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Sociology- Education > sociologists from class differences > Flashcards

sociologists from class differences Flashcards

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Sociology 101 flashcards
1
Q

Bernstein- EXTERNAL

A

speech codes: elaborated and restricted

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2
Q

Feinstein- EXTERNAL
parenting style
parenting behaviours
use of income - YOUNG

A

parents’ education - if they’re educated can make a positive contribution regardless of cultural deprivation

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3
Q

Young- EXTERNAL

A

educates parents’ use of income on educational producs

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4
Q

Hyman and Sugarman- EXTERNAL

A

working-class subculture: immediate gratification, present-time orientation, collectivism and fatalism

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5
Q

Callender and Jackson- EXTERNAL

A

attitudes to apply to uni: debt averse/tolerant

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6
Q

Flaherty- EXTERNAL

A

fear of stigmatisation to take on free school meals - 20% of those eligible do not take up their entitlement

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7
Q

Smith and Noble- EXTERNAL

A

poverty is a barrier (e.g to private schooling and tuition)

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8
Q

Emily Tanner et al- EXTERNAL

A

the cost of items means w/c usually get hand-me-downs - stigmatisation

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9
Q

Ridge- EXTERNAL

A

children in poverty take on jobs such as baby sitting, cleaning and paper rounds which often has a negative impact on their schoolwork

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10
Q

NATION UNION OF STUDENTS online survey- EXTERNAL

A

81% of those from highest social class received help from home against 43% of those from lowest class
20% of uni students came from w/c backgrounds even though this group accounts for 50% of the population

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11
Q

Blanden and Machin- EXTERNAL

A

‘externalising behaviour’ (e.g. temper tantrums and fighting) more likely from low income families

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12
Q

Marilyn Howard- EXTERNAL

A

lower intake of energy, vitamins and minerals of those from poorer homes- weakens immune system, difficulty concentration, lowering energy levels

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13
Q

Alice Sullivan- EXTERNAL

A

range of activities survey to measure cultural capital - wider vocab and complex cultural knowledge, fiction and serious TV documentaries indicated a high cultural capital
BUT
even when m/c and w/c had same cultural capital, m/c still performed better

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14
Q

Richard Wilkinson- EXTERNAL

A

among 10 y/o, lower the social class, higher the rate of hyperactivity anxiety and conduct disorders

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15
Q

Bordieu - EXTERNAL

A

m/c habitus
3 types of capital: economic, educational and cultural

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16
Q

Blackstone and Mortimore- EXTERNAL

A

not uninterested but unable to attend due to work commitments and transport issues

17
Q

Keddie- EXTERNAL

A

a way of ‘blaming the victim’
different, not deficient culture
should focus on challenging the teachers

18
Q

Troyna and Williams- EXTERNAL

A

teachers’ reaction to w/c restricted code is to blame

19
Q

Becker

A

‘ideal pupil’

20
Q

Dunne and Gazaley

A

labels and assumptions from teachers meant that w/c underachievement was persistently produce and became normalised

21
Q

Rist

A

study on American kindergarten shows
‘tigers’ and ‘clowns

22
Q

Gillborn and Youdell

A

educational triage
A-to-C economy

23
Q

Douglas

A

lower streams at 8-> major decline in IQ by the age of 11
m/c benefit from streaming while w/c do not

24
Q

Rosenthal and Jacobson

A

study on ‘spurters’
20% were randomly assigned this label
after a year, 47% of those identified, made significant impact
steps of the self-fulfilling prophecy, given label, treated like this label is already try, pupil internalises this and makes it their self-image

25
Q

David Hargreaves

A

boys in lower streams were seen as a triple failure so there solution was to form an anti-school subculture

26
Q

Colin Lacey

A

2 processes of going into pupil subcultures: differentiation and polarisation

27
Q

Stephan Ball

A

abolishing banding/ streaming got rid of polarisation and influence of anti-school subcultures but differentiation and the effects of labelling still continued

28
Q

Peter woods

A

other responses to just pro and anti-school subcultures are:
rebellion
retreatism
ingratiation
ritualism

29
Q

John Furlong

A

not committed permanently to one response
can vary with teacher and lesson

30
Q

Ingram

A

study on Callum
w/c identities
inseparable from being in a w/c locality
tension between habitus of w/c neighbourhood and m/c school
m/c habitus in grammar school

31
Q

Sarah Evans

A

self-exclusion
habitus of prestigious uni did not match the habitus of where she is from

32
Q

Archer et al

A

‘Nike’ identities
symbolic violence led them to seeking alternative ways of creating self-worth
created conflict in school

Sociology- Education (11 decks)

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