Unit 3 Inequalities In Educational Achievement Flashcards
Eysenck
Intelligence (out)
Social class
Children go into+come out of school with same intelligence levels not exceeding their capability
Jensen
Intelligence (out)
Social class
Genetic factors explain inequality in school than environmental factors
Smith+Noble
Material (out)
Social class
‘Barriers to learning’- low income: unable to afford trips/ books/ uniform etc- leads to isolation+bullying
Raey
Material (out)
Social class
Economic capital is needed for cultural capital- WC students are more likely to have PT jobs+longer hours= reducing chances of attaining higher grades
Callendar+Jackson
Material (out)
Social class
‘Fear of debt’- WC 4x less likely to apply for university
Douglas
Cultural (out)
Social class
Most significant factor that affected achievement was the degree of parent’s interest in their education
Feinstein
Cultural (out)
Social class
Teacher’s assessments of how much interest they showed in their children’s education
Bernstein
Cultural (out)
Social class
Restricted code- slang-WC/MC
Elaborated code- complex language- MC/UC
MC can use both codes but WC can only access the restricted code
Sugarman
Cultural (out)
Social class
WC subculture characterised by:
Fatalism- manual labour future planned out
Immediate Gratification- leave education for financial reasons- get money, not education (like MC children do)
Present-Time Orientation- distracted by present-day occurrences, not focused on work+improving future prospects
Fatalism
Sugarman Cultural (out)Social class
manual labour future planned out
Immediate Gratification (Sugarman Cultural (out)Social class)
leave education for financial reasons- get money, not education (like MC children do)
Present-Time Orientation
Sugarman Cultural (out)Social class
distracted by present-day occurrences, not focused on work+improving future prospects
Jensen
Intelligence (out)
Ethnicity
Black people have lower IQs due to environmental factors eg occupation
Sewell
Material (out)
Ethnicity
Aspire to be rappers- materialistic- expensive jewellery, clothing and cars
Driver+Ballard
Cultural (out)
Ethnicity
Indian parents place emphasise importance of education
Archer+Francis
Cultural (out)
Ethnicity
Tiger mums British Chinese- young children pressured for perfect scores
Modood
Cultural (out)
Ethnicity
3/5 Bangladeshi women- no English
1/2 Pakistani women- no English
1/5 Bangladeshi men- no English
Bolognani
Cultural (out)
Ethnicity
‘Myth of return’- no focus on education, believe in religious and family commitments- myth of going back to their own home countries
Hendessi
Culture (out)
Ethnicity
Poverty in culture- norms and values are different- females are not all at home in the kitchen
Abbott
Interactionist (in)
Ethnicity
Disproportionate number of exclusions of EMG
Crozier
Interactionist (in)
Ethnicity
Institutional racism causes inequality
Mirza
Interactionist (in)
Ethnicity
Black Afro-Caribbean girls resisted labels
Mitsos+Browne
Gender
Teachers are less strict with boys, 80% are permanently excluded- leads to girls having higher aspirations
Sharpe
Gender
Girl’s priorities have changed from being about love and marriage to having a career and supporting themselves
