is “so deep rooted and so large that it is a practically inevitable feature of the education system”
Gillborn - Marketisation and segregation
marketisation allows negative stereotypes to influence school admissions
Moore and Davenport
Selection procedures can lead to ethnic segregation with ethnic groups failing to get into the best schools. This leads to an ethically stratified system
David - Ethnocentric curriculum
the national curriculum is a “specifically British” curriculum which ignores non-european languages, literature and music
Ball - Ethnocentric curriculum
National curriculum overlooks ethnic diversity, promoting an attitude of ‘little englandism’ by ignoring the history of black and asian people
Gillborn - assessment
Assessment is fixed to maintain dominant culture’s superiority
Gillborn - ‘gifted and talented’
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
Gillborn - New IQism
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
Connolly
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
Mc Robbie
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
Sharpe
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
fuller
educational success became part of a girls identity. They believed in meritocracy and aimed for professional jobs which would enable them to support themselves
Reay
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
Boaler
equal opportunities policies like GIST and WISE remove barriers and allow girls to achieve high. This makes school more meritocratic
Gorard
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.
Elmwood
although coursework caused a change in the gender gap in achievement, it cannot be the only factor
Francis
Boys were disciplined more harshly and felt picked on by teachers, who had low expectations of them
Swann
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
Weiner
since 1980’s, teachers have challenged stereotypes and sexist images have been removed from textbooks. Now more positive images of what women could do.
Jackson
High achieving girls are attractive to schools compared to low achieving boys who wasn’t. This leads to a self fulfilling prophecy
Slee
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
Weiner
Secondary school history is a ‘woman free zone’
Archer
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
DCSF (2007)
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
Mitsos and Browne
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
Sewell - feminisation of education
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
YouGov
only 14% of primary school teachers are male
Francis - AO3
2/3 of 7-8 year olds felt the gender of their teacher didn’t matter
Read - AO3
Most teachers take on a masculine disciplinarian approach
Epstein
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
Osler
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
Byrne
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
Murphy and Elwood
gender role socialisation leads to different subject choice. Boys read hobby books where as girls read books about other people
Browne and Ross
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
Kelly
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
Paechter
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.
Dewar
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
Leonard - AO3, single-sex schooling
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
Fuller
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’
Gewirtz
Teachers spend more time marketing than they do on the students
Ball
Companies involved with schools can expect to make 10x as much profit as they do on other contracts
Molnar
Schools are targeted by private companies because schools legitimise the product eg vending machines - cola-isation of education
Tough and Brooks
Covert selection - schools ‘cherry pick’ pupils who they believe will be high achievers
Cohen
vocational education aimed to install good attitudes and work discipline meaning people accepted their low paid, low skilled jobs
Ball - parentocracy
There is a myth of parentocracy and it legitimises inequality and wc parents have less knowledge
Leech and Campos
MC parents can afford to move to the catchment areas of better schools
Lees
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
Mac an Ghail - Male gaze
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
Connell
‘Rich vocabulary of abuse’ as a way in which gender identities are reinforced - boys call girls names to put them down
Haywood and Mac an Ghail - teachers involvement of gender identity
Male teachers told boys off for ‘behaving like girls’ but ignored boys verbal abuse towards girls and blamed the girls for it
Barber
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
