Sociology Paper 1: Education Flashcards
What does DURKHEIM say about the functions of Education?
- secondary socialisation
- universal norms and values
- instils social solidarity
- rules and how to follow them
- society in miniature
What did PARSONS say about the functions of education?
- developed Durkheim’s ideas
- a bridge between home and society
- role allocation
- meritocracy
- universal standards, whereas in the household parents have different standards for children
What did DAVIS AND MOORE say about the function of education?
- sifting and sorting
- meritocracy
- important to have unequal rewards to create competition
Evaluations on Functionalist Views
- myth of meritocracy (reproduces class inequalities) - marxists
- outdated - marxist
- not shared values - bourgeoisie ideology
What do Marxists say about the function of education?
- hidden curriculum (ALTHUSSER - accept social inequalities)
- BOWLES AND GINTIS - correspondence principle
- reinforces class inequalities, so that people are unlikely to challenge system
- meritocracy is a myth (proletariat set up for failure)
Criticisms of the correspondence principle
- neglects gender and ethnicity as factors
- less correspondence than they suggest
- make the process of schooling too similar to work
- over-simplistic
- underestimated working-class resistance to being controlled
Similarities between functionalist and Marxist perspectives:
- both agree education shapes the norms and values of children
- education prepares pupils for work
Differences between functionalist and marxist perspectives:
- functionalists hold a positive view of the education system, Marxists critical
- functionalists claim education meets everyone’s needs, Marxists say it only benefits the ruling class
the feminist perspective of education
- inequalities between boys and girls
- gendered subject choices
- plays a role in socialisation
- girls are now outperforming boys at all levels of education, but the system still reinforces patriarchy so girls get lower-paying jobs (in spite of the system, not because of it)
- genderquake (WILKINSON) increased aspirations of women (SHARPE saw girls aspirations change from the 70s to the 90s)
criticisms of feminist perspective
- don’t consider class/ethnicity
- SEWELL, feminisation of the education system (more female teachers, exams aimed at girls)
different types of schools
- state-funded comprehensive (93% of children)
- independent/private schools (7%)
- specialist schools (ended in 2010, emphasis on certain subjects)
- academies (failed schools taken over by companies)
different types of schools (continued)
- special schools (usually for learning/physical disabilities)
- free school (set up by teachers/charities and funded by the government and have more control)
- faith schools
- grammar schools (acceptance based on academic ability)
arguments for private schooling:
- small class sizes
- do not have to follow the national curriculum
- better facilities
- academic culture (higher work ethic, better results, entrance exams)
- parents have a choice on how to spend their money
- acceptance from top unis/top jobs
arguments against private schools:
- inequality (class divides, harder for working-class students to gain entry to Oxbridge)
- socially divisive
- fewer people will invest in state education if their own children are privately educated
what is de-schooling?
- teaching methods within school do not work for every child
- school stops children’s individuality/curiosity
- need more flexible teaching methods
homeschooling?
- almost 60, 000 children in England were homeschooled in 2018
- receive all education from parents/carers, sometimes with the help of tutors
- it could be for religious reasons, a child with special needs, unhappy at school, or not happy with teaching methods
external factors of educational achievement
- socialisation
- material deprivation (e.g can’t afford textbooks)
- parental attitudes (degree of interest in child’s education)
- language (speech codes, language barriers) BERNSTEIN
- job market (crisis of masculinity - boys no longer think they can achieve, so do not try)
- education policies
- cultural deprivation
effect of educational policies on educational achievement before 1979
1870 education act: provides education nationally
1918 education act: compulsory education until age 14
1944 butler act: comp. education until 15
introduction of the tripartite system:
- grammar schools
- secondary modern
- secondary technical
1965 circular 01/65: comprehensive schools introduced
educational policies since 1979
1988 education reform act:
- marketisation of schools
- national curriculum
- league tables (encouraged competing for best results)
- Ofsted
- parents no longer sent children to local schools
- emphasis on vocational education for some students
educational policies since 1997 (due to new labour):
- introduction of academies
- free childcare for preschool children
- tuition fees for universities introduced
- educational maintenance allowance
educational policies since 2010:
- educational maintenance allowance removed
- tuition fees for uni increased
- pupil premium
- free school meals for primary school infants
- two year a level courses
internal factors affecting educational achievement
- school ethos (climate, academic achievement, values)
- hidden curriculum
- labelling (BECKER) and self-fulfilling prophecy (ROSENTHAL AND JACOBSON)
- self-negating prophecy (FULLER)
- streaming and setting
- pupil subcultures
BALL - streaming and setting
- band 1 child (academically bright)
- band 2 (not interested in schoolwork, difficult to control)
- band 3 (low ability, anti-school)
- GILLBORN AND YOUDELL (working class and poc pupils on the border of being put in either set are usually put in lower set)
Marxist perspective on processes within schools
- RIKOWSKI (marketisation adds to the stress of pupils and teachers due to pressure for exam results)
Interactionist perspective:
- teacher labelling (BECKER) - middle-class students were ‘ideal’
- the basis of appearance, language and attitudes
PAUL WILLIS, Marxist perspective
- researched 12 ‘lads’
- rejected view that there is a link between economy and educational achievement
- counter culture
- suitable candidates for manual labour
- (ignores girls)
feminist perspective on processes
- girls growing success is presented as a problem of failure for boys
- schools still enforce a patriarchal ideology
- subconsciously set girls up for low paying jobs
cultural capital (BOURDIEU)
- ideas, skills, interests and values of the middle class
- could include museum trips, developed speech codes and support within the home
- leads to higher educational achievement
external factors affecting educational achievement of girls and boys
- legal reforms (equal pay act 1970, sex discrimination act 1975)
- SHARPE said that girls aspirations shifted from families to careers (changing expectations)
- canalisation (parents buy children toys that match their gender eg dolls that help them develop language skills)
internal factors of educational achievement of boys and girls
- hidden curriculum undermines girls
- teachers respond to stereotypes of girls being more studious and boys being rowdy (SEWELL)
- subcultures (male groups devalue education)
internal factors affecting educational achievement of different ethnicities
- school curriculum - ethnocentric curriculum
- teacher stereotyping
- subcultures - same ethnic background for support
