DEA - sociology paper 1
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DEA - sociology paper 1 - Marcador
DEA - sociology paper 1 - Detalles
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| 🇬🇧 | 🇬🇧 |
| What is material deprivation? And who is more likely to experience it? | Working class more likely - it is a lack of resources needed in order to educationally achieve. |
| What is cultural deprivation? | Lack of dominant norms and values of society needed in order to educationally achieve. |
| What theorists are involved with cultural deprivation? | Sugarman and Douglas |
| What does Douglas suggest about Cultural deprivation? (Working Class) | WC homes lack books, ed. toys and activities that encourage intellectual development |
| What does Douglas suggest about the MC and cultural deprivation? | MC mothers have the knowledge needed to pick toys that promote intellectual development and they have more time to invest their children - parents evenings, homework, contacting school |
| What did Sugarman suggest about Cultural deprivation? | There are 4 cultural differences between the WC and the MC: 1. fatalism 2. immediate gratification 3. present time orientation 4. collectivism |
| What is social capital? (in terms of (class)) | When working class families don't have the social connections to achieve - middle class have the contacts needed for success |
| What did Bernstein argue? | Lower class students language is inadequate - restricted code (elaborate code) |
| What is restricted code? | A shorthand speech - non descriptive - slang - particularistic - usually associated with the WC |
| What is elaborate code? | Explicit meanings - explanations - descriptive - universalistic - usually associated with MC |
| What are some problems with restricted code? | Bernstein suggested MC children are socialised into elaborate codes, teachers have elaborate codes, elaborate codes are used in exams, Wc restricted codes are not inadequate for them as a collective but they place Wc students at a disadvantage in school |
| What are some evaluations of cultural deprivation theorists? | - victim blaming -it doesn't look at the school itself, simply just blames WC kids -how can a child be deprived of its own culture? -the schools should be overcompensating the students who do not possess the cultural capital |
| Name internal factors leading to underachievement. | Accept any from: teacher labelling - self fulfilling prophecy differentiation anti school subcultures streaming / banding educational triage subject choice bullying cream skimming / silt shifting |
| Who are the functionalist theorists in regard to DEA? | Bernstein & Sugarman |
| Who are the marxist theorists in regard to DEA? | Boudon & Gerwitz & Bordeui |
| What are some external factors that have impacted girls success? | Impact of feminism, girls changing ambitions (Sharpe), changes in women employment, and the family |
| Explain why the impact of feminism has had an impact on girls educational achievement? | Feminism has raised expectations and given women opportunities that they would not have previously have had which has encouraged girls to achieve in their education. |
| How has the family impacted girls educational achievement? | Lone parents give strong female role models for daughters to follow for example fullers study |
| How has the change of girls ambitions affected girls educational success? | Girls are now more now ambitions and their new aspirations require good educational achievement |
| What did Sharpe conclude in her study about girls ambitions? | She interviewed girls in 1970 and 1990 and concluded that girls ambitions were low in 70 and high in 90 and are now more likely to feel independent. |
| What are some internal factors contributing to girls achievement? | Any from the following: bedroom culture gender socialisation feminisation of education labelling theory female student teacher relationships equal opportunity acts challenging stereotypes league tables and selection |
| What are some evaluations to girls achieving in school? | WC girls are more likely to underachieve - hyper heterosexuality, nike identities, subcultures, symbolic and cultural capital dilemma, laddette subcultures, ethnic differences - Chinese and Indian girls |
| What contributing factors may lead to boys under achievement? | Any from the following: changes in employment - crisis of masculinity female domain in education toxi masculinity breakdown of family literacy problems |
| Name three policies that were enforced to raise boys achievement. | Any from the following: national literacy strategy playing for success dads and sons campaign recruitment campaigns military programmes |
| Having more male teachers may not be the answer, what was Read's study? | Studied primary schools and language that teachers used - liberal and disciplinarian discourse |
| What is liberal discourse? | Teachers authority is implicit - speaking to student like they are an adult - more female teachers. |
| What is disciplinarian discourse? | Teacher authority is explicit - shouting, harsh tones, sarcasm - male teachers usually and female teachers |
| What is bedroom culture? | Girls are socialised to stay in and revise and do homework or coursework through parents - set curfews etc. encouraging them to stay in their bedroom |
| What is the crisis of masculinity? | Uncertainties over social roles and identity, sexuality, work and personal relationships - and often manifested in violent or abusive behaviours towards self and others. |
| What is toxic masculinity? | Traditional male gender roles that consequently stigmatize and limit the emotions boys and men may comfortably express while elevating other emotions such as anger. |
| What is GIST and WISE? | Policies to encourage girls into doing STEM subjects or doing courses such as engineering which are male dominated |
| What is the glass ceiling? | Metaphor for explaining the inability of many women to advance past a certain point in their occupations and professions, regardless of their qualifications or achievements. |
| What are factors of the feminisation of education? | - more female teachers - female domain - provides young female students with role models |
| What is the sex discrimination act? | Illegal to not employ anyone based upon gender |
| What is the dads and sons campaign? | Encouraging dads to read to their sons and help them with their homework etc. |
| What do liberal feminists suggest about girls and education? | There have been some improvements in education which have benefited girls |
| What would radical feminists suggest about girls in education? | Girls still face inequalities in the classroom: gendered subject image, boys dominating space, male gaze, school reinforces traditional gender roles |
| What is a gender domain? | When things are typically known as a gender - e.g. Subjects have gender domains - maths is male dominated |
| How is gendered subject choice explained by sociologists? | Girls are aware from a young age that certain subjects are a boys domain |
| What can different subject choice be explained by? | - early socialisation -gendered subject image - peer pressure -gendered career opportunities |
| How is patriarchy still in schools - give examples? | Any from: -boys dominate space -boys physically pushing in corridors -teasing and judging may put girls off answering in class -male teachers often more found in leadership - rescuing female teachers when the boys get too difficult -sexual assault cases rising e.g. upskirting |
| What is upskirting? | People taking pictures under girls skirts |
| What have some feminists suggested that girls feel under by male teachers and students? | The male gaze |
| What does the male gaze act as upon girls? | Surveillance - know they are being watched so conform to gender expectations |
| What feminists suggest about boys and education in terms of patriarchy? | Boys are able to shrug off failures and have an over inflated sense of self, boys often receive more criticism within the classroom and so subsequently more attention |
| What did Michelle Stanworth study in 1983? | Studied FE A-Level classes and through observations discovered that teachers would impede progress of girls as both male and female teachers held stereotypical views on what boys and girl would do. |
| What did Stanworth discover though interviews? | All students thought that teachers gave more attention to boys as they were loud and demanded attention. She concluded that classroom interaction disadvantaged girls. |
| What do schools reinforce in terms of patriarchy? | Traditional gender identities on girls and boys double standards of behaviour e.g. slag and palyer verbal abuse aimed at those who don't conform to gender roles .e.g. gay and butch |
| Name the three schools in the tripartite system and how you were assigned to them? | Grammar, technical and secondary modern - decided based on 11+ grade |
| Why was the butler act implemented? | Wanted to base education off meritocracy, students went to schools most appropriate for them, student swears able to achieve their full potential |
| What is meritocracy? | All students having an equal start |
| What are the weaknesses of the tripartite system? | Any from: -class inequality -unequal opportunities -unfair exam (language and culture) -poor students unlikely to accept a place -people may not have been thought of as grammar school material and so weren't given the same respect as MC students -girls had to achieve a higher mark -secondary moderns induced the self fulfilling prophecy because they became known as the school for failures -presumed intelligence |
| What did the comprehensive system aim to do? | Help overcome the class divide that had occurred |
| What did the comprehensive system do/attempt to do? | It abolished the 11+ and made it so children were all educated in the same way - aimed to be based on meritocracy |
| What are some critiques of the comprehensive system? | Any from: they were big and Impersonal most school still had streaming and banding systems some parents questioned the quality of the teaching it became of postcode lottery |
| What educationally act was in 1988? | The educational reform act |
| What kind of policy was the ERA? | Marketisation policy - introducing market forces into education |
| What did the ERA introduce? | Testing and attainment targets introduced GCSE's and SAT's national curriculum was introduced formula funding specialised schools introduced |
| What is parentocracy? | A key theme in the 1988 ERA that there was an idea that parents had the choice |
| What allowed parentocracy? | Open enrolment and league tables |
| What are some evaluations of marketisation (ERA)? | Any from the following: students were too young to sit SAT's comparing schools by league tables is unfair - good grades do not always make a good school schools can manipulate or mislead ofsted formula funding led to sink schools catchment areas occurred - middle class would buy up houses in the 'good area' leading to the driving up of house prices deliberate entry of students into vocational courses so their results do not effect the league tables teaching how to take an exam not actually teaching them created the educational triage led to cream skimming and silt shifting |
| What is the educational triage? | Three types of students: -ones that will pass anyway -C/D borderliners -No hopers |
| What are some evaluations of parentocracy? | Do all parents really have the ability to choose? - privileged skilled choosers -semi skilled choosers disconnected local choosers |
| What is formula funding? | Giving schools a certain amount of money per student |
| What type of education did new labour introduce? | Compensatory |
| List some policies that new labour compensatory education introduced. | Any from: -sure start -specialist skills introduced -changes to A-levels (curriculum 2000) -local centres of excellence introduced -aim higher programme -EMA payments introduced -proposal to increase school leaving age to 18 -introduction of academies |
| What are some evaluations for the new labours compensatory education? | Some educational policies just allowed for the continuation of marketisation and contradicted the compensatory education goal for example the idea of university fees |
| What parties introduced the 2010 coalition? | Conservatives and Liberal Democrats |
| What policies did the 2010 coalition introduce? | -pupil premium -increase in tuition fees -free schools -expansion of academy bill -reform of a levels -reform of GCSE's expansion of aprenterhsips -EBACC -removal of EMA -removal of sure start funding |
| What is the conservative policy from 2015? | The expansion of nursery care for 30 free hours a week, reintroduction of grammar schools, attempt to make it compulsory for all schools to become academies, multi academy trusts |
| How has globalisation effected marketisation? | Any from: -schools make a significant amount if money by promoting and recruiting international students -universities can recruit international students as they can charge them more for tuition -promotion of British values and the prevent agenda -international comparisons therefore are often made between schools across the world e.g. PISA Results -these can goon to effect British educational policy e.g. the growing focus of English and maths |
| Give some evaluations of globalisation and its impact on policy. | Any from: -the PISA tests can be criticised as they are based on a narrow range of subjects -you cannot make valid comparisons between some countries, the experience of students in some countries is different to that of the UK -the British values agenda can lead some students to feel excluded from the culture in school -Prevent agenda can lead some teachers to stereotype and discriminate against some of their students |
| What are the three external factors to ethnic underachievement? | Cultural material racism |
| What are common features in black families? | - high proportion of lone parent families - over half of the families with dependent children were lone parent - these family trends can be traced back to the slave trade and also high rates of unemployment in black carribean males |
| How does the common factors of black families effect their educational achievement? | People who have been discriminate against maybe by teachers or other students, means that they are more likely to have a negative attitude towards school and form an anti-school subculture |
| What are the common features of Pakistani/Bangladeshi families? | Any from: -these families tend to be larger than other ethnic groups -households can contain up to 3 generations -value placed on extended family |
| How might the common factors of Pakistani and Bangladeshi families effect educational achievement? | The values placed on family rather than education - not seen as important as family life and making yourself a household |
| Explain cultural deprivation and why it effects those of ethnic minorities when it comes to educational underachievement. | - if English is not your first language you may struggle to achieve (this does not hold back all EM groups) - poorer students may lack the intellectual stimulation at home and some ethnic minority groups are more likely to live in poverty - some ethnic minority groups won't have the cultural or social capital - some black communities may be more likely to have a fatalistic attitude sue to racism experienced in wider society |
| Explain material deprivation and why it effects those of ethnic minorities when it comes to educational underachievement. | Any from: -there is difference sin income -unemployment is more likely amongst Pakistani/bangladehsi/and African carribean communities -chinese and inn culture are likely too be middle class and have professional jobs |
| Explain why racism effects education? | -discrimination experienced by some ethnic minority groups include: -housing wider community racism -employment -media stereotypes all effecting educational achievement because Embedded racial inequities produce unequal opportunities for educational success. Systematic policies, practices and stereotypes work against children and youth of color to affect their opportunity for achieving educational success. |
| What are the internal factors contributing towards educational underachievement in ethnic minorities? | -labelling and teacher racism -pupil responses and subcultures ethnocentric curriculum -selection of segregation |
| Explain labelling and racism. | Labels can be passed on stereotypical assumptions about ethnic groups -for examples a study by Gillbourn and Youdell in 2000 has suggested that some teachers have racialised ideas about black students and were quicker to discipline them. |
| What did wright observe? | Used observations of 1000 students and found that Asian students were often thought as having bad English and so were left out of classroom interactions. Asian students felt isolated when teachers would pronounce their names wrong and undermine custom traditions. |
| What did wright conclude? | It was easy to push Asian students to the side and ignore them |
| What were his three categories of teacher? | 1. the colour blind - did not challenge racism 2. the liberal chauvinists - black students were culturally deprived and so had low expectations of them 3. the overt racists - were directly racist in their attitudes to ethnic minority students |
| How do teachers define students as having stereotypical ethnic identities? | 1. the ideal pupil identity - white MC girls - deserving of success 2. the pathological pupil identity - Indian/Chinese girls seen as asexual and achieving only through hard work and not natural ability 3. the demonised pupil identity - black or white WC, hyper hetrosexualised identity seen as unintelligent and belonging to subcultures - culturally deprived |
| Explain subcultures. | Students may either reject or accept their label |
| What does Fuller suggest about black girls? | That they were able to reject their labels and succeed because they are likely to have positive female role models in their house - their culture is highly matronly |
| What did Mac and Ghaill find? | The same was true in Asian sixth form students |
| What did Sewell suggest about pupil responses to labelling? | That afro carribean/ black minority boys also have a variety of responses to labelling: -the rebels - reject the school (ASC) -the conformists - accept rules and reject ASC -the retreatists - reject school rules and their peers -innovators - pro education but rejected school and achieved anyway - allowing them to be accepted by their peers |
| Who suggested that their was institutional racism? | Torna and Williams |
| What did Tropyna and Williams suggest about institutional racism? | Students have to suffer both individual and Institutional racism which out ethnic minority students at a distinct disadvantage |
| What is an ethnocentric curriculum? | A curriculum that gives priority to the dominant ethnic group |
| What does the British curriculum focus on? | White British culture and ignores black and asian culture - the image of being black and being inferior in history can undermine a black Childs self esteem - literature has to now focus on British writers and poets |