sociology unit 2

pg 114 to pg 158 to complete. names on sheet.

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  • Created by: MBarrow
  • Created on: 06-03-14 20:01
Adonis and Pollard
private education is a major way i which class privileges are transmitted from generation to generation.
1 of 52
J.W.Douglas
working class children score lower on tests of ability than middle class children.
2 of 52
Bernstein and Young
mothers think and choose toys influences on their childrens intellectual development.
3 of 52
Bernstein
two types of speech: restricted code (working class) and elaborated code (middle/upper class).
4 of 52
Feinstein
working class parents lack of interest was the main reason for children under-achievement.
5 of 52
Hyman
barrier to success
6 of 52
Sugarman
working class sub-culture: fatalism (whatever will be will be). collectivism (part of a group instead of suceeding as an individual). immediate gratification (seeking rewards now). present time orientation (present more important than the future).
7 of 52
Nell Keddie
cultural deprivation is a 'myth' and sees victim blaming as an explanation.
8 of 52
Troyna and Williams 1
problems isnt the childs language but the schools attitude towards it.
9 of 52
Blackstone and Mortimore
parents attend less parents evenings and school events due to lack of interest or cant attend due to long hours at work unlike schools middle class atmosphere.
10 of 52
Howard
young people from poorer homes have lower intakes o9f energy and can affect their education.
11 of 52
Bull
cost of free schooling.
12 of 52
Mortimore and Whitty
mateial inequalities have a greater effect on achievement than school factors.
13 of 52
Bourdieu
both cultural and material factors contribute to educational achievement and are not seperate but interrelated.
14 of 52
Gewirtz
cultural and economic capital can lead to differences in educational achievement by the impact of marketisation and parental choice.
15 of 52
Whitty
marketisation has not lead to more oppurtunities for working class children.
16 of 52
Becker
middle class children are more ideal than working class children from teachers views.
17 of 52
Cicourcel and Kitsuse
labelling can disadvantage working class students.
18 of 52
Rist
labelling occurs from the outset of a childrens educational career.
19 of 52
Sharp and Green
child centred primary school allowss children to choose activities, so they develop on their own pace.
20 of 52
Lacey
differentation and poparisation explains how pupil sub-cultures develop.
21 of 52
Hargreaves
lower stream boys in seconadry schools were triple failures: failed 11+ exams, placed in lower streams and labelled as worthless louts.
22 of 52
Ball
abolishing streaming
23 of 52
Gillborn and Youdell
publishing league tables called A-C economy. making schools get pupils to get 5 A*-Cs.
24 of 52
Macrae
post 16 education provide for middle class children to pursue careers.
25 of 52
Bereiter and Engelmann
language spoken by low income black american families are inadequate for educational success.
26 of 52
Murray
high rate of lone parent familes and lack of male role models lead to underachievement of some minorities.
27 of 52
Driver and Ballard
Asian families have positive attitudes towards education and higher aspirations for their childs future making them do better.
28 of 52
Gillborn and Youdell
found teachers had 'racialised expectations' and would therefore treat them differently.
29 of 52
Fuller
girls were untypical because they were high achievers where most black girls were placed in low streams.
30 of 52
Sewell
found boys stereo typed as badly behaved and were rebellious, therefore would get exculded from schools.
31 of 52
Troyna and Williams 2
curriculum in british schools as ethnocentric becuase it gives priority to white culture and the english language.
32 of 52
Ball 2
critcises the national curriculum for ignoring cultureand ethnic diversity.
33 of 52
Moore and Davenport
selection leads to ethnic segregation with minority groups failing to get into better schools.
34 of 52
Evans
need to understand the relationship between ethnicity and achievement and how ethnicity interacts with gender and class.
35 of 52
Mc Robbie
how media images and magazines can influence the difference between different genders and what they should look and act like.
36 of 52
Boaler
impact on equal oppurtunities policies as a key reason for the changes in girls achievement.
37 of 52
Mitsos and Browne .
factors such as coursework have helped girls to achieve better results
38 of 52
Francis
boys got more attention for behavioural issues, where as girls were expectated to learn more by themselves.
39 of 52
Jackson
introduction of league tables have placed high value on achieving better exam results.
40 of 52
McVeigh
the similarities in girls and boys achievement is far greater than the differences.
41 of 52
Epstein
measured the way masculilinity was constructed. working class boys were accused of being sissies if they didnt take on maual jobs.
42 of 52
Oakley
'sex' refers to inborn physical differences between male and females, where as 'gender' refers to learned cultural differerences.
43 of 52
Murphy
boys were more likely to deign the specification of something, where as the girls were more likely to draw what it looked like.
44 of 52
Connelly
a rich vocabulary of abuse- dominant gender and sexual identities are reinforced.
45 of 52
Durkheim
Social solidarity and specialist skills
46 of 52
Parsons
Meritocracy
47 of 52
Davis and Moore
Role allocation
48 of 52
Chubb and Moe
Consumer choice
49 of 52
Althusser
ideological state apparatus and repressive state apparatus.
50 of 52
Bowles and Ginitis
Schooling capiatlism- reproduce obedient workforce.
51 of 52
Willis
Learning to labour.
52 of 52

Other cards in this set

Card 2

Front

working class children score lower on tests of ability than middle class children.

Back

J.W.Douglas

Card 3

Front

mothers think and choose toys influences on their childrens intellectual development.

Back

Preview of the back of card 3

Card 4

Front

two types of speech: restricted code (working class) and elaborated code (middle/upper class).

Back

Preview of the back of card 4

Card 5

Front

working class parents lack of interest was the main reason for children under-achievement.

Back

Preview of the back of card 5
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