Education.

Functionalists believe that education maintains stablility and harmony. This is done:

* Social solidarity (Durkheim) : Social unity e.g. Through the teaching common history. -> national curriculum which the goverment prescribe. - Everyone in UK will have common history and society will stick together. / More division than Durkheim lets on, from lack of history - Globalisation hs changed the nature of education outdated.

*Specialised skills: the education system provides the skills and knowledge required by the workforce e.g. creates plumbers -> you come to school at end of 13 yrs you aquire a skill and society will run smoothly bc they have doctors and solicitors. / Reality is that you dont learn specialised skills - you should be able to leave school after 13yrs + be able to build a wall.

Secondary socialisation (Parsons) : schools teach society the shared norms and values e.g. value consensus (agreement on what is desirable) i.e individual achievement, equality of oppurtunity (everyone has the same chance to suceed) 

Role allocation (Parsons) - positive: The education system sifts and sorts individuals in terms of their abillity and talents into the most suitable roles for society e.g. academic students will become doctors. Meritocracy: persons status is achived not ascribed, leads to society based on achieved status.

*Education does not transmit the norms of society but the values of the ruling class - marxist: transmitting ruling class ideology. 

*History teaching in the UK reflects a white middle class view. What about ethinic minorities? - social marginalisation = feel racism or persecuted which leads to anger or upset. 

*Equality of oppurtunity is a myth, usually only some groups achieve. 

*Does the education system provide skills and knowledge for the workforce? e.g. A-Level Sociology and Maths,- these are pointless = no skills, cannot go straight into a job after leaving. 

*Functionalists wrongly asume that pupils passively accept all that they are taught and never reject school rules - interactionalist. 

The education maintains Capitalism. - division between ruling and working class. 

The is done through the following: 

*An ideological tool (Althusser) : Education maintains ruling class dominance by stating that capitalism is just and reasonable e.g. If you fail at school and get low paid job it is your own fault and you deserved to be oppressed - makes the belief that it is their fault - keeps them proletariat.

*Schools prepare individuals for their roles in society - role allocation - bad. (Althusser) e.g. The majority of people become workers - the roles we are prepared for are to be proletariat.

*Correspondence Theory (Bowles and Gintis): Schools prepare new generations of workers and school corresponds to the world of work - school matches what work is like - e.g. Hierachies and pupils get little satisfaction from their education they are largely motivated by external rewards. e.g. qualifications. - hierachy at school.  pupils -> teacher -> principle and at work.. worker -> manager -> owner. 

Social inequality (Bowles and Gintis): Schools justify inequality e.g. Those with high qualifications get high paid jobs and therefore deserve them. -> usually based on social class, how well paid of a job you get. 

Role Allocation - Negative: Children of the ruling class get the best qualifications and the best jobs. They are also obedient and disciplined. -> Qualities required for school. - Children of working class get bad jobs - proletariat. 

*Paul Willis - working class boys develop a counter school subculture. 

*They reject the norms and values of education and create a counter school subculture. -> what school tells them to do, they do opposite. 

*Working class boys develop strategies for dealing with the monotomy (same thing day in and day out), boredom and authority. - such as having a laugh. This prepares them for their life at work - chances are they will get a monotomous job because of how they are at school. 

*Mac and Ghail: Conducted a study similar to Willis and found similar findings. The existence of macho lads. - going against school rules. / Does it apply to females? Only 12 boys were studied. Outdates, 1970's.  +Reliability = consistent research. 

Rikowski: Education has become similar to a business e.g. its main concern is profit not education.  - 2005 = gotten even worse since then. 

- One must accept Marxists principles in order to accept their views on education -> you have to see capitalism as a bad thing in order to understand what they say about education. 

+Evidence supports the Marxist view that schools reward obedience, hard work and conformity. ->

affluent schools do conform and they have better grades.

*Rikowski can be criticised because there is little evidence to suggest that education will become privatised! 

*Outdated: Post - Fordist (fewer factories) society means that schools produce different kind of labour force from that described by Marxists. 

Marxism fails to consider why some reject school values. Marists assume that pupils will be indoctrinated to accept the ruling class values. 

Marxism ignores other types of inequality other than class.

Feminist believe that the education maintains patriarchy. -since 1986 females have done better at GCSE's, but both genders have improved. -pg51 -> view point is very outdates as education system is matriarchal because females do better. 

This is done through the following: 

*Gendered language - in textbooks girls were practically ignored - he and his. 

*Gendered roles - reading schemes were based on the roles expected of the genders : Girls - caring. Boys - Practical. 

*Gender stereotypes. ^

*Women in the curriculum - under represented.

*Subject choice: some subjects more masculine - girls: cooking. 

*Discrimination e.g. Girls were artificially failed so boys could "succeed" in the 11+ - determined whether you went to grammar school. -pass rate was 80% for girls but 75% for boys. 

*Outdated.

*Girls now achieve at a higher level than boys on every measure. e.g. GCSE, A-Level, further education and higher education. 

+Feminist ideas have reduced gender inequalities. 

*Everyone should have an equal chance to succeed - regardless of gender or social class.

*Differential educational achievement is wrong and inefficient in democracy e.g. Underachieving working class students is a waste of talent - everyone should have a equal chance or your wasting your talents - working class could stop global warming. 

*Vocational education will benefit the economy as education will match the economy: Halsey. - If you train people in a certain skill they will be ready to go out into the world of work so the economy will make more money. 

*They want meritocracy - to achieve due to your skills and abilities. Also want equalit of oppurtunity.

*Companies usually train their own staff therefore vocational education makes little difference.

*No point in doing something specific you think your going into, you may aswell go into an academic education as its broader and less specific as companies will already train you.

*Vocational education is too specific which will put you at an disadvantage. 

*Competition between schools will raise standards. -Education Reform Act 1988

*Self management of schools is important - LEA's are bad - you need governers for the area.

*Better school management and better teaching will raise standards. 

*Higher qualifications will give people a better chance of avoiding welfare dependency. 

*Marketisation (how schools advertise themselves) and choice will help the UK globally - we want highly educated people to help the economy. 

*Schools need to become more business like, parent and pupils should act like consumers. e.g. parental choice = parents will choose the best school raising standards.

*States must provide framework for school to compete e.g. league tables. - States must also ensure shcools transmit a shared culture e.g. the national curriculum. -learn british values. 

*Education need to give more power to parents to choose the best school. 

*Private schools are better than states schools because they are answerable to paying consumers i.e. parents. 

*State run schools in USA failed because not created the equality of oppurtunity and has failed the needs of disadvantaged groups.

*It has also failed because it fails to produce pupils with the skills needed for the economy, 

*Education need to give more power to parents to choose the best school. 

*Private schools are better than states schools because they are answerable to paying consumers i.e. parents. 

*State run schools in USA failed because not created the equality of oppurtunity and has failed the needs of disadvantaged groups.

*It has also failed because it fails to produce pupils with the skills needed for the economy, 

*Inequality is neccersary. 

*Education sorts and sifts people according to their ability to have the best person in the correct role. 

*The function of education is role allocation.

*Functionalism (NEED TO KNOW THESE CONCEPTS)

Social solidarity. 

Specialised skills.

Secondary socialisation.

Role allocation - meritocracy. 

*Competition does not necessarily raise standards. - Grace and Thomas Moore. Only improved last year.

*Choice does not exist for all. 

*Schools can not necessarily erase inequalities in society.

*Choice and competition between schools does not exist for all. e.g. middle class only - working class go 'up the road'.

*There is a contradiction between the New Right's support for parental choice and imposing a national curriculum. 

*Education imposes the culture of a dominant minority ruling class and devalues the culture of ethinic minorities and the working class. 

Only 44% of pupils gained 5 or more A*-C at GCSE when their parents social class is routine. (e.g. Sales Assistant) 

Only 51% o fpupils gained 5 A*-C at GCSE when their parents soial class is lower supervisory (e.g. foreman)

62% of pupils gained 5 A*-C at GCSE when their parents social class is intermediate. (e.g. Office)

76% of pupils gained 5 A*-C at GCSE when their parents social class is lower professional (e.g. Teacher)

83% of pupils gained 5 A*-C at GCSE when their parents social class is high professional. (e.g. Doctor) 

Outside of school - e.g. home background. 

*Children from the middle classes do better at GCSE, stay longer in full time education and take the majority of university places. 

*Better off parents can send their children to private schools. - in private schools, education success is higher. 

*Cultural deprivation = Lacking the basic values, attitudes and skills required for educational success e.g. language, self-discipline and reasoning skills. - working class students lack the norms and values to do well at school.

*The way in which parents communicate to their children affect cognitive development (mental processes) - parents who speak to their children in elaborated code will help their childs mental processes. 

*Parents using praise helps middle class children - working class parents will shout more. 

*Language used in working class families is deficient. 

*This affects thinking skills and discourages abstract thinking. - education system use the elaborated code which is an advantage for middle class but working class use restricted code. 

*Basil Bernstein - Middle class parents use elaborated code, working class parents use a restricted code. - reduces educational success. 

*Parent's attitude to education is a major factor in achievement. - middle class value education, working class value it less.

*Douglas: Working class parents place less value on education e.g. less likely to visit school to discuss progress. - Middle class parents will attend parents evenings. 

*Educated parents emphasise consistent discipline and high expectations whereas less educated parents emphasise harsh or inconsistent discipline. This prevents children from learning self control and reduces chances to make progress - that can lead to confusion of how the children will percieve themselves. 

*Educated parents are more likely to be aware of what is needed for success and make better relationships with teachers. - Working class parents have a bad time at school and so expect that for their children too and will battle with the education system.

*Better educated parents have better incomes and spend finances on way to promote educational success. - private tuition, buying books and equiptment. 

*Educates parents also have better understanding of the importance of nutrition.

*Large parts of the working class do not value education and this can lead to a lack of parental interest. 

*Working clas norms and values include - Sugarman

-Fatalism: Working classes believe there is little they can do to change their social class. 

-Collectivism: value being part of a group more than being an individual.

-Immediate gratification: wanting to achieve pleasure now, not wanting to work for it - e.g. cant be bothered to revise im gonna go out drinking. M/C:deffered gratification put their pleasure on hold for something is greater. 

-Present-time orientated: Dont think about the future.

-Compensatory education has been introduced to assist the working class e,g, Operation Head Start. - positive discrimination for w/c students - compensate so w/c and m/c are equal. 

*Material deprivation = a lack of material necessities that can lead to educational success e.g. adequate housing and income. - m/c will have a big house with their own study = w/c may live in a house thats inadequate. 

*Overcrowding can make it hard for a student to study.

*Poor housing can lead to illness - weaker immune system - damp, asbestos, get ill, more time off, bad grades.

*Young people from poorer backgrounds are more likely to have poor nutrition and weaker immune system. -reduce your chances of doing well. 

*Children from lower backgrounds are more likely to engage in 'externalising' behaviour e.g. temper tantrums.

*Poorer children miss out on oppurtunities to enhance education e.g. computers, music, visits.

*Poorer students are more likely to work - part-time jobs = tired = not on top of school work.

*Cultural capital ( norms and values you can exchange for qualifications - m/c)= the knowledge, attitudes, values, langues, tastes and abilities of the middle class. Like wealth, it gives an dvantage to those that possess it. 

*Schools devalue the culture of w/c e.g. rough and inferior. - schools are judgemental about w/c.

*Cultural capital is turned into educational capital which is turned into economic capital - norms and values turned into GCSE's turned into good jobs+money. 

*Sullivan: Successful pupils with greater cultural capital were more likely to be middle class e.g. watching serious documentaies, reading complex fiction leads to more sophisticates vocabularly.

Labelling = to attach a meaning or a definition to a person - theory from micro perspective: interactionalists.

*Teachers often label students based on stereotyped assumptions about thier class background, ,not ability. - if you carry yourself in w/c way you're more likely to be labelled low ability, 

*Becker: m/c students were lavelled more positively than w/c pupils because they were more similar to the 'ideal pupil'. 

*Self-fulfilling prophecy: A prediction that comes true by virtue of it being made. i.e. acting in terms of a label - label a student lazy and they will act lazy, w/c students are labelled lazy and disruptive. 

*Rosenthal and Jacobson: If students are labelled as 'spurters', they showed more progress. - picked at random, nothing special about their ability and they were labelled. 

-Labelling theory is accused of deteminism. = hard for them to change that label. 

-Marxist: Labelling theory ignores wider structures (looks at capitalism) .Labels are not merely the result of individual prejudices but teachers work in a system that reproduces class divisions. 

- people have more free will which is made out.

Streaming = involves seperating children into different ability groups. - (top set, bottom set)

*Self-fulfilling prophecy is likely to occur when children are streamed - bottom set will think they arent smart so wont work hard.

*Working class children are more likely to be placed in lower streams. 

*Education triage = Schools sort students into categories. Working class students are more likely to be sorted into lower streams. ( Diagnoses is made by your ability and orted into streams, this is how role allocation happens. - top set, positive label, top jobs - bottom set, negative label, bottom jobs).

*The A-C economy has encouraged the education traige. - support m/c more likely to get A-C which looks good on league tables, so they are more likely to be placed into top sets. 

*Pupil subculture = a group of students who share similar values and behaviour patterns - w/c subculture puts w/c at a disadvantage. - w/c subcultures value the opposite to what is needed for educational achievement. 

*Subcultures develop due to differentiation (teachers categorising students) and polaristaion. ( Pupil respond to streaming by moving towards either a pro-school subculture or an anti-school subculture: Lacey) - When m/c started in year 7 teachers labelled them as underachievers or achievers - bc of teachers labels subcultures developed, they had different norms and values.

*Hargreaves: Boys in lower streams form anti-school subcultures and to gain high status, school rules had to be flouted(broken). This ensured educational failure. 

*Ball: Streaming should be replaced with mixed ability grouping. This would reduce chance of negative labelling, self-fulfilling prophecy and create more educational success for the w/c. - mixed ability = no labelling. -education triage = negative.

*Sociologists are interested to see how class identities formed outside of school interact with the chool and its values and produces eductional success and failure. 

*Habitus = Ways of thinking, being and acting that are shared by a particular social class. It inculdes tastes and preferences about lifestyle and consumption, outlook on life and expectations about what is normal or realistic for 'people like us' - w/c have habitus of finish school, get dressed and doss. 

*Schools put higher value on middle class habitus - teachers share these m/c habitus. 

*Schools devalue working class habitus and there is a clash between schools and the working class e.g. w/c tastes and lifestyles are seen as tasteless - clash between w/c and establishment where as m/c pupils do the same as m/c teachers any way so they will get better grades. 

*Symbolic violence = symbolic capital is withheld from the w/c - w/c culture is under valued, leads to clash between w/c and m/c.

*By investing heavily in styles especially through consumer branding e.g. Nike this allows the w/c to construct meaningful class identities.

*Pupils who adopted street style were labelled as rebels. - w/c will value trainers but will get sent home and trainers are banned. W/c are essentially being told what they like is bad. 

*Archer et al: Investment in 'Nike' identities not only causes educational marginalisation, it leads to self-exclusion from education and underachievement - if you're in isolation for wearing trainers you're excluded.

*Despite class inequalities, may more w/c students go to university. 

*However, w/c habitus can be a barrier against educational success and self-exclusion at university. 

*W/c students often have a strong attachment to their locality.

*W/c students are often forced to choose between abandoning w/c habitus or conforming to m/c habitus of education to succeed.

*Gender difference in achievement - why girls outperform boys. 

*Gender patterns in subject choice

*School reinforce gender identitiy. 

*The impact of feminism: Feminism has now raised women's expectations, self-esteem and self-image. Women are now more assertive, ambitious and independent with regard to careers and educations achievement (McRobbie)

*Changes in the family: Women need more independence and this has affected women's attitutudes towards education e.g. more female headed lone parents famililes.

*Changes in women's employment: Changes in the law have encourages girls to see their future in paid employment e.g. 1970 Equal Pay Act and 1975 Sex Discrimination Act.

*Girls' changing ambitions: Girls priorities have changed (Sharpe)

*Individualisation: Independence and economic self-sufficiency is valued much more strongly. (Beck)

*Equal opportunities policies in education: The introduction of national Curriculum in 1988 and GIST (Girls in Science and Technology).

*Positive role models in schools: More female teachers and headteachers. 

*GCSE and coursework: Assessment has changed and there are more oral exams and coursework today(Gorard) - introduced in 1988

*Teacher attention: Teachers are more likely to attach negative labels to boys e.g. more dominant and disruptive.-Interactionalists

*Challenging stereotypes in the curriculum: Removing of gender stereotypes from learning material has removed a barrier of girls' achievement. 

*Selection and league tables: Girls are more likely to be recruited by good schools due to league tables.

*Liberal Feminists: Celebrate the progress so far e.g. equal oppurtunity policies and they acknowledge mertitocracy. - they ackowledge the law caused the change.

*Radical feminists: Critical as they believe there is still patriarchy in school e.g. subject choices and career options and more male dominated hierachies in schools - ignores the fact that girls do better.

40.6% of poorer girls achieve 5 or more A-C gardes compared to 65.7% of more affluent girls - social class difference. 

*Social class affects girls achievement.

*Symbolic capital: Working class feminie identities brought conflict with schools e.g. hyper-heterosexual feminine identity(dress slaggy), having a boyfriend and being loud. (Archer) - causes conflict with shcool and put in isolation as they dress provacatively. 

*Hyper-heterosexual feminine identities: Many w/c girls invest in 'desirable' and 'glamourous' hyper-heterosexual identities which gives girls high status amongst peers e.g. not seen as a 'tramp' but this clashed with schools' expectations.

*The ideal pupil is a de-sexualised m/c girl. -teachers want to teach this. 

*Ideal pupil is also quiet. 

*Boyfriends: having a boyfriend reduces w/c girls aspirations e.g. losing interest in going to university, gaining a professional career and working locally in w/c feminine jobs such as child care. - w/c girls may do really well but will be a TA in order to stay local for their boyfriend. 

*Being loud: Some w/c girls adopt loud feminine identities which can be outspoken, independent and assertive - not submissive and obedient to authority like the ideal pupil. 

*Working class girls often have the dilemma, either gaining symbolic capital(from peers with hyper-heterosexual feminine identities) or gaining educational capital (conforming to the schools's middle class notions of respectable, ideal female pupil).

*Boys and literacy: Poor language and literacy skills affect boys' performance e.g. boys may see reasing as feminine and boys leisure persuits such as playing football have little to do with literacy. - gender difference in reading and writing (girls do better) - this is because school is based around reasing and writing which puts boys at an disadvantage.

*Globalisation and the decline of tradiotional men's jobs:There has been a decline in manual jobs such as iron and steel work. Many manufacturing jobs have gone to countries such as China. - Because there are no jobs out there boys dont work as hard. 

*Feminisation of education: Schools do not nurture masculine traits such as competition and leadership but celebrates feminine traits such as methodical working and attentiveness in class. Aslso coursework is part of the feminisation. - because school is feminised it doesnt match boys masculinity. - coursework was introduced 1988, girls are more dedicated which suits females.

Shortage of male primary achool teacher: A lack of male role models in primary schools e.g. in 2007, only 14% of teachers in primary school was male (from a young boy you'll see school as female). This leads to feminisation and a reduction of discipline. - males discipline differently to female, boys favour males discipline. 

*Laddish subcultures: w/c boys are more likely to be harrassed if they appear to be 'swots' and being concerned about being labelled this way makes boys join anti-school subcultures(norms+values that are in the subculture clash with education system): Francis. 

-Moral panic about boys mean that girls might now be ignored again - because boys are under-achieving there was moral panic which could result in girls being ignored.

*Class is still more important in attainment than gender - middle class boys will do better than working class girls. 

*The gender gap between African Caribbean boys and girls is greater than among any other ethinic groups - Jamaican women achieve very well. Men do not achieve very well at all.

*There is still a distinction between 'boys' and 'girls' subjects despite the National Curriculum e.g. girls still choose the food option even though Design Technology is compulsory.

*There is evidence of gendered subjects at A Level and in vocational courses e.g. more girls than boys choose sociology.

*Gender role socialisation: gender role socialisation leads to different tastes in reading e.g. boys choose hobby and information books and girls choose stories about people. Also, teachers encourage boys to play tough and girls are expected to be quiet and clean and tidy. Explains why boys prefer science and girls english. 

*Gender domains: the tasks and activities that boys and girls see as male or female territory and therefore relevant e.g. mending a car or looking after a sick child. - affects their subject choice.

*Children feel more comfortable in their gender domain e.g. girls in art and humanties and boys in science. 

*Gendered subject images: boys are more likely to choose science computer studies because science teachers are more likely to be mean, examples used often to draw on boys interests, working with machines is in the male gender domain. 

*Pupils who attend single sex schools are more likely to hold less sterotyped subject images: Leonard e.g. girls in single sex schools are more likely to study maths and science - more freedom in gender domains. 

*Gender identity and peer pressure: other boys and girls might apply pressure if they dissaprove of his or her choice of subject e.g. male students would call girls 'lesbians' if they chose sport. (Dewar)

*Gendered subject images: Boys are more likely to choose science and computer studies because science teachers are more likely to be men, examples used often draw on boys interests, working with machines is in the male gender domain.

*Pupils who attend single sex schools are more likely to hold less stereotyped subject images: Leonard e.g. girls in single sex schools are more likely to study maths and science - more freedom in gender domains.

*Gender identity and peer pressure: Other boys and girls might apply pressure if they dissaprove of his or her choice of subject choice e.g. male students would call girls 'lesbians' if they chose sport (Dewar)

*Gendered career oppurtunties: Sex-typing of careers affect subject and choice and people have perceptions about jobs for men and women. Especially seen in vocational courses - Childcare very few males.

*Working class habitus means that many w/c girls go into jobs such as childcare or retail as these are seen as realistic expectations.

Our interpretations of ourselves - how do schools deal with differences.    *Due to gender socialisation hegemonic masculinty is reinforced.  *Hegemonic masculinity: The dominance of heterosexual masculine indentity and the subordination of female and gay identities. - female identities or gay identities are inferior.    *There is a double standard of sexual morality for boys and girls - boys are praised.    Verbal abuse - name calling shapes our actions e.g. using labels such as 'gay' or '****' : Parker. - labels prevent people from continuing their behaviour.

The male gaze: Male pupils and teachers look girls up and down is one way that heterosexual masculinity is reinforced and controls girls identities.

Male peer groups: Macho lads use verbal abuse to dismiss hard working w/c boys - anyone seen as feminine, male peer groups will stop that.

*Other girls give symbolic capital to girls when they have a '**** identity': Ringrose - females who dress well will be popular but not hard working.

*Teachers and discipline: teachers subtly reinforce messages e.g. telling boys off for behaving like girls - 'man up'

*Ethnic groups: people who share a common history, customs and indentity. As well as in most cases language and religion.

*Cultural deprivation include intellectual and lingustic skills, attitudes and values, family structure and parental support.

Cultural deprivation: lacking culture - norms and values: means that ethnic minorities lack the norms and values to do well in education.

*Children from low income black families lack intellectual stimulation and enriching experiences. - the home enviroment has few books, convos will not be about politics/current affairs which lacks intellectual stimulation.

*Statistics do, however, show that children who do not speak English at home are not held back educationally - EAL does not hold you back but can be the highest achievement.

*Black children may be socialised to have a fatalistic attitude which does not value education. - blacks dont do well because systems racist - deterministic attitude.

*Inadequate socialisation from black families due to a high proportion of lone mother families lead to unstable families and a lack of male role models. - functionalists.

*Slavery was devestating for Blacks e.g. language and family structure was destroyed: Pryce - slaves were not allowed to be married so therefore the nuclear family was non existent and the non-nuclear family would remain a trait for black people.

*A lack of fatherly love affects black boys negatively - might lead to gang membership and emotional and behavioral difficulties.

*Arnot: Media inspired anti-schools role models e.g. ultra-tough ghetto superstar!

*Sewell: secondary socialisation - black students are nurtured by MTV whilst Asians are clocking up educational hours.

*There is an Asian work ethic e.g. hard work, respect and authority.

*White working class underachieve due to low aspirations and a lack of parental support - fatalistic attitudes - dont aspire to be the best.

*There is a street culture in many white working class areas - positive discrimination

*Compensatory education has been used to reduce underachievement.

*Black girls tend to be successful in education.

*Black students underachieve due to racism, not cultural deprivation: Lawrence

*It is ethnocentric to say that blacks are culturally deprived.

*Almost half of ethnic minority children live in low income households compared to whites - not ethinc its social class.

*Ethnic minorities are twice as likely to be unemployed.

*Many E-M live in economically depressed areas and there might be a lack of language skills.

*Asylum seekers may not be allowed to work - the child of an asylum seeker wont have much money and would be disadvantages.

*Purdah: Some traditional Muslim households prevent women from working outside the home.

*Indians are more likely to be from better off backgrounds. - First generation would have found it harder.

*Racism in wider society(anything thats not school) means that E-M are more likely to face unemployment and this affects educational underachievement - what goes on in wider society affects education.

*There is discrimination in housing and employment: Wood et al.

*Black students are labelled disruptive - especially black males.

*Asian students are labelled as passive - passive is good in the education system and theyre left to get on with it.

*Gilbourn and Youdell: teachers were quicker to discipline black pupils than others for the same behaviour - unintenional racism.

*Bourne: black students can be seen as a threat and therefore labelled negatively. This can lead to higher exclusion raters - black culture can appear quite aggressive.

*Black students are more likely to be placed in lower sets especially with the A-C triage. - white and indian students in tops sets to get those grades for the school.

*Wright: Asian students were labelled as having a poor grasp of English and were not seen as a threat. - becayse they are passive.

*E-M pupils usually deviate from the identity of the ideal pupils - go against the norm.

*The ideal pupil: White, m/c, 'normal' sexuality.

*Pathologised pupil identity: An Asian 'deserving poor', femininsed identity, asexual, oppressed sexuality, conformist, over achiever, a slogger and not with natural ability.

*Demonised pupil indentity: Black or white w/c, hyper-sexualised identity, unintelligent, peer-led, culturally deprived, underachiever.

*Archer: E-M pupils are more likely to be Pathologised or demonised pupils.

*Chinese pupils were classified as Pathologised pupils - thats why they can successful.

*Negative labels do not always turn into self-fulfilling prophecies.

*Fuller: Black girls worked hard but did not gived the impression of doing so, they achieved highly - black boys are slightly different.

*Sewell: there are 4 responses to dealing with racist stereotypes of a teacher; rebels ( anti school, macho lad) conformists (keen to succeed), retreatist (isolated from both black and school subcultures), innovators (pro-education but anti-school).

*Even though a small minority of black boys fit into the rebels subculture, teachers tended to see all black boys in this way - majority are not rebels but because of labels they will be seen that way.

* + Do not blame families like cultural deprivation hypothesis.

-There is a danger of seeing stereotyped as an issue for individual teachers and not the system as a whole - institutional racism.

-Labelling does not always lead to a self-fulfilling prophecy - labelling is very deterministic.

*Education routinely and evenly unconciously discriminates against E-M: Tronya and Williams.

*Institutional racism: Discrimination that is built into the way institutions such as schools and colleges operate

*Critical race theory: An ingrained feature of society. Includes intentional actions of individuals plus institutional racism.

*There is locked-in inequality: Ethinci ineqwuality is deep rooted and there is no concious intent to discriminate due to the scale of historical discrimination.

*Marketisation and segregation: there is racism in school admissions e.g. schools can select students that meet the ideal pupil image and E-M are often unaware of the waiting list system and the importance of deadlines. 

*The ethnocentric curriculum: the curriculum reflects the dominant culture e.g. non-european languages are rarely taught and the history curriculum ignores the history of blacks and asians.

*Assessment: assessments are rigged to favour the dominant culture e.g. blacks used to achieve high in primary baseline tests but these were replaced in 2003 - black students were doing well then in year 11 they wouldnt do so well, so they got rid of the test that shows black students to be doing well.

Whites are twice as likely to show up on gifted and talented statistics as black students.

*Blacks were more likely to be entered for lower tiers exams due to being put into low streams,     A-C Triage.

*Pupils were often placed in sets based on their attitude and racialized expectations.

-How can Indians and Chinese students achieve highly if the education system is institutionally racist.

*-Having hardworking 'model minorities' performs an ideological function of concealing the fact that education is institutionally racist - because indians and chinese dont do bad, the education system doesnt appear racist.

*The goverment have introduced a number of policies to improve the nature of the education system - trying to reduce the differences in educational achievement.

*Goverments have the following issues:

-Equal opportunities.

-Selection and choice: right wing concept; parental choice of schools.

-who should control education?

- marketisation: schools try to present themselves in the best light. or privatisation; privatised by an investor. 

1880 - state run compulsory school for 5-13 year old. - alot of people left education at 13, the idea behind this is to improve literacy.

m/c children were given an academic curriculum and w/c children were taught basic literacy and numeracy. 

*1944 Education Act: Introduced the Tripartite system; Grammar (academic if you passed 11+ and you'd get qualifications O Level), Secondary Modern (if you didnt pass the 11+ youd do non-academic subjects) and Technical (vocational). The 11+ determined which school a child would attend. 

*The comprehensive system (1960): based on social democrat ideas e.g. all students would attend the same type of school regardless of ability and background - m/c and w/c in same buliding - left wing: equality of opportunity.

*Marketisation (1988): The process of introducing market forces of consumer choice and competition e.g. reducing state control of education, increasing competition between schools and parental choice. - schools became business like, shools will raise their standards.

*The Education Reform Act 1988- Established the National Curriculum, choice and competition and league tables - m/c will choose schools.

*1997-2000: Diversity and choice within schools e.g. Speacialist school such as science colleges, EMA(bursary), EAZs and the Aim Higher programme(for w/c).

*Academies: Schools became more business like and schools were sponsored by business, not controlled by the LEA. -privatisation of education. 

*Free schools - funded by the state but set up and run by parents, tachers, faith organizations or business rather than local authorities. - anyone has the right to set up a free school. New Right: parental choice. -marxists: m/c parents. 

Academies are autonomous: free from control.

*Privatisation: the transfer of aspects of the education system to private companies e.g. exam boards, careers advisors and school building. 

-Marxists.

+New Right = competition. 

*1988 - started with league tables and national curriculum.

*Parentocracy now exists - democracy but for parents. = education is ruled by parents.

*Policies to promote marketisation include; league tables, OFSTED reports, business sponsored schools, open enrolement, competition and free schools. 

*David: Parents have more choice and this raises standards. Power shifts from teachers and schools to parents. -standards increase to attract parents.

*Ball and Whitty: marketisation reproduces class inequalities. - m/c parents have choice, w/c dont.

*Schools with poor league table positions can not afford to be selective and have to take less able w.c students. 

*Parental choice puts m/c parents at an advantage due to cultural and economic capital - allows parents to move around. 

*The w/c's lack cultural and economic capital e.g. the cost of travel: Gerwitz - go to school up road instead of catching bus. 

*Ball: parentocracy is a myth e.g. m/c parents have the choice.

*New Labour policies led to inequalities due to marketisation but they attempted to reduce inequalities through policies such as Aim Higher and EMA.

*The academy programme was accelerated - academy programme was for failing schools but now all. 

*Free schools were introduced - set up by community. 

*Allen: free schools only benefit the children of highly educated parents and they were unsuccessful in Sweden. 

*Ball: there has been a fragmentation of education e.g. different providers and types of institutions. 

*There has been attempts to reduce inequalities by giving free school meals to all children up to Year 2 and through Pupil-Premium - disadvantaged students. 

*Private companies in the Education Service Industry are involved in a range of education activities and schools become a source of profit for capitalists - marxists: should be about skills not profit.

*Many companies in the education system are foreign owned and some British companies work overseas e.g. delivering inspection services. 

*The private sector is also penetrating education directly e.g. vending machines, sponsorship and logos. 

*The benefit to schools and pupils of private sector involvement is often limited. 

*Policy is increasingly moving education services out of the public sector and the nation state and moving education towards private companies. 

*Marxists: education has been handed over to capitalists for profit and it is a myth that this will improve standards.

* In the 19th century, females were excluded from the education system and until recently experienced discriminations e.g. a higher pass rate for girls in the 11+.

*Since the 1970s policies have been introduced to reduce gender inequalities e.g. GIST

*In the 1960s and 1970s, assimilation was used to improve education for E-Ms along with compensatory education.

*In the 1980s and 1990s multicultural education(MCE) was promoted e.g. valuing all cultures in the curriculum - attempts to make other ethnicities prompt in national curriculum.

*MCE has been critisised for tokenism(no meaning behind it, just doing it to say multiculturism) and perpertuation cultural division.

*From the late 1990s onwards, social inclusion was the main focus e.g. monitoring E-M results, EAL programmes.

*Mirza: There is little change in policy, issues such as poverty and racism should be addressed instead. 

*Gilbourn: Ethnocentric curriculum and institutionally racist policies disadvantage E-Ms.

*Post modernism.

*Interconnectivity of countries. 

*Geographical mobility. 

*Advancements in ICT

*Changes in the economy e.g. job market and growth of TNCs - transnational co-operation. 

*Globalisation has affected education in 2 ways:

1. Increased flow of ideas about education from politicians and teachers about alternative ways of teaching, learning and assessing. - more info + ICT available aware of different countries + adaptions. 

2. New challenges to education e.g. changing requirements of the economy(education needs to change to reflect the economy), technology, geographical mobility and different work practises (decline in manual jobs)e.g. flow of people from different cultures. - EAL affected education.

*An emphasis on lifelong learning(college courses adults can go to, learn skills to use in the changing world of work): Changing technologies demand a flexible workforce e.g. adult education and New Labour's programme to get mothers back to work and update their qualifications. - skills you had before maternity leave may become outdated. 

*Greater emphasis on individual learning: individualisation e.g. develop skills and qualifications which benefit them, not conform to general education. 

*Individualisation e.g. parental choice e.g. free schools. 

*The inclusion of global issues within the curriculum e.g. cross cultural practices - sociology curriculum- globalisation only came in 2 year ago: awarness of different cultures. 

*Policies to enrol more international students - universities have alot of international students.

*Citenzenship: - new course introduces - political, human rights awarness.

*School policies focus on diversity

*Supporting students with English as a second language. - EAL students.