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sociologists Flashcards

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Sociology 101 flashcards
1
Q

bernstein - language

A

resticted and elaborated code

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2
Q

hubbs tait et al - language

A

suppoted bernstien

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3
Q

tronya and williams - language

A

critise bernstien -schools attitude matters / schools have speech hierarchy

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4
Q

douglas - parents ed

A

WC parents places less attention on education which leads to children being less ambitious towards education

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5
Q

blackstone and mortimore - parents ed critic

A

reject that WC parents aren’t interested in their children’s education. attend a few parents’ evenings not because of lack of interest because they work longer,or are put off by the school’s middle class atmosphere.

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6
Q

feinstein - parents ed

A

(supported) - Parents backgrounds/own education was an important factor in affecting their children’s future
MC parents are likely to have gone university which supports their children’s uprising

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7
Q

bourdieu - parents ed

A

MC - parents will pass on the culture knowledge and education
WC - not the same opportunities

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8
Q

sugarman - WC subculture

A

WC have different goals beliefs attitudes and values compared to MC and why their children underachieve

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9
Q

fatalisim
-WC achievement
-MC achievement

A

WC - may not try due to belieivng their bad grades was ‘meant to be’ and what they do wont change it
MC - values show they have more motivation to success

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10
Q

collectivism
- WC achievement
-MC achievement

A

WC - prefer to impress their groups rather than working on their own
MC - dont believe you shoukd be held back

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11
Q

immediate gratification
-WC achievement
-MC achievement

A

WC - desire pleasure now rather than making sacarifices now
MC - value making sacarifices now then their pleasure in the end/shows value of education

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12
Q

present tiime orientation
-WC achievemnt
-MC achievemnt

A

WC - dont value work given for the future / more valued on the present time rather than the future
MC -

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13
Q

Nell Keddie - WC subculture

A

Argues that you can’t judge on subculture/victim blaming theory
Working class children are simply culturally different, not culturally deprived.
Schools should recognise strengths and challenge teachers.

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14
Q

bourdieu - finance

A

As school culture is based around the dominant culture meaning culture capital gives the higher classes an advantage academically

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15
Q

finance critic

A
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16
Q

sullivan - finance

A
17
Q

marilyn howard - diet and health

A

Younger people from poorer homes have lower intakes of vitamins and minerals. Poor nutrition affects health

18
Q

diet and health critic

A

media influence unhealthy habits dont promote enough heathy foods

19
Q

sauders - housing

A

Access to housing is significant in determining social and economic stability
Affordability - difficult to afford housing in london/increasing in renting rather than buying

20
Q

housing critic

A

Social inequality
Wealthier individuals have better access to to high quality housing
WC lower income substandard living conditions/face homelessness

21
Q

gillborn and youdell - A-C economy
- triage system
- outcome of labelling

A

Hopeless causes- WC culturally deprived less resources and time
Border line causes- MC most resources and more time
Those will pass anyways- MC less resources and time

22
Q

A-C economy - critic

A

Positive setting encourages people to work harder
Sets allow children to be more comfortable within their surroundings
Set 1 feel more of a challenge and not held back
Lower sets feel less pressure/positive environment

23
Q

smith and nobel - fear of debt

A

Material deprivation- prevent from going uni
Argues argues that the cost of items such as transport, uniforms, books, computers, calculators etc.. place a heavy burden on poor families as a result children have to make do with hand me downs and cheaper(unfashionable equipment) which could lead to being bullied by peers.

24
Q

archer - pupil identity

A

Pupils conduct identity within the educational system
WC - pupils bring their own form of culture capital which may not align with MC values
WC - felt in order to fit in they had to change the way they spoke/presented themselves (felt like they were losing themselves)

25
Q

mirza - labelling studies
- resilliance and agency
- teachers attitudes
- subcultures

A

-black female experiences in education
-impact of racisim on achievement
-faced negative sterotypes
-biased teachers attitdues

26
Q

what mirza found - labelling

A

-girls form supportuve subculture
-strong sense of identity
-teachers had sterotypical views
impacts achievemnt and treatment

27
Q

mac, ghail and fuller - labelling

A

-educational experiene of black/aisian students in british schools
-how they navigate identities in response of racisim

28
Q

what mac, ghail and fuller found - labelling

A

distinct subcultures among students
-black feminities
-aisian masculinties
-restricted labels
-peer infulence shaped educational outcome

29
Q

sewell - labelling
-subcultures
-impaccts of labels
-response to racisim

A

-studies black caribbeans in british schools
-how identities and peers influence acedemic outcome

30
Q

what sewell found - labelling

A

-interviews
-observations
-‘REBELS’ - hypermasculine identity
-‘CONFORMISTS’ - strive for acedemic success
-teachers perception impact self esteem
-boys feel marginalised

31
Q

becker - labelling

A

-found that teachers found MC as closest to ideal pupil
-WC ideal pupils are quiet, passive and obident
-teachers based views on appearances, behaviour and work

32
Q

rists - labelling

A
33
Q

rosenthal and jacobson - labelling

A

-found teachers normalised unerachievement of WC pupils
-teachers labelled WCparents as uninterested in childs education
-teachers labelled MC parents as supportive

34
Q

lacey/hargreaves - pupil subculture

A

-DIFFERENTIATION - how teachers catergorise pupils due to sterotypes, abilities, appearance
-POLARISATION - the way people repsond to differentiation
-pro school/anti school
-people care about education once teachers dont encourage them

35
Q

archer - pupil identities

A

how WC students construct their identities within the eduactional system
he HIGHLIGHTS how WC pupils bring their own form of culture capital in school which may not align with the values
might value loyalty to family and community which clashes with the individualism aspirations promoted at school

Sociology (3 decks)

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