Education Sociologists

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  • Created by: julyfirst
  • Created on: 27-06-19 12:21
Claim that language used in WC families is deficient
Bereiter and Engelmann
1 of 67
Restricted and elaborated code
Bernstein
2 of 67
WC parents place less value on education
Douglas
3 of 67
Parent's educational success influences outcomes, no matter their class
Feinstein
4 of 67
Fatalism, collectivism, immediate gratification and present-time orientation
Sugarman
5 of 67
Cultural deprivation is victim blaming
Keddie
6 of 67
WC parents attend fewer parents evenings due to longer/more irregular work hours
Blackstone and Mortimore
7 of 67
Lower the social class, higher the hyperactivity
Wilkinson
8 of 67
Cost of uniform and school supplies places a burden on WC families
Tanner
9 of 67
Capitals
Bourdieu
10 of 67
Tested the theory of capitals
Sullivan
11 of 67
Labelling is based on ideas of the 'ideal pupil'
Becker
12 of 67
WC schools ideal pupil was based more on behaviour. MC school's ideal pupil was based more on achievement
Hempel-Jorgenson
13 of 67
Across 9 English secondary schools, teachers normalised WC underachievement
Dunne and Gazeley
14 of 67
'Tigers', 'Cardinals' and 'Clowns'
Rist
15 of 67
IQ test of self-fulfilling prophecy
Rosenthal and Jacobson
16 of 67
WC pupils aren't the ideal pupil so are streamed lower
Becker
17 of 67
2 London secondary schools, teachers use stereotypical notions of ability to stream pupils and link it to exam league tables (the A-C economy)
Gillbourne and Youdell
18 of 67
Educational triage
Gillbourne and Youdell
19 of 67
Ingratiation, ritualism, retreatism, rebellion
Woods
20 of 67
Differentiation and polarisation
Lacey
21 of 67
A school that abolished streaming found that polarisation disappeared but differentiation didn't
Ball
22 of 67
Concept of habitus, symbolic violence
Bourdieu
23 of 67
Nike identities and WC pupils feeling to be educationally successful they had to change the way they presented themselves
Archer
24 of 67
2 groups of WC catholic boys, one group went to a grammar school and got ridiculed for their WC identity
Ingram
25 of 67
WC think of Oxbridge as being 'not for the likes of us'
Bourdieu
26 of 67
The language used by low income black families is incapable of expressing abstract ideas
Bereiter and Engelmann
27 of 67
Many black families are headed by a lone mother so there is a lack of a male role model
Moynihan
28 of 67
Asians are high achievers because their culture is more resistant to racism
Pryce
29 of 67
Lack of father nurturing makes black boys turn to MTV cultures and gangs
Sewell
30 of 67
Ethnic minorities are more likely to aspire to go to university than white pupils
McCulloch
31 of 67
Black families headed by a lone mother can be a positive impact on girls as they have a strong role model
Driver
32 of 67
Half of all ethnic minority children live in low-income households
Palmer
33 of 67
Racial discrimination leads to social exclusion which worsens poverty
Rex
34 of 67
Black children on entry were the highest achievers but by GCSEs had the worst results
Gillbourne and Mirza
35 of 67
Teachers are quicker to discipline black pupils
Gillbourne and Youdell
36 of 67
Stereotypes of black pupils mean they're streamed lower
Foster
37 of 67
Teachers hold ethnocentric views and often exclude Asian pupils by assuming they don't know English
Wright
38 of 67
Studied a group of black girls at year 11 and saw them channel their anger (of being put in a low set) and achieve high grades
Fuller
39 of 67
Types of racists (colour-blind, liberal chauvinists, overt)
Mirza
40 of 67
Conformity, rebellion, retreatism and innovation as boys' responses, 'Black Machismo'
Sewell
41 of 67
The curriculum only focuses on British culture
David
42 of 67
Marketisation puts ethnic minorities at a disadvantage as schools can be more selective about who gets in
Gillbourne
43 of 67
Girls magazines used to emphasise marriage but today they show independent, strong women
McRobbie
44 of 67
Girls in the 70s had low aspirations but in 90s aspired to get a career to support themselves
Sharpe
45 of 67
Girls are more successful in coursework due to being more organised and spending more time on their work
Mitsos and Browne
46 of 67
Boys receive more attention as they attract more sanctions
French
47 of 67
Teachers challenge gender stereotypes and women are under-represented in the curriculum
Weiner
48 of 67
Hyper-heterosexual feminine identities, boyfriends and being loud as strategies girls create for creating a self-value
Archer
49 of 67
Less industrial jobs have created an 'identity crisis' for men
Mitsos and Browne
50 of 67
Education focuses on feminine characteristics
Sewell
51 of 67
Boys are more concerned than girls about being labelled by their peers
Francis
52 of 67
Teachers encourage boys to be tough and not act like girls
Bryne
53 of 67
Male pupils call sporty girls names that relate to lesbianism
Dewar
54 of 67
Social solidarity and specialist skills (functionalism)
Durkheim
55 of 67
Meritocracy (functionalism)
Parsons
56 of 67
Consumer choice and the concept of 'vouchers' (New Right)
Chubb and Moe
57 of 67
Repressive and ideological state apparatus (Marxism)
Althusser
58 of 67
Capitalism needs obedient and submissive workers and education produces this (Marxism)
Bowles and Gintis
59 of 67
12 WC boys had a 'laddish culture' similar to that of male shopworkers and ended up failing which is what capitalism wants (Marxism)
Willis
60 of 67
'Cream skimming' and 'silt shifting'
Bartlett
61 of 67
Priveleged, semi-skilled and disconnected choosers
Gerwitz
62 of 67
Parentocracy is an illusion as MC parents have all the choice
Ball
63 of 67
Schools are targeted by companies because they are a kind of product endorsement)
Molnar
64 of 67
Cadbury's sports equipment required people to eat 5,440 chocolate bars just for one volleyball set
Ball
65 of 67
Black pupils don't fail due to a lack of self-esteem so multicultural education is misguided
Stone
66 of 67
Policies tackle the softer side of reasons ethnic minorities fail and ignore institutional racism
Mirza
67 of 67

Other cards in this set

Card 2

Front

Restricted and elaborated code

Back

Bernstein

Card 3

Front

WC parents place less value on education

Back

Preview of the front of card 3

Card 4

Front

Parent's educational success influences outcomes, no matter their class

Back

Preview of the front of card 4

Card 5

Front

Fatalism, collectivism, immediate gratification and present-time orientation

Back

Preview of the front of card 5
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