Education
- Created by: alex.skellern
- Created on: 24-02-17 09:14
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- Education
- Functionalism
- Based on the view that society is a system of independent parts held together by a shared culture- value consensus
- It is the main secondary socialisation angency
- Two main functions
- Social Solidarity
- Specialist Skills
- Organic Analogy
- Family
- Economy
- Education
- etc.
- Standards
- Particularistic standards: standards for at home- judged as an induvidual
- Universalistic standards: standards for at school- judge d by tthose around you rather than as an induvidual
- Meritocracy
- Based on the view that society is a system of independent parts held together by a shared culture- value consensus
- Marxism
- Capitalism vs Communism
- Capitalism: the means of production or privately owned for profit
- Communism: aims for a classless society structured for communal ownership
- Bourgeoisie vs Proleteriat
- Bourgeoisie: The employers who own the means of production
- Proleteriat: Forced to sell their labour to Bourgeoisie and have no control
- False Consciousness: we are not aware and value consensus is a lie to control us
- ISA vs RSA
- Repressive state apparatus: Bourgeoisie rule Proleteriat by force
- Idealogical state apparatus: Bourgeoisie control the ideas of the Proletariat
- Althusser
- Correspondence principle: school mirrors work
- Bowles and Gintis
- Capitalism vs Communism
- Neoliberalism and the New Right
- The role of education is to instil drive, initiative and enterprise
- Competition between schools and colleges
- Choice between schools and colleges
- Beliefs
- Competition between schools raises standards
- Education should support the workplace
- Schools should run like businesses
- The state should not interfere too much but is sometimes needed i.e. Ofsted
- Marketisation
- Evaluation
- Poor funding of schools is the problem
- Gerwitz and Ball: only benefits middle classes because of cultural capital
- Not all agree with shared culture
- Some contradiction between parental choice and state interference
- Social inequality is the problem
- The role of education is to instil drive, initiative and enterprise
- Male underachievement
- External
- Boys and literacy
- Decline of traditional male work
- Mitsos and Browwne: crisis inmasculnity
- Internal
- Sewell: feminisation of education
- Lack of male role models in teaching
- Laddish subcultures
- External
- Social Class in educational achievement
- Internal
- Labelling
- To attach a meaning or definition to someone
- Interactionist sociologists study small scale interaction between individuals to see how labels are attached
- Secondary schools
- Becker (1971)
- Researched 60 Chicago High school teacher
- Pupils judged on how well the fit the 'ideal pupil' (middle class)
- Cicourel (1963)
- Educational councillors in American High schools
- Found inconsistencies with their judgement of student ability
- Students judged on basis of their social backgrounds
- Middle class students have college potential
- Becker (1971)
- Primary schools
- Rist (1970)
- America kindergartens
- Teachers used information children's home background and appearance to placeinto groups
- Tigers: fast learners, had neat and tidy tables closest to teacher
- Cardinals and clowns: sat furthest away, given fewer opportunities and lower ability books
- Rist (1970)
- Limitations
- Determnistic
- Ignores wider power structures
- Self-fulfilling prophecy
- Once a label is attached to a person, there is a tendency to see themselves in terms of that label
- Teachers make predictions about student and acts as if predictions are true
- Streaming
- Splitting students into ability classes
- The A-C economy
- Schools are under pressure to stream and set pupils if they a good league table position
- This will attract pupils and funding
- Schools ration time and resources to focus on on students capable of 5 A*-C
- Schools are under pressure to stream and set pupils if they a good league table position
- Lacey (1970)
- Polarisation
- 'Pupils respond to streaming by moving towards one of two opposite poles or extremes'
- Pro-school vs Anti-school subcultures
- Pro-school subculture
- Highstreamed
- Middle class
- High success status
- Committed to school values
- Anti-school subculture
- Low streams
- Working class
- 'Failure'
- Low self esteem
- Abolition of streaming lead to disappearance
- Pro-school subculture
- DIfferentiation
- 'Process by which teachers categorise pupils according to their ability, attitude and'or behaviour'
- Leads to
- Polarisation
- 'Pupils respond to streaming by moving towards one of two opposite poles or extremes'
- Pro-school vs Anti-school subcultures
- Pro-school subculture
- Highstreamed
- Middle class
- High success status
- Committed to school values
- Anti-school subculture
- Low streams
- Working class
- 'Failure'
- Low self esteem
- Abolition of streaming lead to disappearance
- Pro-school subculture
- Polarisation
- Polarisation
- Labelling
- External
- Cultural Deprivation
- Social class
- Status
- Wealth
- Subculture
- Beliefs
- Socio-economic
- Profession
- Intellectual deprivation
- Many working class parents lack educational resources
- Less intellectual development = disadvantage
- Douglas (1964)
- Working class boys scored lower on ability tests than middle class boys
- Parents less likely to support boys reading at home
- Bernstein and Young (1967)
- Toys mothers buy have major influence on child's development
- Bernstein (1975)
- Restricted code
- Lower class
- Limited vocabulary and unfinished grammar
- Elaborate code
- Middle to upper class
- Wider vocabulary and developed grammar
- Restricted code
- Attitudes and values
- Not what you have, its what you value
- Feinstein (1998)- working class parents lack of interest is main cause of underachievement
- Social class
- Material Deprivation
- Poverty and lack of material necessities such as housing and income
- Howard (2001)
- Young people from poorer homes have less intake of energy (vitamins etc.)
- Wilkinson (1996)
- Children from poorer homes are likely to have emotional or behaviour problems
- Bull (1980)
- Children from poorer families do not have the money for resources to enhance educational achievement
- Clothing
- Hand me down clothes lead to bullying
- Comepensatory education
- Government systems to make up for material deprivation
- Cultural Capital
- Bordieu (1984)
- Cultural and material deprivation are linked
- Knowledge, attitudes and values
- Leech et al (2003)- selection by mortgage
- METHODS LINK
- Sullivan (2001)
- Questionnaire to 465 pupils in 4 schools
- Students who watched and read non-fiction or complex fiction had greater cultural knowledge
- Greatest cultural understanding were children of graduates
- Gerwitz (1995)
- Privileged skills chooser parent
- DIsconnected chooser parent
- Semi-skilled chooser parent
- Bordieu (1984)
- Cultural Deprivation
- Internal
- Ethnic minority underachievement
- More likely to be working class so materially deprived
- From a country lacking in resources so poor start to education
- More likely to be from lone parent family so may have to do childcare
- More liekly to join anti-school subculture
- Teacher labelling etc.
- Lack of role models
- Desire for instant gratification
- EAL
- Low streams
- More likely to speak restricted code
- Racist bullying leads to lack of confidence in educational ability
- Parents less likely to be educated
- May not see a point if they lack future opportunities
- Cultural background may encourage gender differences
- Some cultures deprive children of expectations needed in school
- Ethnocentric curriculum
- Priority to certain ethnicities
- Learning new customs and cultures
- Gang culture
- Girls achievement
- Hyper-heterosexual identities
- Boyfriends interference
- Being 'loud'
- GIST
- Laws
- Equal Pay Act
- Equal Oppourtunities Act
- Divorce Acts
- Hyper-heterosexual identities
- Social Policy
- Forster Act (1870)
- State education is available to all children aged 5-10
- The Fisher Act (1918)
- Schooling became compulsory and free (apart from 'superior education)
- The state became responsible for secondary education
- Education system was divided along social class lines
- 1944 onwards
- Meritocracy
- Butler Act (1944)
- Tripartite system
- Students were allocated to a school dependent on their perceived ability
- Grammar schools
- 11+ exams
- Bright and academic children
- 20% of population
- Secondary Modern schools
- Basic education
- 75% of population
- No external exams until GCSEs
- Technical Schools
- 5% of population
- Interest in technical subjects
- Emphasis on vocational skills and training
- Criticisms
- The 11+ was unreliable and unfair
- The selection process was unfair as denied many pupils opportunities for education over 15
- Secondary modern pupils were seen as second best
- Class divide remained in the education system
- Tripartite system
- 1970s
- The three schools became one for all students
- Would remove inequalities
- Criticisms
- Comprehensive system might lower educational standards
- Class differences remained unequal even though all were 'equal'
- Streaming and setting came into play which reinforced previous problems
- Forster Act (1870)
- Functionalism
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