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Sociology > Unit 3 Inequalities In Educational Achievement > Flashcards

Unit 3 Inequalities In Educational Achievement Flashcards

1
Q

Eysenck
Intelligence (out)
Social class

A

Children go into+come out of school with same intelligence levels not exceeding their capability

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2
Q

Jensen
Intelligence (out)
Social class

A

Genetic factors explain inequality in school than environmental factors

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3
Q

Smith+Noble
Material (out)
Social class

A

‘Barriers to learning’- low income: unable to afford trips/ books/ uniform etc- leads to isolation+bullying

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4
Q

Raey
Material (out)
Social class

A

Economic capital is needed for cultural capital- WC students are more likely to have PT jobs+longer hours= reducing chances of attaining higher grades

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5
Q

Callendar+Jackson
Material (out)
Social class

A

‘Fear of debt’- WC 4x less likely to apply for university

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6
Q

Douglas
Cultural (out)
Social class

A

Most significant factor that affected achievement was the degree of parent’s interest in their education

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7
Q

Feinstein
Cultural (out)
Social class

A

Teacher’s assessments of how much interest they showed in their children’s education

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8
Q

Bernstein
Cultural (out)
Social class

A

Restricted code- slang-WC/MC
Elaborated code- complex language- MC/UC
MC can use both codes but WC can only access the restricted code

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9
Q

Sugarman
Cultural (out)
Social class

A

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

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10
Q

Fatalism

Sugarman Cultural (out)Social class

A

manual labour future planned out

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11
Q 
Immediate Gratification
(Sugarman Cultural (out)Social class)
A

leave education for financial reasons- get money, not education (like MC children do)

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12
Q

Present-Time Orientation

Sugarman Cultural (out)Social class

A

distracted by present-day occurrences, not focused on work+improving future prospects

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13
Q

Jensen
Intelligence (out)
Ethnicity

A

Black people have lower IQs due to environmental factors eg occupation

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14
Q

Sewell
Material (out)
Ethnicity

A

Aspire to be rappers- materialistic- expensive jewellery, clothing and cars

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15
Q

Driver+Ballard
Cultural (out)
Ethnicity

A

Indian parents place emphasise importance of education

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16
Q

Archer+Francis
Cultural (out)
Ethnicity

A

Tiger mums British Chinese- young children pressured for perfect scores

17
Q

Modood
Cultural (out)
Ethnicity

A

3/5 Bangladeshi women- no English
1/2 Pakistani women- no English
1/5 Bangladeshi men- no English

18
Q

Bolognani
Cultural (out)
Ethnicity

A

‘Myth of return’- no focus on education, believe in religious and family commitments- myth of going back to their own home countries

19
Q

Hendessi
Culture (out)
Ethnicity

A

Poverty in culture- norms and values are different- females are not all at home in the kitchen

20
Q

Abbott
Interactionist (in)
Ethnicity

A

Disproportionate number of exclusions of EMG

21
Q

Crozier
Interactionist (in)
Ethnicity

A

Institutional racism causes inequality

22
Q

Mirza
Interactionist (in)
Ethnicity

A

Black Afro-Caribbean girls resisted labels

23
Q

Mitsos+Browne

Gender

A

Teachers are less strict with boys, 80% are permanently excluded- leads to girls having higher aspirations

24
Q

Sharpe

Gender

A

Girl’s priorities have changed from being about love and marriage to having a career and supporting themselves

25
Q

Francis

Gender

A

Saw future identity in terms of careers than employment being a stopgap before marriage

26
Q

Beck

Gender

A

‘Risk society’- more uncertainty in this society about risks of divorce/ loss of jobs

27
Q

Burns+Bracey

Gender

A

Girls appear more mature earlier, work harder+are more motivated than boys

28
Q

Oakley

Gender

A

Manipulation, canalisation, verbal appellations, domestic activities- teaches girls to be passive in education whilst boys are dominant+disruptive

29
Q

Mac an Ghail

Gender

A

Macho lads- wanted to act tough and aggressive

30
Q

Coffey

Gender

A

Male underachievement has exaggerated causing a moral panic

31
Q

Epstein

Gender

A

The poor boys discourse, ‘boys will be boys’ discourse

32
Q

The poor boys discourse

A

Boys are seen as the victims

33
Q

‘boys will be boys’ discourse

A

‘Naturally clever’ but tend to be lazy and difficult to motivate

34
Q

Skelton

Gender

A

Problem boys discourse, ‘at risk’ boys discourse

35
Q

Problem boys discourse

A

Boys are a problem- develop anti-learning behaviour

36
Q

‘at risk’ boys discourse

A

Not bad, but ‘vulnerable’- low self-esteem and excluded from society

Sociology (9 decks)

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