Pages in this set

Page 1

Preview of page 1
External Factors (class differences)
1a) Cultural Deprivation
Intellectual Development: development of thinking and reasoning skills. Theorists would
argue that many WC homes lack educational books, toys and activities that would help
stimulate a child's intellectual development. Douglas WC pupils scored lower on test of
ability, as their parents are less…

Page 2

Preview of page 2
Diet and health lower intakes of energy, vitamins and minerals. Poor nutrition > weaker
immune system > lowering children's energy levels > get ill easier (poor attendance at
school). WC children are more likely to have behavioural or emotional problems.
Financial Support WC children lack equipment and miss out on…

Page 3

Preview of page 3
teachers believed that children who weren't ready should engage in `compensatory play'.
Their findings support the interactionist view that children of different class background are
labelled differently. They argue that the negative labelling of the WC is also the result of
inequalities in wider society.

2b) SelfFulfilling Prophecy
A prediction…

Page 4

Preview of page 4
Marketisation is a policy that introduces market forces of supply and demand into areas
run by the state. Marketisation has brought in Funding formula (giving a school the same
amount of funds for each pupil), Exam League Tables (ranking schools based on their
exam performance), Competition among schools to attract…

Page 5

Preview of page 5
to racism and gives them a greater sense of selfworth. Black culture is less cohesive and
less resistant to racism. Thus they have low selfesteem and underachieve.
Asian families: Driver and Ballard: they bring educational benefits as the parents have
more positive attitudes towards education, higher aspirations and are therefore…

Page 6

Preview of page 6
Asian pupils: Teachers assumed that they would have a poor grasp of English and left
them out of class discussions or used simplistic childish language. They also felt
isolated when teachers mispronounced their names or teachers expressed disapproval
of their customs.



4b) Pupil Responses and Subcultures
Fuller: Study of a…

Page 7

Preview of page 7
increase in divorce rates, increase in cohabitation and a decrease in the number of
first marriages, increase in the number of loneparent families (femaleheaded) and
smaller families. These changes affect girl's attitudes to education. Such as: the increase
in female loneparent families may mean more women need to take on…

Page 8

Preview of page 8
they see as cooperative, than to boys, whom are seen as disruptive. This may lead to
selffulfilling prophecy in which successful interactions with teachers promote girls
selfesteem and raise the achievement levels.
Challenging stereotypes in the curriculum: Sexist images have been removed from learning
materials. This may help raise girl's…

Page 9

Preview of page 9
feel, whereas boys focus on how things are made and work this is why they pick
different subjects.
2) Gendered subject images: The gender image that a subject `gives off' affects who
will want to choose it. For example, science teachers are more likely to be men, examples
that they…

Page 10

Preview of page 10
points reinforce gender inequality (subordinate females).

Theorists
8) Functionalism
Durkheim: Social solidarity members are apart of a singe `body'. Without SS social life
and cooperation would be impossible as each individual would pursue their own selfish
desires. The education system helps create SS by transmitting society's culture (shared
values and…

Comments

meow

Report

This is fab! Thanks for the help! :D

Jazz M

Report

So helpful! Thanks!!

Someone.

Report

Thanks, check out my unit 3 resources for next year too!

arooj

Report

Thank you so much!

shiwinaz

Report

thaaanks :D

Maddie:)

Report

Ohhhh thanks man , u jus saved my gradeee :D

fatz97

Report

Many thanks..!!!

ejaya

Report

what got me my A

Similar Sociology resources:

See all Sociology resources »See all resources »