Sociology Education Quiz AQA (AS and A2)


1. Which of these are tasks and activites seen as either male or female 'territory', e.g looking after an elderly person is 'female'?

  • Gender identity and peer pressure
  • Gender domains
  • Gendered subject tasks
  • Gendered careers
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2. Which of these ISN'T a characteristic of Archer's (2010) 'hyper-heterosexualised feminine identites'?

  • Being fearful of being harassed, labelled as 'gay' and and subjected to verbal abuse
  • Having boyfriends which bring symbolic capital but get in the way of schoolwork and lower girls' aspirations
  • Being 'loud' and adopting outspoken, assertive identities, which teachers see as aggressive
  • Adopting a tomboyish, 'Nike' identity by being sporty, truanting and getting excluded

3. Why do Mtisos and Browne argue that girls do better than boys in coursework?

  • They're better at understanding coursework than boys, therefore they find it easier
  • Their parents expect them to study more at home, thus they put more time and effort into coursework than boys
  • They're more conscientious and better organised, they also mature earlier and can concentrate for longer
  • They're less disruptive and teachers have higher expectations of them

4. What does Durkheim argue is a function of education?

  • It's an ideological state apparatus used to reproduce and legitmate class inequality
  • It promotes social solidarity and equips individuals with specialist skills so that they're prepared for work
  • Secondary socialisation (which is meritocratic, unlike within the family) and bridging family and wider society
  • To mirror the relationships and structures found in work (correspondence principle)

5. Why does Willis reject Bowles and Gintis' version of the correspondence principle?

  • Education imposes the culture of a ruling class, not a shared culture or 'national identity'
  • Working-class pupils may resist attempts to indoctrinate them in school. They are able to partially see through the meritocratic ideology that claims work-class pupils can get on through hard work
  • Although school standards seem to have risen, there are other possible reasons for this improvement apart from the introduction of a market
  • Traditional male manual jobs needed few qualifications, so it is unlikely that the disappearance of these jobs would affect boys' motivation to obtain qualifications


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