Education key names

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  • Created by: cmegs
  • Created on: 23-09-18 14:16
Althusser
(Role of education) State apparatuses, repressive state apparatus and ideological apparatus
1 of 80
Archer
(Class) Found that working class pupils believd that they had to change to be successful and to be able to gain symbolic capital
2 of 80
Allen (2010)
(Social policy) Found that free schools only really benefit the upper class as they are often very exclusive
3 of 80
Bowles and Gintis
(Role of education) Schooling in capitalist America, myth of meritocracy
4 of 80
Becker (1971)
(Class) Carried out a study of labelling and found out that teachers judge pupils on thier own views of what they will be able to achieve
5 of 80
Ball
(Class) Believes streaming should be abolished for mixed ability classes
6 of 80
Bourdieu
(Class) Habitus, cultural capital, economic capital and educational capital, symbolica capital and violence
7 of 80
Blanden and Machin (2007)
(Class) Children from low income families are more likely to fight and disrupt thier eductaion
8 of 80
Blackstone and Mortimer (1994)
(Class) Working class parents dont attend school events because they have to work longer shifts to provide for their children
9 of 80
Beriter and Englemann
(Ethnicity) The language used by low income black families is inadequate for education
10 of 80
Bourne (1994)
(Ethnicity) Schools see black boys as a threat and label them negatively
11 of 80
Ball
(Ethnicity) Criticises the National curriculum for ignoring diversity and promoting little englandisms
12 of 80
Cohen
(Role of eduation) Youth training serves capitalism by teaching the attitudes of the ruling class
13 of 80
Carmichael and Charles
(Ethnicty) Institutional racism is less overt, more subtle and less identifiable as it isnt always direct acts
14 of 80
Coard (1971/2005)
(Ethnicity) English people teach thier history as if they were bringing civilisation to primative people
15 of 80
Connolly (1998)
(Ethnicity) Conducted a study showing that teachers construct masculinity differently depending on the ethnic group
16 of 80
Colley (1998)
(Gender) Computer studies are masculine and 'scare' girls off
17 of 80
Currie et al (2007)
(Gender) Girls have a balancing act between being too competitive for attention, either being a **** or frigid
18 of 80
Durkheim
(Role of Education) Solidarity and skills
19 of 80
Davis and Moore
(Role of education) Role allocation
20 of 80
Dunne and Gazeley (2008)
(Class) They argue schools produce working class underachievement, teachers thought that a pupil's homelife was important to what they could achieve
21 of 80
Douglas (1964)
(Class) Working plass parents placed less value on education as they are often seen as being less ambitous for their children and gave less encouragement
22 of 80
Daetcher
(Gender) Sees name calling as helping to form gender identities
23 of 80
David (1993)
(Social Policy) Parentocracy
24 of 80
Evans
(Class) Studied working class views towards university and found that they were reluctant to go as they saw hidden barriers/ not fitting in as undesirable
25 of 80
Epishein (1998)
(Gender) Examined how masculinity is constructed and found that boys were the target of homophobic abuse if they are smart
26 of 80
Flaherty
(Class) Stigmatisation of being WC as 20% of those eligable for free school meals don't take them
27 of 80
Foster (1990)
(Ethnicity) Found teachers that had sterotyped black pupils as badly behaved could be due to them stramily blacks into lower sets that are below their ability which causes them to act out
28 of 80
Francis and Archer (2007)
(Ethnicity) Teachers have negative positive stereotypes such as seeing Asian girls as passive due to their family structure and that any success was over achievement
29 of 80
Fuller (1984)
(Ethnicity) Studied black girls in Y11 as they were untypical because they were high achievers in a school where bkack girls normally under achieve
30 of 80
French and French (1993)
(Gender) Analysed classroom inteactions found that boys got more attention as they were more likely to be reprimanded
31 of 80
Gillborn and Youdell (Class)
(class) Teachers use stereotypical notions of ability to stream pupils, publishing of league tables leads to the A-C economy
32 of 80
Gilborn and Mirza
(Ethnicity) In one local education authority black children had the highest grades on entry to primary but the lowest on leaving at GCSE level
33 of 80
Gillborn and Youdell (2000) (Ethnicity)
(Ethnicity) Teachers were quicker to discipline black children for the same behaviours that white pupils were not disiplined
34 of 80
Gorard
(Gender) Found the gender gap increased from 1975-89 due to the introduction of coursework
35 of 80
Gerwitz
(Social Policy) Not olny do marketisation policies benefit the middle class, it gives them more choice to pick a good school
36 of 80
Hempel Jorgenson
(Class) Investigated differences between a MC and WC primary school to see the main problems faced by staff, in the WC school they preferred passive pupils and the MC wanted academic pupils
37 of 80
Hargreaves
(Gender) Secondary modern schools that label and stream mean boys are triple failures
38 of 80
Howard
(Class) Younger people from poorer homes have lower intakes of energy, vitamins and minerals
39 of 80
Hubs-Tait et al (2002)
(Class) Where parents use language to challenge their children their cognitive performance improves
40 of 80
Hastings
(Ethnicity) White pupils make less progress between 11-16 than black and Asian pupils
41 of 80
Hall
(Social policy) Sees coalition government policies as part of the long march of the neo linked revolution
42 of 80
Ingram
(Class) Studied 2 groups of WC boys, one passed the 11+ and had a middle class habitus and didn't fit in with the others who went to a secondary modern
43 of 80
Jackson (1999)
(Gender) The introduction of exam league tables has improved opportunities for girls
44 of 80
Keddie
(Ethnicity) Victim blaming for ethnic minorities for their underachievement
45 of 80
Lacey
(Class) Differentiation-teachers catergorise pupils, Polarisation- response to streaming, streaming causes boys to go into anti/pro school subcultures
46 of 80
Leech and Campos (2003)
(Class) Studied Coventry and found that MC parents are more likely to be able to afford a house in a good catchment area, selection by mortgage
47 of 80
Lawson and Garrod
(Ethnicity) Define ethnic groups as people who share a common history and identity
48 of 80
Lupton
(Ethnicity) Adult authority in Asian families is similar to that in schools
49 of 80
Lawrence
(Ethnicity) Black pupils under achieve to avoid racism by slipping under the radar
50 of 80
Less (1993)
(Gender) Identifies a double standard for sexual morality as boys boast about sex but girls are shamed
51 of 80
Morrow and Torres
(Role of education) Criticise Marx for a class first approach
52 of 80
McDonald
(Role of eductaion) Feminist who aregues that B and G ignore that schools recreate the patriarchy
53 of 80
McRobbie
(Role of education) Criticises Willis' study for the lack of women
54 of 80
Mirza
(Ethnicity) Racist teachers discouraged black pupils from being ambitious through the careers advice they gave
55 of 80
Moore and Davenport
(Ethnicity) Selection procedures lead to ethnic segreagtion as children who have english as a second language may not be accepted into 'good' schools
56 of 80
McVeigh
(Gender) The similarities are much greater than the differences as the gender gap is rarely more than 12% points
57 of 80
Murphy and Elwood (1998)
(Gender) Teachers own idea of gendered behaviours led to students picking 'gendered' subject options
58 of 80
Osler (2001)
(Ethnicity) Black pupils appear more likely to suffer unrecorded and unoffical exclusions, more likely to be put in referal units due to behaviour
59 of 80
Parsons
(Role of education) Meritocracy, school as a bridge
60 of 80
Rist
(Class) Found that teachers used inforation about students home backgrounds and apperance to place them into 3 groups, cardinals clowns and tigers
61 of 80
Rosenthal and Jackson
(Class) Investigated the self fulfilling prophecy by giving children a fake test that was meant to show the 'spurters' in the year group, those labelled had significant improvements to their grades due to teachers treating them differently
62 of 80
Ridge
(Class) Children in poverty have to have jobs to help support the family and this takes time away from school work causing under achievement
63 of 80
Read
(Gender) Concludes that more male teacher's arent needed to improve boy's achievement as most teachers favour the masculine discipline discourse and female teachers are just as likely to use it
64 of 80
Sullivan
(Class) tested Bourdieu's ideas and found that a high cultural capital from vistiting museums, art galleries and reading challenging books was the most important factor for high GCSE results
65 of 80
Smith and Noble (1995)
(Class) Poverty acts as a barrier to learning
66 of 80
Sewell (External)
(Ethnicity) Fathers and gang culture, a lack of a father figure isnt the problem causing black boys to underachieve, its a lack of fatherly love that leads boys to seek out support from gangs
67 of 80
Strand
(Ethnicity) After analysing the entire national cohort, it showed how many black pupils fall behind after starting school
68 of 80
Shain (2003)
(Ethnicity) Where asian girls challenged the stereotype they were disciplined more severly than other pupils for the same behaviour
69 of 80
Sewell (Internal)
Studied pupil responses to subcultures and joined either, the rebels, conformists, retreatists, and innovators. Boys fail because education had become feminised
70 of 80
Stone
Argues that black children don't have low self esteem and this isnt why the under achieve
71 of 80
Sandes and Lion (1995)
(Ethnicity) As teachers did more marking the gap between the ethnic groups grew
72 of 80
Sharpe (1994)
(Gender) From the 1970s-90s there has been a shift in how girls view their future in 1974 they had low expectations and by the 90s they wanted to support themselves and be independent
73 of 80
Tuman
(Role of education) Criticises Davis and Moore for a circular argument
74 of 80
Wolf
(Role of education) Reviewed vocational education and found that 2/3 of 16-19 year olds are on courses that will not lead to higher education or employment
75 of 80
Wrong
(Role of Education) Criticises functionalism for an 'over-socialised' view of society
76 of 80
Wilkinson (1996)
(Class) Among 10y/o the lower the social class the higher the rate of hyperactivity anxiety and conduct disorders
77 of 80
Young and Berstein (1967)
(Class) MC mothers are more likely to buy educational toys/books/activities
78 of 80
Wreglits (1992)
(Ethnicity) Study of a multie ethnic primary and found that asian and black pupils were both discrimated
79 of 80
Whitty and Ball
(Social policy) note how marketisation policies reproduce class inequality by creating inequality between schools
80 of 80

Other cards in this set

Card 2

Front

(Class) Found that working class pupils believd that they had to change to be successful and to be able to gain symbolic capital

Back

Archer

Card 3

Front

(Social policy) Found that free schools only really benefit the upper class as they are often very exclusive

Back

Preview of the back of card 3

Card 4

Front

(Role of education) Schooling in capitalist America, myth of meritocracy

Back

Preview of the back of card 4

Card 5

Front

(Class) Carried out a study of labelling and found out that teachers judge pupils on thier own views of what they will be able to achieve

Back

Preview of the back of card 5
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