| 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 |
| when was the tripartite system/butler act? | 1944 |
| 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 |
| when was the comprehensive system? (labour) | 1965 |
| 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 |
| who came up with parentocracy? | Gerwitz |
| 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. |
| who was the theorist for labelling (ethnicity)? | Wright |
| 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 labelling theorist found that most teachers held racist views? | Mirza |
| 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 |
| what are pupil responses to labelling according to Fuller, Mac and Grail and Mirza? | subcultures |
| 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 |
| who is the ethnocentric curriculum favoured by? | new right and conservative ideas |
| what did Gilbourne suggest in 1997 about selection and segregation? | marketisation can put ethnic minority groups at a disadvantage because...
- racist bias in interviews for school places
- lack of information and application forms in minority languages
- ethnic minority parents are often unaware how the admissions and appeals work and so their children are more likely to be left behind in the poor performing schools |
| what do social action theorists look at? | small scale interactions in society |
| what do social action theorists suggest? | that it is not the system that effects educational success but the individual interactions e.g. between teacher snd student |
| what is labelling theory about? | to label someone is ti attach meaning to them and teachers do this with students. Some studies have shown that teachers base these assumptions on stereotypical ideas about the student |
| what did Howard Becker do in 1971? | -carried out interviews with 60 teachers
-found that they judged students on how well they fitted their idea of a perfect student |
| what is the self fulfilling prophecy? | when teachers label a student and treat them according to that label, leading the student to internalise the label and it can become part of their self image |
| what is the looking glass self? | starting to see yourself as others see you |
| what is the halo effect? | if a teacher gives you a label then that halo follows them around the school |
| What did Rists study and find in primary schools? | teachers would use info about childrens background and appearance to place them in streams or bands. Those who were fast learners tended to be MC and called tigers. The other two groups she labelled as the clowns who were seated further back and ignored. They were given lower level books and tasks. |
| What theorists came up with the self fulfilling prophecy in 1968? | Rosenthal and Jacobson |
| what did Rosenthal and Jacobson do? | studies a primary school in California and conducted a field experiment. They told the teachers that the students were to sit a test to identify those who had potential to spurt ahead - this was false. They randomly picked 20% of the students and told teachers based on these results that they were spurters. On return after a year, they found that over half of them had gone on to outperform their peers |
| what did Keddie say about labelling knowledge? | that teachers don't just label students but also knowledge. They label high or low status knowledge. Students in different bands were given different knowledge. Lower sets were taught basics and higher sets got more descriptive and theoretical knowledge. |
| explain marketisation and labelling? | schools are judged by their league table position
this led to teachers only focusing on those students that they believe will get an A-C (a-c economy)
teachers are indirectly encouraged through marketisation to sort their students into ability groups - educational triage |
| what can labelling lead to? | students forming subcultures |
| what to teachers differentiate students by? | based upon their perceived ability |
| students can polarise into two groups, what are they? | anti school subcultures and pro school subcultures |
| what does Ball argue? | that streaming should be abolished in order to improve achievement |
| How does Woods disagree with Ball? | he argues that pupils respond in more than two ways and that students responses may change over the course of their school life |
| what are the responses to labelling according to woods? | ingratiation - pro school eager to please
compliance - conformity
opportunism - teacher and peer approval wanted
ritualism - lack interest but follow rules
retreats - indifferent to school and peers
colonisation - students who take opportunity to misbehave
intransigence - trouble makers, indifferent to school
rebellion - rejection - anti school |
| explain Habitus. | WC and MC identity differs |
| what does Bourdieu say? | comes up with the concept of Habitus to define how different social classes have shared ways of thinking being or acting |
| what can Habitus include? | a pupils identity, preferences, lifestyle, consumption, aims and ambitions |
| what is symbolic capital? | the middle classes image or habitus is seen as far superior and more desirable than the WC image |
| what does Bourdieu argue about the MC? | they commit symbolic violence by seeing their habitus as inferior and the proceed to laugh and judge them to put them in their place - therefore the WC need to find an alternative way to change their image which may conflict with school |
| what is a nike idenity? | a way in which students will seek self worth by forming an identity through brands |
| why did nike identities lead to underachievement? | because the students were wearing branded clothes which conflicted with the school. The students who had nike identities risked being labelled by teachers as rebels. |
| how can working class girls use their femininity to gain worth? | by developing a hyper-hetrosexuallity |
| why are the WC unlikey to apply to university? | because the Poh atmosphere is unfamiliar and may intimidate them and they are also reluctant to apply to universities like Oxford and Cambridge as they know they won't fit in as the Habitus it too different from their own |
| how do functionalists see education? | as benefiting individuals and society creating a consensus |
| how do marxists see education? | benefiting the bourgeoisie and helps to maintain the capitalistic society in which we live in |
| what did Althusser come up with? | the ISA - idealogical sate apparatus |
| what two ways does Althusser suggest we are controlled by? | ideologically and physically |
| explain the ISA? | bourgeoisie maintain control by controlling peoples values and ideas such as religion, media and the education system |
| what does the education do about inequality? | it legitimises it through the myth of meritocracy - we all believe in meritocracy therefore if someone fails it is their own fault not the systems. Education reproduces class inequalities - some students will fail and this will allow them to be exploited for cheap labour |
| what is the repressive state apparatus? | if the idealogical controls fail, it doesn't matter because the government can control us physically. The RSA is marinating control by the use of threat or brute force such as the police or army |
| what did Bowles and Gintis argue? | that students are shaped and controlled by the hidden curriculum - there are things we learn in school that benefit capitalism - sometimes referred to as the correspondence principle |
| what did Bowles and Gintis believe about the education system? | helps to reproduce a subservient workforce - encourages the acceptance of hierarchy - motivation by external reward - fragmentation of knowledge |
| what does Bourdieu believe? | -schools have a middle class culture
-language, attitude and values all form part of this
-middle class students own this dominant culture - cultural capital
-therefore they know how to behave and what the expectation of them is - making it more likely that they will be successful |
| what is the answer for Illich? | -he sees school as reproducing class inequalities
-schools are like society in miniature as long as society is unequal then schools will be |
| what does Illich advocate for? | deschooling - getting rid of schools and making learning individual and equal e.g. summer hill school |
| What does Freire believe? | -schools are repressive institutions where students are conditioned to accept the superiority of the middle classes
-schools have hegemonic control over us - they control our ideas |
| what was Willis's theory called? | learning to labour |
| what does Willis suggest about students? | students are not passive in their learning |
| what does Willis suggest about working class students? | they can resist attempts by the education system to indoctrinate them |
| what theory does Willis combine his Marxist views with? | interactionist |
| what does Willis look at in terms of marxism and interactionism? | looks at the meaning that students place on their learning and how this might lead them to get working class jobs |
| what was Willis's study? | he studied the culture of 12 working lass boys at school. He used group interviews. The boys found school boring and didn't do as they were told and laughed at those that did teasing them and calling them names. They created their own counter culture. They reject the con of schools meritocratic ideology |
| What does Willis suggest about working class boys? | that the counter school subculture the lads created leads them to get working class jobs. |
| what did Willis find when he went back to see the boys? | that they ended up working in low paid jobs because their values were different. The lads were low skilled workers and they still saw themselves as superior to the "sissy" intellects in higher positions |
| what leads the boys to get working class jobs? | rather than the education system forcing them to get working class jobs, it is the culture they create that leads them to low paid jobs |
| what theorists are included in education and theory? | functionalist, marxist, neo-marxist and new right |
| what functionalist theorists are included in the role of education? | Durkheim, Parsons and Davis & Moore |
| what are the two functions that Durkheim suggests schools have? | to promote social solidarity and provide the workforce with specialist skills |
| what does Parsons see the education system as? | a bridge between family and wider society |
| what does Parsons believe that the education system acts as? | a form of secondary socialisation where students are prepared and taught how to cope with the wider society |
| what standards do students need to move on from and onto according to Parsons? | move from particularistic to universalistic standards |
| what does he argue about the education system? | that it is meritocratic - meaning that every child has the same opportunity |
| what doe meritocracy allow (Parsons)? | allows status to be achieved through effort as opposed to ascribed at birth - ensuring place in society is directly related to your ability and effort |
| What was Davis and Moores theory? | role allocation |
| what is role allocation? | the role we play in society is directly linked to our achievement at school |
| what do Davis and Moore believe? | that inequality is a natural feature of society. People ar born with different abilities and different talents. The most important jobs have to be given to those with higher abilities. Education is based on meritocracy therefore the role that we play in society will be directly linked to our achievements at school |
| what are some evaluations of functionalists? | any from:
- not everyone in school get son
- those values transmitted in schools Amy simply web the values of the ruling majority to ensure they keep their position of power
- education is ethnocentric
- meritocracy is a myth - some groups have a head start
- postmodernists may suggest that students are not passive in their learning, but in fact they decide what they learn |
| what are particularistic standards? | rules and values that give priority to personal relationships. |
| what are universalistic standards? | rules and values that apply equally to all members of society, regardless of who they are |
| what is the division of labour? | division of a workforce into smaller, specialized roles. |
| what did the new right perspective say about the education system? | that it would be more beneficial if out of state control and regulation - the current education system is failing - we experience a one size fits all system which creates no competition to push up standards therefore Neo marxists favour marketisation |
| New-Right - what is marketisation? | introduction of market forces into education |
| what do marketisation policies encourage? | they encourage schools to become more competitive to drive up standards |
| what 2 functions did Ne-marxists believe believe the state should have? | -produce framework for Competition such as league tables and ousted reports
-ensures that schools socialise students into a shared culture |
| what is a shared culture? | all members hold a shared set of values and beliefs etc. |
| what do the new right believe about education? | that it should give students a national identity |
| what did the new right believe that the curriculum should be? | ethnocentric - focus on one ethnicity e.g. British literature and British history and teaching British values |
| what did they believe about religion being taught? (new right) | that christian should be taught as it is the pre dominant religion in Britain |
| what do new right oppose in terms of education? | a multi cultural education in favour of assimilation policies |
| What were the new right theorists Chubb and Moe suggesting? | completion - private schools achieve higher results as they are answerable to paying customers - parents |
| what do they suggest that we should change in the education system? | we should change it so it mirrors the private school system |
| what do C and M suggest that student should receive? | an educational voucher which is the only source of income |
| How does C and M's system raise standards? | each school has to work hard to compete for their students |
| what is endogenous privatisation(C and M)? | the trend towards running state schools like private schools |
