SOCIOLOGY EDUCATION

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Bernstein
Speech codes; restricted and elaborated
1 of 89
Bereiter and Engelmann
Language in lower income families are deficient
2 of 89
Feinstein
Educated parents use challenging vocabulary
3 of 89
Douglas
W/C place less value on education
4 of 89
Feinstein
Parents own education plays most important factor affecting children's achievement
5 of 89
Bernstein and Young
M/C mothers are more likely to buy educational toys
6 of 89
Sugarman
W/C subculture and 4 main aspects; fatalism, collectivism, immediate gratification, present-time orientation
7 of 89
Keddie
Myth of cultural deprivation, victim blaming
8 of 89
Troyna and Williams
speech hierarchy
9 of 89
Howard
People from poorer households have lower intakes of energy, vitamins and minerals
10 of 89
Bull
Cost of free schooling
11 of 89
Smith and Noble
Poverty acts as a barrier to learning in other ways, such as inability to afford private schooling or tuition
12 of 89
Callender and Jackson
W/C students are more debt averse-saw more costs than benefits to go to university
13 of 89
Reay
W/C students were more likely to apply to local universities so they could live at home and save money on travel costs
14 of 89
Mortimore and Whitty
Material inequalities have the greatest effect on achievement
15 of 89
Bordieu
Cultural capital, economic capital and educational capital
16 of 89
Sullivan
Children with the greatest cultural capital were children of graduates
17 of 89
Becker
Labelling
18 of 89
Dunne and Gazeley
'Schools persistently produce W/C underachievement' because of the labels and assumptions of teachers
19 of 89
Rist
Teacher used the child's background information and appearance to place them in separate groups
20 of 89
Rosenthal and Jacobson
Self-fulfilling prophecy
21 of 89
Gillborn and Youdell
Streaming, A-to-C economy, educational triage
22 of 89
Lacey
Differentiation and polarisation
23 of 89
Hargreaves
Pro- or anti-school subculture are possible responses for labelling and streaming
24 of 89
Ball
When schools abolished banding, the basis for pupils to polarise into subcultures was largely removed and the influence of the anti-school subculture declined
25 of 89
Woods
Ingratiation, ritualism, retreatism and rebellion are other responses to labelling and streaming
26 of 89
Furlong
Many pupils aren't committed to one response to streaming and labelling, move between different types of responses
27 of 89
Fuller
Don't have to accept the label
28 of 89
Archer et al.
interaction between W/C pupils' identities and school and how this produces underachievement
29 of 89
Bourdieu
Habitus
30 of 89
Evans
W/C girls were reluctant to apply to elite universities because they felt there was 'hidden barriers'
31 of 89
Hastings
White pupils make least amount of progress from ages 11-16 years than black or asain pupils
32 of 89
Bereiter and Engelmann
Language by low income black american families = inadequate for educational success
33 of 89
Mirza and Gillborn
Inidan pupils do very well despite often not having english as home language
34 of 89
Murray
High rate of long parenthood and lack of positive male role models lead to underachievement of some minorities
35 of 89
Scruton
Low achievement of ethnic minorities = failure to embrace mainstream britain culture
36 of 89
Sewell
lack of 'tough love' - hard for boys to overcome emotional and behavioural difficultiesof adolescence
37 of 89
Gillborn
Not peer pressure it's institutional rasicm
38 of 89
Lupton
Adult authority in asain families match the model that operates in schools
39 of 89
McCulloch
Ethnic minorities are more likely to aspire to go to university
40 of 89
Palmer
Ethnic minorities are 3 times more likely to be homeless - material deprivation
41 of 89
Rex
Racial discrimination = social exclusion = worsens poverty
42 of 89
Wood
1000 job vaccancies - 16 EM and 1 in 9 white were offered iterviews
43 of 89
Gillborn and Mirza
Black were highest achievers at primary by GCSEs they had the worst results of any ethnic group
44 of 89
Osler
Black are more likely to be sent out of class
45 of 89
Fuller
Study of black year 11 girls - rejected negative labels
46 of 89
Williams
Individual racism and institutional racism
47 of 89
Gillborn
Locked in inequality
48 of 89
Gillborn
Marketisation = select pupils = negative stereotypes influence decisions
49 of 89
Coard
Ethnocentric curriculm
50 of 89
Gillborn
New IQism, images of chinese and indians working hard = 'model minorities' = performs ideological funtion
51 of 89
Evans
To understand relationship between ethnicity and achievement = how ethnicity interacts with gender and class
52 of 89
Connolly
'Interactions effect' - class and gender interact differently based on the ethnicity
53 of 89
McRobbie
Study of girls magazines = 1970s- 'left on the shelf' Now- assertive, independent women
54 of 89
Sharpe
Change in girls attitude
55 of 89
Fuller
Educational success was a central aspect of their identity
56 of 89
Boaler
Impact of equal oppurtunities policies is a key reason to change in girls' achievement
57 of 89
Mitsos and Browne
Girls more successful with coursework = moe conscientous and organised
58 of 89
Francis
Boys disciplined harsher
59 of 89
Mitsos and Browne
Girls more successful with coursework - more conscientous and organised
60 of 89
Sewell
Boys fall behind because education has become feminised
61 of 89
Haase
Masculinised education structure that is numerically dominated by women
62 of 89
Norman
From early age boys and girls dress differently = take part in different activities = subject choices
63 of 89
Byrne
Teachers encourage boys to be tough and not to be weak or behave like sissies
64 of 89
Leonard
Girls from single sex schools - more likely to study male dominated subjects at university
65 of 89
Fuller
W/C habitus - ambitions of jobs reflect it
66 of 89
Connell
Hegemonic masculinity
67 of 89
Mac and Ghail
'Malegaze' - visual aspect to way pupils control eachothers identities
68 of 89
Archer
W/C girls gain symbolic capital from their female peers by performing a hyper-heterosexual feminine identity
69 of 89
Askew and Ross
Male teachers reinforce messages about teachers
70 of 89
Ford
Little social mixing between W/C and M/C pupils - because of streaming
71 of 89
David
Marketised education = 'parentocracy' - rule by parents
72 of 89
Ball and Whitty
Marketisation policies reproduce class inequality by creating inequalities between schools
73 of 89
Bartlett
League tables increase; 1) cream-skinning 2)silt-shifting
74 of 89
Gewirtz
Parental choice, study of 14 london secondary schools, difference in parents economic and cultural capital lead to c;*** differences in how far they can exercise choice of secondary school -1)privileged-skilled choosers 2)disconnected-local choosers
75 of 89
Benn
New labour paradox
76 of 89
Ball
Promoting academies and free schools = increased fragmentation and centralisation of control over educational provision
77 of 89
Hall
Coalition government policies = 'long march of the neoliberal revolutiion'
78 of 89
Durkheim
Social solidarity and specialist skills
79 of 89
Parsons
Meritocracy
80 of 89
Davis and Moore
Role allocation
81 of 89
Chubb and Moe
New Right perspective - consumer choice, education needs to be organised on market principles rather than be run by the state
82 of 89
Gewirtz and Ball
Competition between schools benefits the M/C who can use their cultural and economic capital to gain access to more desirable schools
83 of 89
Marx
Describes capitalism as a two class system; 1)the capitalist class 2)the working class
84 of 89
Althusser
Two apparatuses which serve to keep the bourgeoisie in power - the repressive state apparatuses and the ideological apparatuses
85 of 89
Bowles and Gintis
Correspondence principle = hidden curriculum
86 of 89
Bowles and Gintis
Myth of meritocracy
87 of 89
Willis
Learning to labour - education is reproducing and legitimating class inequality / the lads' counter-culture
88 of 89
MacDonald
Bowles and Gintis ignore the fact that schools reproduce not only capitalism, but patriarchy too
89 of 89

Other cards in this set

Card 2

Front

Language in lower income families are deficient

Back

Bereiter and Engelmann

Card 3

Front

Educated parents use challenging vocabulary

Back

Preview of the back of card 3

Card 4

Front

W/C place less value on education

Back

Preview of the back of card 4

Card 5

Front

Parents own education plays most important factor affecting children's achievement

Back

Preview of the back of card 5
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