Sociology Education: Class Differences & Ethnicity

Question 1

Education: internal
Self-fulfilling prophecy

Answer 1

Jacobson & Rosenthal
-fake suprters
-a year later almost half had made significant progress
-demonstrates self-fulfilling prophecy
-also can under produce

Question 2

Education: internal
Streaming

Answer 2

-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

Question 3

Education: internal
A-C economy

Answer 3

-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

Question 4

Education: internal
Educational triage

Answer 4

-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

Question 5

Education: internal
Pro-school subculture

Answer 5

-pupils placed in high streams who are mainly MC
-commited to values of the school
-academic success

Question 6

Education: internal
Anti-school subculture

Answer 6

-placed in low streams mainly WC
-low self esteem because of the label of failure
-inverting school values
-self-fulfilling prophecy of education failure

Question 7

Education: internal
Abolish streaming

Answer 7

-Ball
-in favour of mix ability groups
-in mixed ablity groups subcultures declined
-Teachers still categorised children with positive and negative labels

Question 8

Education: internal
Critique of Abolish streaming

Answer 8

-Gillborn & Youdell
-creates new opportunities to treat children differently due to class, ethnicity or gender
-study’s show

Question 9

Education: internal
Criticisms of labelling theory

Answer 9

-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

Question 10

Education: internal
Symbolic capital and violence

Answer 10

-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

Question 11

Education: internal
Nike identities

Answer 11

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

Question 12

Education: external
Cultural deprivation

Answer 12

Douglas
-Parents education
-how they spend income
-parenting style

Question 13

Education: external
WC subculture

Answer 13

Sugerman
-fateism
-immediate gratification

Question 14

Education: external
Language
(Cultural dep)

Answer 14

Bernstein
-complex
-restricted

Question 15

Education: external
Material deprivation

Answer 15

-fear of debt
-housing
-diet & health

Question 16

Education: ethnicity
External: cultural deprivation
Asian family’s

Answer 16

Lupton
-Asian work ethic
-Asian family authority is simiar to schools

Question 17

Education: ethnicity
External: cultural deprivation
White WC family’s

Answer 17

-white WC family’s have low aspirations
-ethic minority students are more likely to aspire to go to uni
-lack parental support

Question 18

Education: ethnicity
External: cultural deprivation Black Family’s

Answer 18

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

Question 19

Education: ethnicity
External: cultural deprivation
Critique of Black family’s

Answer 19

Gillborn
-Argues it’s not due to peer pressure but institutional racism within education system that fails black boys

Question 20

Education: ethnicity
External: cultural deprivation
Critique of cultural deprivation

Answer 20

Keddie
-claims cultural deprivation is victim blaming and they’re culturally different.
-they’re underachieve due to ethnocentric: bias to white culture

Question 21

Education: ethnicity
Internal: Labelling
Blacks pupils & discipline

Answer 21

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

Question 22

Education: ethnicity
Internal: pupil identities
Chinese pupils

Answer 22

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

Question 23

Education: ethnicity
Internal: rejecting negative labels

Answer 23

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

Question 24

Education: internal
Labelling

Answer 24

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

Question 25

Education: external
Cultural capital

Answer 25

Bourdieu
-refers to knowledge, attitudes, values and language
-socialised into the ability to analyse abstract ideas

Question 26

Education: ethnicity
Cultural deprivation
(External)

Answer 26

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

Question 27

Education: ethnicity
Cultural deprivation critique
(External)

Answer 27

Mirza
-Indian pupils do very well despite not having English as their first language at home