AAB Sociology- Education studies and theorists

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Webber & Butler -class

-Studied over 1 million pupils on a longitudinal study.

-Found that the best predictor for educational attainment was the neighbourhood.

-SUPPORTS CULTURAL DEPRIVATION

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Sugarman -class

-Time orientation

-Attitude to gratification (deterred or immediate)

-Collectionism VS individualism

-Attitude to luck

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Bernstein -class

-Working class have restricted codes

-Middle class have elaborated codes

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Feinsteen -class

-Found that financial deprivation was important but cultural was more important.

-The crucial factor was support or not support from parents.

-SUPPORTS CULTURAL DEPRIVATION

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Joseph Rowntree Foundation -class

-Different cultural factors that decreased educational achievement.

1) Quality of mother - child interactions

2) Amount of time parents spend with chidren

3) How often parents read to children

4) Overall value placed on education by parents

5) Parental involvement in education

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Evans -class

-Carried out observations and interviews with parents on a council estate in London

-Found that they did place value in education

-CONTRADICTS CULTURAL DEPRIVATION

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Smith & Noble -class

-Studied the effects of poverty on schooling

-Came up with barriers to learning

1)Families can't afford uniforms, school trips, travel.

2)Lack of resources, such as computer or study books

3)Marketisation of schools

4) Working class students may have to get part time jobs during school

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Donald & Hirsch -class

-Found that the middle class have more space, private education, and out of school activies.

-This can help study, boost CV and higher quality of education.

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Stephen Ball -class

-Says that the introduction of marketisation of schools has lead to those who have more money going to better schools

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Platt -ethnicity

-Found that the highest to lowest paid in the UK was Chinese, Indian, White British, Black Caribbean, Bangladeshi, and Pakistani.

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Archer & Francis -ethnicity

-Found that parents of Chinese students place an extremely high value on education

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Basit -ethnicity

-Studied three different generations of British Asian communties

-Found that cultural factors had an impact on educational achivement in British Asian communities.

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Connor et al -ethnicity

-In year 13 pupils, positive attitudes towards education were strongest in Black African students

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Gillborn -ethnicity

-Argues that schools are institutionally racist

-Teachers interpret policy in a way that disadvantages black pupils.

-African Caribbean pupils were more likely to be given detention

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Strand -ethnicity

-African Caribbean pupils were less likely to be entered for higher level GCSE's

-African Caribbean boys are often given negative labels such as unruly, disrespectful etc

-The National Curriculum is criticed for being ehtnocentric

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Sewell -ethnicity

-Says that problems are related to the high proportion of Black African pupils raised in lone parent families.

-Lone parents families make less moeny, have less time, won't have the instrumental disciplinary role.

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Cohen -gender

-Says that girls have outperformed boys in schools since mass education was introduced.

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Haralambos & Holborn -gender

-Found that boys achievement has been steadily increasing from GCSE's to Alevels

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Frosh et al -gender

-Found that boys consider schoolwork unmanly

-Boys have a tendancy to back-chat teachers

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Francis -gender

-Found that boys have unrealistic career aspirations

-These aspirations require less academic success

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Wilkinson -gender

-Genderquake

-Now women are treated more like equals and this is shown through the education system

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Sharpe -gender

-Studied the change in girl's priorities

-1976- love marriage family

-1994- career independance then maybe family

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Francis & Skeleton -gender

-Degree is the goal in both primary and secondary age girls

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McRobbie -gender

-Analyses media content

-Concluded that the media plays an important role in the representation of women

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Mac an Ghaill -gender

-Crisis of masculinity

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Wragg & Jackson -gender

-Found that boys think education is irrelevant

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Stanworth & Spender -gender

-FEMINISTS

-Carried out observational research about student - teacher interactions in the 70s/80s

-Work was graded higher when boys name was written on it

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Weiner -gender

-Found that many sexist images have been removed from learning materials.

-Supports the view that education is becoming more equal.

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Rothermel -gender

-Found that in home education boys achieve the same as girls

-Concludes that within school factors are important

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Carrington et al -gender

-Says that the gender of the teacher has no impact on educational achievement

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Sukhanda -gender

-Found that boys feel like they have less support, encouragement and guidance within education.

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Coffey & Delamont -gender

-Says that the school environment does not always favour girls

-There are more male high positions in schools than females, and therefore norms and values of schools are male orientated.

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Anne Colley -gender

-Feminist

-Says subject choices at Alevel influence university and job prospects

-Girls are pushed into more 'feminine' subjects, whcih are more competetive, and therefore men get higher pay

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Skeleton, Francis & Valkanova -gender

-Say that although girls do outperform boys in school, they are still pushed into the more 'feminine' subjects

PART 2

-Concluded that gender stereotyping and deifferential constructions of gender among pupils and teachers, is most significant factor fr educational achievement.

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