Eduction - Interactionism

  • Created by: chlopayne
  • Created on: 21-04-19 18:13
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  • Interactionism and education
    • Explanations of school failure
    • Account of attainment
    • Ability grouping
      • Selecting, banding + streaming.
      • Interactionists criticise this.
        • Top bands succeed, bottom bands fail.
      • Top sets in secondary schools outperform lower sets in grammar schools, supports labelling theory.
      • Children absorb labels, working class are more vulnerable, low expectations lead to poor teaching, selection can damage self-esteem.
      • Ireson (1999) found no link between ability grouping + performance.
      • Duckworth (2009) - the effect of ability grouping on pupil attainment is limited.
      • In schools that do not band/select, there are still differences in attainment between the  social groups that are seen as disadvantaged.
    • Teacher practice and behaviour
      • Rosenthal and Jacobson (1968) = self-fulfilling prophecy.
        • Intelligence test to children in a deprived in California.
      • Names picked at random, teachers were told that those children would experience a  boost of intelligence.
        • When tested a year later, some children did perform better. Teachers believing something to be true, made it happen
      • It was taken to ‘prove’ that teacher expectations affect the outcome of children.
    • Interaction and gender
      • 1970s, feminists used labelling theory techniques to look at gender and labelling.
        • They discovered differences in the behaviour of teachers towards boys and girls.
      • Jones and Dindia (2004) found that teachers praise boys more.
      • Stanworth (1983) found careers teachers offering gendered advice.
      • Becky Francis found that boys were less positively labelled in schools.
    • Interaction and ethnicity
      • Studies suggest that teacher racism is the cause of ethnic minority failure.
      • Teachers have low expectations and label some cultural groups as failures.
      • Evidence has suggested teachers are racist; Coard [1971], Mirza [1992]; Sewell [1997]; Gilburn and Youdell [2000]
      • When most of the major studies were carried out, attitudes to race in society were  different from today.
    • Evaluation
      • Strengths
        • Based on evidence collected from schools/ classrooms. Results can  be used by schools + teachers to change what they do and provide a better experience pupils.
        • Basis in evidence is in contrast to the theoretical emphasis of structural approaches, which aim to show how the education system fits in with their overall view of how society operates.
      • Weaknesses
        • Studies are small-scale and may not be representative of the education system as a whole.
        • Schools are not isolated from society. It's likely that the teachers and pupils create social constructions that do not reflect the idea of society.

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