sociology Flashcards
marxists roles of education
social control
Althusser- ideological state apparatus
brainwashing creates a false class consciousness
hidden curriculum responsible for this
school hierarchy ensures WC comply with capitalism
correspondence principle
bowles and gintis - maintains capitalism
passive and docile workers
schools provide wc with skills like that through the correspondence p
school mirrors workplace
secondary socialisation
passes on capitalist values that benefit the bourgeoisie
myth of meritocracy
stephen ball
sifting and sorting
bowles and gintis
allocated roles based on class
obedient students get best grades
education rewards conformity
stephen ball
feminist roles of education
social control
secondary socialisation
specialist skills
sifting and sorting
DA and class
out of school factors
housing, diet and health, finances
parental interest, parents own education, attitudes and values, speech codes, cultural capital
DA and class
in school factors
Labelling and self fulfilling prophecy
(rosenthal and jacobsen)
setting and streaming
(stephen ball)
subcultures
(Willis)
A-C economy
(Gillborn and Youdell)
competition and selection
DA and gender (girls)
in school factors
equal opportunities policies
positive role models (1992 - 22% but 2012 - 37%)
GCSEs and coursework (Mitsos and Browne)
teacher interactions (Abraham)
challenging stereotypes in the curriculum (Weiner)
DA and gender (girls)
out of school factors
impact of feminism (McRobbie)
changes in the family
changes in women’s employment (breaking glass ceiling - women in employment gone from 53% in 1971 to 67% in 2013)
changing ambitions (sue sharpe and O’Conner)
DA and gender (boys)
out of school
boys poorer literacy skills (mitsos and browne, Kirkby)
decline in globalisation (mitsos and browne)
unrealistic aspirations (Francis)
DA and gender (boys)
in school
feminisation of education (sewell)
teacher interactions (Abraham)
laddish subcultures (Mac an Ghaill)
DA and ethnicity
in school factors
racialised expectations (Gillborn and Youdell, Sewell)
institutional racism (Hatcher)
ethnocentric curriculum
assessment game
new IQ’ism (Gillborn)
DA and ethnicity
out of school factors
Family structure (sewell)
material deprivation (Pakistanis and Bangladeshis 3x more likely to be in poorest 5th of pop and homeless)
attitudes and values (Driver and Ballard, Lupton)
intellectual and linguistics skills (Engelmann) PSI study
racism in wider society (Wood et al)
subject choice and class
status of vocational courses (WC more likely to do vocational courses and manual labour) (almost half WC do BTECs compared to 1/5 MC)
teacher labelling (Fuller and Willis)
cultural attitudes of parents (sugarman)
subject choice and gender
gender role socialisation and gender domains (Murphy and Elwood)
gendered subject images (Kelley and Colley)
peer pressure (Paetcher)
gendered career opportunities (clerical, secretarial, personal services or cleaning)
class identity
habitus (archer et al)
symbolic capital and symbolic violence (Archer)
nike identities (Archer)
class identity and self exclusion (Evans) (21 WC girls south london comprehensive school- reluctant to apply to uni and only 4 intended to move away)
gender identity
male peer groups (Mac an Ghaill)
teachers and discipline (Haywood and Max an Ghaill - told boys off for behaving like girls) (girls punished more severely for misbehaving)
the male gaze (Mac an Ghaill)
double standards (reinforces hegemonic masculinity)
verbal abuse (Francis) (boys ridiculing girls)
female peer groups policing identity (Archer) (hyper-heterosexual feminine identity) (boffins)
ethnicity and identity
ideal pupil identity
pathologised pupil identity
demonised pupil identity
