Education: Match the quotes

This is all the quotes from sociologists that I have used in my Education 30 markers. I have written an essay on every possible topic in Education, Family, Religion, Crime and Theory and methods.

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  • Created by: Cereidee
  • Created on: 14-04-18 14:44
Teachers define pupils as having stereotypical ethnic identities.
Archer (2008)
1 of 54
High achieving black girls rejected negative labels, and channelled their anger into the pursuit of educational success.
Fuller (1984)
2 of 54
Teacher's held ethnocentric views, Asian pupils can also be victims of their labels.
Wright (1992)
3 of 54
We must look at how schools and colleges routinely and unconsciously discriminate against EMs - Institutional racism.
Troyna and Williams (1986)
4 of 54
Marketisation allows negative stereotypes to influence decisions about school admissions.
Gillborn (1997)
5 of 54
Selection procedures of schools leads to ethnic segregation with EM pupils often failing to get into better secondary schools. The procedures favoured white pupils and disadvantaged those from EM backgrounds.
Moor and Davenport (1990)
6 of 54
Asian culture is more resistant to racism, allowing them to have higher self-esteems and achieve more than black pupils.
Pryce (1979)
7 of 54
Blacks underachieve because of racism and not low self-esteem.
Lawrence (1982)
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Indian and Chinese pupils benefit from a supportive family background that have an 'Asian work ethic' that places high value on education.
Sewell (2009)
9 of 54
Education creates social solidarity.
Durkheim (1903)
10 of 54
The education system is and Ideological State Apparatus.
Althusser (1971)
11 of 54
The education system's role is to teach specialist skills.
Durkheim (1903)
12 of 54
s found in education mirror those of the workplace.
Bowels and Gintis (1976)
13 of 54
A person's status us achieved and not ascribed. Those with great ability ad those who work hard, do well. This is meritocracy.
Parsons (1961)
14 of 54
Meritocracy is a myth.
Bowels and Gintis (1976)
15 of 54
Education is a device for selection and role allocation. Inequality is necessary to ensure that the most important roles in society are filled by the most talented people.
Davies and Moore (1945)
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The education system legitimates class inequalities via ideologies that justify it.
Bowels and Gintis (1976)
17 of 54
The publication of school league tables encourages 'cream-skimming' and 'silt-shifting'.
Bartlett (1993)
18 of 54
Differences in parents' economic and cultural capital lead to class differences in how far they can exercise choice of secondary school.
Gewirtz (1995)
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Marketisation gives the appearance of parentocracy - the education system being based on parents having a free choice of school.
Ball (2007)
20 of 54
Adult authority in Asian families are similar to the model that operates in schools. Respect for adults that was expected from Asian children has a knock-on effect in school.
Lupton (2004)
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Lone mothers of many black families raise deprived children as she must struggle financially as the sole breadwinner.
Moynihan (1965)
22 of 54
The high rate of lone parenthood and a lack of a positive male role model leads to the underachievement of some minorites.
Murray (1984)
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Cultural deprivation theorists ignore the positive effects of ethnicity on ahievement. Black caribbean families are far from beign dysfunctional, they provide positive role models of strong black independent women who don't need no man.
Driver (1977)
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A lack of fatherly nurturing/tough love is the cause of underachievement, not the absence of fathers as role models.
Sewell (2009)
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It is not peer pressure but institutional racism that systematically produces the failure of a large number of black boys.
Gillborn (2008)
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Indian pupils do very well despite often not having English as their home language.
Gillborn and Mirza (2000)
27 of 54
Cultural deprivationists suggest that ethnic minorities are deprived, they are not,they are simply culturally different.
Keddie
28 of 54
Schools persistently produce working-class underachievement because of teachers' assumptions and labels.
Gazeley (2008)
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'The cost of free schooling'
Bull (1980)
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Middle-class mothers are more likely to buy educational toys, books and activities.
Bernstein and Young (1967)
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There are many occassions of working-class parents having higher education qualifications with higher incomes and the knowledge on how to spend it effectively, but have their children still display signs of underachievement.
Fernstein (2008)
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Educational triage: 'Those who'll pass anyway', 'Those with potential, ' those with no hope'.
Youdell (2004)
33 of 54
There are differences between middle-class and working-class langauge that can be attributed to working-class pupils' lower levels of achievement. Elaborated and Restricted speech codes.
Bernstein (1975)
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Working-class parents placed less value on education. They were less ambitious, gave less encouragement and took less interest. They were also less likely to visit the school to discuss their child's progress with teachers.
Douglas (1964)
35 of 54
The middle-class generally possess three types of capital, cultural, economic and educational, which can be converted into one another.
Bourdieu (1984)
36 of 54
There has been a major shift in the way girls see their future; in in 1974, girls had low aspirations, educational success was unfeminine and ambitiousness was unattractive. In 1994, careers and education had become higher up on the priority list.
Sharpe (1994)
37 of 54
Different reading tastes determine subject choice.
Elwood (1998)
38 of 54
Boys received considerably more attention than girls do.
French and French (1993)
39 of 54
Boys were disciplined more harshly and some felt picked on.
French (2001)
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School plays a large part in gender socialisation, teachers encourage boys to be rough and show initiative while girls were taught and expected to be quiet, helpful and neat and tidy.
Byrne (1979)
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Two thirds of 7-8 year olds believed the gender of teachers didn't matter.
Francis (2006)
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Althoguh women make up the majority of primary school teachers, schools are male-dominated in textbooks and class material etc.
Haase (2008)
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Working-class boys are more likely to be harassed and be subject to homophobic abuse for appearing to be smart.
Epstien (1998)
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The impact of equal opportunities policies is a key reason for the changes in girls' achievement.
Boaler (1998)
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Pupils are judged according to how closely they fitted an image of the 'ideal pupil'.
Becker (1971)
46 of 54
The development of subcultures can be explained through differentiation (teachers catergorising pupils according to their perceive ability and attitude), and polarisation ( the process in which pupils respond to streaming).
Lacey (1970)
47 of 54
The school, not just the home, influences children's achievement. Working-class children fail not because they are culturally deprived, but because the schools fail to teach them how to use the elaborated speech code.
Bernstein
48 of 54
There is a double standard of sexual morality.
Lees (1993)
49 of 54
Science is seen as a boys' subject because: science teachers are most often men and examples teachers use and those in textbooks draw on boys' interests rather than girls. in contrast, Home economics is usually coined as a girls' subject.
Kelly
50 of 54
lower marks in tests than girls. They also ignored boys' verbal abuse of girls, even blaming the girls for attracting it.
Haywood and Mac an Ghaill (1996)
51 of 54
The 'male gaze' is a tool used in the education system that reinforces traditional gender identity.
Mac an Ghaill
52 of 54
Being popular is crucial to girls' identity.
Ringrose (2013)
53 of 54
Girls who are overly competitive run the risk of being ****-shamed, and those who don't compete are called frigid.
Currie et al (2007)
54 of 54

Other cards in this set

Card 2

Front

Fuller (1984)

Back

High achieving black girls rejected negative labels, and channelled their anger into the pursuit of educational success.

Card 3

Front

Wright (1992)

Back

Preview of the back of card 3

Card 4

Front

Troyna and Williams (1986)

Back

Preview of the back of card 4

Card 5

Front

Gillborn (1997)

Back

Preview of the back of card 5
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