Sociology Education: Class Differences & Ethnicity Flashcards
Education: internal
Self-fulfilling prophecy
Jacobson & Rosenthal
-fake suprters
-a year later almost half had made significant progress
-demonstrates self-fulfilling prophecy
-also can under produce
Education: internal
Streaming
-Gillborn & Youdell
-streaming places children into different ability groups
-WC are less likely to have ability
-once placed in low stream denies them knowledge to gain good grades
Education: internal
A-C economy
-Gillborn & Youdell
-link streaming to league tables
-children getting a C will contribute to position in table
-this attracts students and funding
-focus’s on students who have the potential to get Cs
Education: internal
Educational triage
-Gillborn & Youdell
-3 categorises:
-those who will pass and be left to get on
-those with potential will be helped to get a C or better
-hopeless cases who will fail
-uses interactionist concepts like labelling and
stereotyping to suggest why the WC suffer
Education: internal
Pro-school subculture
-pupils placed in high streams who are mainly MC
-commited to values of the school
-academic success
Education: internal
Anti-school subculture
-placed in low streams mainly WC
-low self esteem because of the label of failure
-inverting school values
-self-fulfilling prophecy of education failure
Education: internal
Abolish streaming
-Ball
-in favour of mix ability groups
-in mixed ablity groups subcultures declined
-Teachers still categorised children with positive and negative labels
Education: internal
Critique of Abolish streaming
-Gillborn & Youdell
-creates new opportunities to treat children differently due to class, ethnicity or gender
-study’s show
Education: internal
Criticisms of labelling theory
-it’s assumed when children are labelled that they take on the label (self fulfilling prophecy) however studies show this isn’t always the case
Education: internal
Symbolic capital and violence
-Schools have a MC habitus
-school devalues WC habitus
-symbolic violence as WC are withholding of capital needed
-feel alienated
E.g archer found WC students had to change themselves to succeed
Education: internal
Nike identities
Archer
-MC see their ‘Nike’ identities as tasteless
- this style also played a part in the rejection of higher education:
unrealistic- not for people ‘like them’
Undesirable- wouldn’t suit their life style
Education: external
Cultural deprivation
Douglas
-Parents education
-how they spend income
-parenting style
Education: external
WC subculture
Sugerman
-fateism
-immediate gratification
Education: external
Language
(Cultural dep)
Bernstein
-complex
-restricted
Education: external
Material deprivation
-fear of debt
-housing
-diet & health
Education: ethnicity
External: cultural deprivation
Asian family’s
Lupton
-Asian work ethic
-Asian family authority is simiar to schools
Education: ethnicity
External: cultural deprivation
White WC family’s
-white WC family’s have low aspirations
-ethic minority students are more likely to aspire to go to uni
-lack parental support
Education: ethnicity
External: cultural deprivation Black Family’s
Swell
-black feathers lack nurturing or tough love
-many black boys are pressured to be part of an anti social subculture
-black students are worse off then Asian due to cultural differences e.g attitude to education
Education: ethnicity
External: cultural deprivation
Critique of Black family’s
Gillborn
-Argues it’s not due to peer pressure but institutional racism within education system that fails black boys
Education: ethnicity
External: cultural deprivation
Critique of cultural deprivation
Keddie
-claims cultural deprivation is victim blaming and they’re culturally different.
-they’re underachieve due to ethnocentric: bias to white culture
Education: ethnicity
Internal: Labelling
Blacks pupils & discipline
Gillborn and Youdell
-teachers expected black students to have discipline problems
-when teachers acted on this the pupils responded negatively
-this concludes white teachers and black students racial stereotypes rather then actual behavior
Education: ethnicity
Internal: pupil identities
Chinese pupils
Archer
-seen as achieving success in the ‘wrong way’ through hard work rather then individual ablity
-this meant they could never be the ideal pupil
-will be seen as ‘over-achievers’ as it isn’t a privileged, white, MC ideal pupil
Education: ethnicity
Internal: rejecting negative labels
Fuller
-the black girls do not seek approval of teachers as they were racist
-they didn’t limit friends to high achievers but also lower stream black girls
-they had a positive attitude to academic success but relied on their own efforts for exams
-this proves negative labels do not always lead to the self-fulfilling prochey
Education: internal
Labelling
Rist
-teacher from kindergarten looked at children’s back group
-sepreated them into WC less able students and MC more able students
-WC had little chance to show off ablity
Education: external
Cultural capital
Bourdieu
-refers to knowledge, attitudes, values and language
-socialised into the ability to analyse abstract ideas
Education: ethnicity
Cultural deprivation
(External)
Engelmann
-black families lack intellectual stimulation leading to struggling at school e.g problem solving
-if family doesn’t speak English at home it struggles
Education: ethnicity
Cultural deprivation critique
(External)
Mirza
-Indian pupils do very well despite not having English as their first language at home
