Sociology paper 1

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  • Created by: MeganK03
  • Created on: 18-11-20 18:42
Traditional Marxists
(Karl Marx)
Education system performs 3 functions
- reproduces class inequality
-legitimises class inequality
- works in the interests with capitalist employers
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Reproduction of class inequality
Reproduction of class inequality
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Legitimises class inequality
Money determines education. People don't realise this due to the 'myth of meritocracy'
Controls w/c - less likely to rebel and revolutionalise.
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Myth of meritocracy
School teaches we get an equal chance of achievement and grades depend on effort. Fail = our fault.
Justifies system to think it's fair when it's NOT.
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Teaches skills needed for capitalist employers
[Bowles and Gintis]
similarities between skills learnt in school and skills of the workplace.
Taught through 'Hidden Curriculum' - learn skills necessary for manual jobs.
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Correspondance Principle
(Bowles and Gintis)
Schools promotes values expected from individuals in each social class and prepare students for different types of jobs held by members of their classes.
examples - uniform, strict time keeping, rewards
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External factors
(differental achievement)
Outside of school
-Material deprivation (books, resources)
-Cultural deprivation (lack of cultural capital, norms and values)
-Linguistic differences (none speaker)
- Parental attitudes
-Socialisation
-Racism
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Internal Factors
(differental achievement)
In school
-Teacher labelling
- Pro and anti school subcultures
- Sets and streaming (labels)
-Institutional racism
- Ethnocentric curriculum
- lack of role models (feminised education)
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Lawson and Gerrard
Ethnic groups
'people who share common history, customs and identity as well as language and religion'.
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Statistics within education
Girls achieve more than boys
Chinese are the highest achievers
Black boys are the lowest achievers
Asians overall achieve the least
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Reasons for differentual ethnic achievement
- Cultural deprivation
- Material deprivation
- racism
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Cultural deprivation
Intellectual and linguistic development
-low income backgrounds (black and asian families) lack intellectual stimulation and experiences.
- lack of S.E halts progress and integration (Bowker)
CRITICISMS - Gillborn - Indian pupils do very well despite not having english as first language
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Cultural deprivation
Attitudes and Values
Lack of motivation from parents
Black children are socialised into 'fatalistic' subculture
Choose religion over education (Dr Mohammad Ali)
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Cultural Deprivation
Family structure and parental support
Swann report (85) tightly knit Asian families compared with lone parent black ones are responsibile for different achievements.
Lupton - Asian families teach children respect and the value of education - supportive of schools strict behaviour policies
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Material Deprivation
Flaherty - unemployment is three times higher in African and Asian people than white people.
15 percent of ethnic minority households live in overcrowded conditions

Bhatti - finacial constraints meant some asian students left school
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Racism in Outer Society
-Lowers self esteem leads to self fulfilling prophecy
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Fuller (Eval)
Studied Black girls in an comprehensive school
Group where high achievers
Channeled labelling frustration onto work
Shows negative labelling does not lead to failure
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Ethnocentric curriculum
Priority is given to certain ethnic groups whilst disregards others.
White history
Uniforms
None religion specific food
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Student responses to labelling and streaming
Ritualism - staying out of trouble but not putting effort into work
Ingratiation - teacher's pet
Retreatism - daydreaming and messing around
Rebellion - rejects school as an whole
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Achievement in Gender
EXTERNAL
Impact of feminism
Changes in the family
Women's employment
Changing ambitions
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Sue Sharps study
Changing ambitions
Compared w/c girls in the 70's with 90's
Found 90's girls where more confident and ambitious
Priorities in 70's where love and marriage whilst 90's where wary of relationships
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Fuller
Girls recognise the need for good education - in Black girls study educational success was apart of identity. Believed in meritocracy.
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Achievement in gender
INTERNAL
- Equal opportunities - 1988 Education reform act made genders have same subjects and science compulsory. GIST + WISE + National curriculum moves gender barriers
-Positive female role models - increased number of female teachers. School has become 'femi
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Gender achievement theorists
Peter and Jane French - boys got more attention than girls in classroom as they attracted reprimands
Francis - boys are disciplined more harshly and felt picked on
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Identity - Archer
SYMBOLIC CAPITAL
Girls gain this from peers which brought conflict with school and denied grades and jobs.
Hyper - sexual identity - self care brought status
Boyfriends - loose interest in work and career
Being loud - Being loud
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Epstein 'laddish subcultures'
Contributes to boys underachievement
Boys are more likely to be harassed and labelled homophobic abuse if school orientated.
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Francis - labelling
Boys more concerned than girls being labelled a swot as its a threat to their masculinity.
Laddish culture is becoming popular due to females being in masculine jobs.
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Tripartite system
System where students would take a test that would determine the type of school they would go to -
Grammar
Technical
secondary modern
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Advantages of tripartite system
- smarter children went to grammar school which catered for their academic needs and provided a stimulating environment for every social background
- Could be pushed for university and prepped for higher roles
- technical schools gave practical skills th
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Disadvantages of tripartite system
- secondary modern school where full of w/c
-many children developed abilities later on as some schools where unable to meet needs
-11+ didnt reflect true abilities and entrenches social divisions
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Other cards in this set

Card 2

Front

Reproduction of class inequality

Back

Reproduction of class inequality

Card 3

Front

Money determines education. People don't realise this due to the 'myth of meritocracy'
Controls w/c - less likely to rebel and revolutionalise.

Back

Preview of the back of card 3

Card 4

Front

School teaches we get an equal chance of achievement and grades depend on effort. Fail = our fault.
Justifies system to think it's fair when it's NOT.

Back

Preview of the back of card 4

Card 5

Front

similarities between skills learnt in school and skills of the workplace.
Taught through 'Hidden Curriculum' - learn skills necessary for manual jobs.

Back

Preview of the back of card 5
View more cards

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