Sociology Theories of Education
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- Created by: _sianedwards
- Created on: 30-11-20 18:50
Bridge
Parsons
Education/school is a bridge between family and wider society
Education/school is a bridge between family and wider society
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Sifting and Sorting
Davis & Moore
Role allocation = 'sifting and sorting'. School is a giant sieve that sorts pupils into appropriate groups
Role allocation = 'sifting and sorting'. School is a giant sieve that sorts pupils into appropriate groups
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Ideological state apparatus & Hidden curriculum
Althusser
Students are controlled by ideas, which are taught to them through the hidden curriculum. This refers to things you are taught in school that aren't part of the formal curriculum (e.g. punctuality)
Students are controlled by ideas, which are taught to them through the hidden curriculum. This refers to things you are taught in school that aren't part of the formal curriculum (e.g. punctuality)
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Correspondence principle/theory
Bowles & Gintis
There is close correspondence between schools and the world of work; such as encouraging acceptance of hierarchy, teachers giving orders as bosses would, and motivation by external rewards
There is close correspondence between schools and the world of work; such as encouraging acceptance of hierarchy, teachers giving orders as bosses would, and motivation by external rewards
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Cultural Capital
Bordieau
Measured through pupils/parents' knowledge of high culture (e.g. books they've read, knowledge of art and historical figures, etc.). He argues this is just as valuable in education as material wealth
Measured through pupils/parents' knowledge of high culture (e.g. books they've read, knowledge of art and historical figures, etc.). He argues this is just as valuable in education as material wealth
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Setting & Streaming
Ball (1981)
Found that w/c students were more likely to be placed in lower sets/bands regardless of their abilities. These students' behaviour deteriorated quickly, as teachers had low expectations and guided them towards practical, lower level subjects
Found that w/c students were more likely to be placed in lower sets/bands regardless of their abilities. These students' behaviour deteriorated quickly, as teachers had low expectations and guided them towards practical, lower level subjects
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Setting & Streaming (2)
Keddie (1971)
Found that pupils in lower sets were taught basic, simplified content, while higher set students were taught more abstract concepts
Gillborn & Youdell (1999)
found that lower-set students were denied the chance to sit higher tier exams, limi
Found that pupils in lower sets were taught basic, simplified content, while higher set students were taught more abstract concepts
Gillborn & Youdell (1999)
found that lower-set students were denied the chance to sit higher tier exams, limi
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Anti - school Subcultures
Hargreaves (1967)
Found that lower set pupils were labelled as trouble makers, so they turned to anti-school subcultures as a result of feeling marginalised. In these, getting into trouble was valued by peers as a source of status
Found that lower set pupils were labelled as trouble makers, so they turned to anti-school subcultures as a result of feeling marginalised. In these, getting into trouble was valued by peers as a source of status
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New Right concept of Marketisation
Chubb & Moe
Thought that parents should be given greater choice in where their children go to school - creating competition, so successful schools would grow while unsuccessful ones would have to improve to survive
Thought that parents should be given greater choice in where their children go to school - creating competition, so successful schools would grow while unsuccessful ones would have to improve to survive
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Changing female expectations
Sue Sharpe (1976)
Survey in 1976 showed girls' priorities were love, marriage, husbands, children.....' but when repeated in 1994 these had changed to 'job, career and being able to support themselves.
Survey in 1976 showed girls' priorities were love, marriage, husbands, children.....' but when repeated in 1994 these had changed to 'job, career and being able to support themselves.
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Changing female expectations (2)
Francis & Skeleton (2005)
Supported Sharpe's findings, and found that both primary and secondary age girls were looking forward to jobs that require a degree. 2018 statistics highlighted this = girls were 36% more likely to apply to Uni
Supported Sharpe's findings, and found that both primary and secondary age girls were looking forward to jobs that require a degree. 2018 statistics highlighted this = girls were 36% more likely to apply to Uni
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Changing job market
Mac & Ghaill (1994)
Described the loss of manufacturing jobs due to globalisation as having negatively effected boys, resulting in a 'crisis of masculinity'. This is caused by them becoming unmotivated as they don't see themselves getting a job
Described the loss of manufacturing jobs due to globalisation as having negatively effected boys, resulting in a 'crisis of masculinity'. This is caused by them becoming unmotivated as they don't see themselves getting a job
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Feminist ideas
Wilkinson & Sharpe
Noted that feminist ideas have filtered down through the media, education system and family life, and this change was partly responsible for the increased opportunities for girls in education and employment
Noted that feminist ideas have filtered down through the media, education system and family life, and this change was partly responsible for the increased opportunities for girls in education and employment
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Curriculum = unfair to boys
Epstein (1998)
Argues that teachers, the exam system and female interests fail to cater for boys' learning needs and fail to understand their masculinity = the curriculum is unfair on boys
Argues that teachers, the exam system and female interests fail to cater for boys' learning needs and fail to understand their masculinity = the curriculum is unfair on boys
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Teacher expectations
Sukhnanda (2000)
Found that boys feel they get less support, encouragement and guidance from teachers. Teachers have higher expectations of girls and are more critical of boys for non-academic reasons (e.g. behaviour or presentation)
Found that boys feel they get less support, encouragement and guidance from teachers. Teachers have higher expectations of girls and are more critical of boys for non-academic reasons (e.g. behaviour or presentation)
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Patriarchy in school
Coffey & Delamont (2000)
Argue that schools are patriarchal = most senior staff are male, the ethos is generally masculine and the discourse of education is fundamentally male.
Argue that schools are patriarchal = most senior staff are male, the ethos is generally masculine and the discourse of education is fundamentally male.
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Primary socialisation
Edwards & David (2000)
Found that primary socialisation gives girls an initial advantage as mothers speak to baby girls more than baby boys - they enter school with better language skills
Found that primary socialisation gives girls an initial advantage as mothers speak to baby girls more than baby boys - they enter school with better language skills
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Leisure time
Hannan (2000)
Found that girls spend their leisure time differently to boys: boys relate to their peers by doing, while girls relate by talking. Because school is a 'language experience' where most subjects require comprehension and writing skills, this p
Found that girls spend their leisure time differently to boys: boys relate to their peers by doing, while girls relate by talking. Because school is a 'language experience' where most subjects require comprehension and writing skills, this p
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Subject choice
Colley
Notes that boys dominate subjects like computing or sciences, giving girls less chance to use equipment. Also the changing content of the curriculum alters subjects' gender identity, e.g. giving them a masculine image
Notes that boys dominate subjects like computing or sciences, giving girls less chance to use equipment. Also the changing content of the curriculum alters subjects' gender identity, e.g. giving them a masculine image
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Subject choice (2)
Colley
Says that subject choice affects career path and ultimately lands girls in low paid/low status jobs
Says that subject choice affects career path and ultimately lands girls in low paid/low status jobs
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Out of school activities
Hirsch (2007)
Found that children from higher income families were more likely to have structured out of school activities (e.g. learning an instrument) which helps build confidence and gain skills, and according to Bordieau would increase cultural capita
Found that children from higher income families were more likely to have structured out of school activities (e.g. learning an instrument) which helps build confidence and gain skills, and according to Bordieau would increase cultural capita
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Bullying due to working class background
Smith & Noble (1995)
Found that children from lower income backgrounds were more likely to experience bullying because of being unable to afford many things, resulting in them falling behind in education
Found that children from lower income backgrounds were more likely to experience bullying because of being unable to afford many things, resulting in them falling behind in education
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Higher education
Real et al (2005)
Found that w/c students intended to apply to the nearest Uni as they couldn't afford to live away from home. These pupils were also more likely to miss lectures/deadlines and produce poor quality work
Found that w/c students intended to apply to the nearest Uni as they couldn't afford to live away from home. These pupils were also more likely to miss lectures/deadlines and produce poor quality work
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Cultural factors
Goodman & Gregg (2010)
Used 4 longitudinal studies and found that factors such as quality of mother-child interactions, how often parents read books to them, attitudes towards education and parental involvement in schooling. These were more prominent tha
Used 4 longitudinal studies and found that factors such as quality of mother-child interactions, how often parents read books to them, attitudes towards education and parental involvement in schooling. These were more prominent tha
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Labelling in school
Hargreaves, Hestor & Mellor (1975)
Found that w/c students would receive a negative label due to factors such as physical appearance, how pupils respond to discipline, how likeable they are and their personality.
Found that w/c students would receive a negative label due to factors such as physical appearance, how pupils respond to discipline, how likeable they are and their personality.
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'Ideal Pupil"
Becker (1971)
Found that the 'ideal pupil' perceived by teachers was one who conformed to middle class standards of behaviour = so m/c pupils would receive a positive label, frequently leading to the halo effect
Found that the 'ideal pupil' perceived by teachers was one who conformed to middle class standards of behaviour = so m/c pupils would receive a positive label, frequently leading to the halo effect
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Labelling of African-Carribbeans (boys)
Gillborn (1990)
Found that these boys were more likely to get detentions because teachers found d their dress and manner of speech a challenge to authority. They were also labelled as 'unruly' and 'disrespectful' - often leading to a self-fulfilling proph
Found that these boys were more likely to get detentions because teachers found d their dress and manner of speech a challenge to authority. They were also labelled as 'unruly' and 'disrespectful' - often leading to a self-fulfilling proph
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Ethnocentric Curriculum
Coard (1971)
Argued that the curriculum excluded black children by ignoring black culture, music, art, etc.
Tikly et al (2006)
Studied 30 schools and found that African-Carribbean pupils noticed their invisibility on the curriculum
Argued that the curriculum excluded black children by ignoring black culture, music, art, etc.
Tikly et al (2006)
Studied 30 schools and found that African-Carribbean pupils noticed their invisibility on the curriculum
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Treatment of South-Asians (boys)
Connolly (1984)
Found that teachers were more lenient with South-Asian boys in the classroom = labelling them as 'immature' as opposed to 'deviant' like black boys. They weren't punished to the same extent, and teachers had higher expectations of them - e
Found that teachers were more lenient with South-Asian boys in the classroom = labelling them as 'immature' as opposed to 'deviant' like black boys. They weren't punished to the same extent, and teachers had higher expectations of them - e
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Institutional racism
Gillborn (1990)
Found that eduction is inherently racist, as teachers interpret policy in a way that disadvantages black pupils. Ethnic minorities often fall into lower sets, which teachers don't tend to focus on
Found that eduction is inherently racist, as teachers interpret policy in a way that disadvantages black pupils. Ethnic minorities often fall into lower sets, which teachers don't tend to focus on
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Material vs. Cultural factors
Gillborn & Mirza
Argue that material factors do not override the effects of culture (for instance, Indian and Bangladeshi students suffer above average levels of poverty yet achieve above average in education) FSM eligibility can be used to explore attain
Argue that material factors do not override the effects of culture (for instance, Indian and Bangladeshi students suffer above average levels of poverty yet achieve above average in education) FSM eligibility can be used to explore attain
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Family structures
(57% of African-Carribbeans live in lone parent households, compared to 23% for caucasian families)
Sewell (1997) found that being raised in a lone parent family caused boys to lack male role models/ the discipline of a father figure, attracting them to
Sewell (1997) found that being raised in a lone parent family caused boys to lack male role models/ the discipline of a father figure, attracting them to
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Parental aspirations
Strand (2007)
Suggested that some ethnic minorities outperform their white counterparts as a result of high parent/pupil aspirations, low levels of truancy and high parental monitoring of whereabouts
Suggested that some ethnic minorities outperform their white counterparts as a result of high parent/pupil aspirations, low levels of truancy and high parental monitoring of whereabouts
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Indian & Pakistani parents
Basit (2013)
Studied 3 generations using in-depth interviews, and found that participants placed a high value on education since it was a 'blessing' compared to the education opportunities in their origin countries. They made an effort to support and prov
Studied 3 generations using in-depth interviews, and found that participants placed a high value on education since it was a 'blessing' compared to the education opportunities in their origin countries. They made an effort to support and prov
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Other cards in this set
Card 2
Front
Davis & Moore
Role allocation = 'sifting and sorting'. School is a giant sieve that sorts pupils into appropriate groups
Role allocation = 'sifting and sorting'. School is a giant sieve that sorts pupils into appropriate groups
Back
Sifting and Sorting
Card 3
Front
Althusser
Students are controlled by ideas, which are taught to them through the hidden curriculum. This refers to things you are taught in school that aren't part of the formal curriculum (e.g. punctuality)
Students are controlled by ideas, which are taught to them through the hidden curriculum. This refers to things you are taught in school that aren't part of the formal curriculum (e.g. punctuality)
Back
Card 4
Front
Bowles & Gintis
There is close correspondence between schools and the world of work; such as encouraging acceptance of hierarchy, teachers giving orders as bosses would, and motivation by external rewards
There is close correspondence between schools and the world of work; such as encouraging acceptance of hierarchy, teachers giving orders as bosses would, and motivation by external rewards
Back
Card 5
Front
Bordieau
Measured through pupils/parents' knowledge of high culture (e.g. books they've read, knowledge of art and historical figures, etc.). He argues this is just as valuable in education as material wealth
Measured through pupils/parents' knowledge of high culture (e.g. books they've read, knowledge of art and historical figures, etc.). He argues this is just as valuable in education as material wealth
Back
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