Education AO2

Bowles and Gintis

MARXIST, 1976 (dated), correspondence between workplace and school, submission to an authority figure, study completed in America (is the system different), (children are not unquestioning and can choose their own path)

1 of 71

Althusser

MARXIST, education system influences the way we think, allowing ruling classes to maintain power, prepares students for either exploitation or to become bosses dependent on social class, (armchair theorising)

2 of 71

Willis

NEO-MARXIST, looks at individuals and structural factors, focused on lad culture, the students actively tried to challenge the system and chose to fail, (unrepresentative)

3 of 71

Davis and Moore

FUNCTIONALIST, education filters people to the most appropriate job roles, competition and achievement are encouraged, the system is deemed as fair because there are equal opportunities for everyone, (meritocracy is disputed)

4 of 71

Durkheim

FUNCTIONALIST, system has to transmit societies norms and values so social solidarity can be reached, schools are miniature societies, (norms of ruling elite?), (armchair theorising)

5 of 71

Parsons

FUNCTIONALIST, school passes the universal value of achievement forming the bridge between family and adult roles, allocates appropriate roles through meritocracy (not all children have an equal chance of reaching the top)

6 of 71

'Specialist Schools'

POSTMODERNIST, government encouraged secondary schools to specialise in certain areas to boost achievement, catered for individuals

7 of 71

'Free Schools'

POSTMODERNIST, funded by government to be set up by teachers, parents or businesses, set up independent from local authority to give individuals a choice, supposed to drive up standards (optimistic), (extremist views/ lack of knowledge- shut down)

8 of 71

'Teacher Expectations'

INTERACTIONALIST, focus on class room processes, labelling, degrading individuals

9 of 71

'Organisation of Schools'

INTERACTIONALIST, 'school effect', has a profound influence on students progress, pathways and sets can reproduce labelling

10 of 71

Webber and Butler

Middle Class affluent areas were more successful in school (correlated the addresses of over 1 million pupils to results), more than 1/2 of schools performance can be explained by the type of pupils who attend

11 of 71

Jesson and Gray

1/2 of students receiving free school meals had low GCSE scores

12 of 71

Jerrim

2013 (contemporary), the most talented students were being left behind in education if they came from a lower class background (without class advantages, talent is often unable to succeed)

13 of 71

'Primaries and FSM'

At KS2, only 53.5% of students eligible for FSM reach their expected grades

14 of 71

Hargreaves, Hester and Mellor

Pupil's appearance, how they respond to discipline, how likeable they are, their personality and whether they are deviant leads to good/ bad labels- working class pupils are more likely to fit the bad stereotype (self fulfilling prophecy)

15 of 71

Rosenthal and Jacobson

Gave false information to primary teachers in the US on student's IQ, supposed students to have a higher IQ scored better than those believed to have a lower IQ

16 of 71

Harvey and Slatin

Used photos of children from different social classes and asked teachers to rate them on their chances of success, labelling on appearance, pupils from higher classes were seen to be more successful

17 of 71

Ball

Banding system, working class pupils are more likely to be put in lower bands- behaviour deteriorated, teachers had lower expectations

18 of 71

Ireson and Hallam

People in higher sets (middle class) were more likely to have a positive academic self-concept

19 of 71

Keddie

Differences between teachers reactions to questions and the content being learnt- Lower streams (questions seen as disruptions and simpler content), Higher streams (questions answered in detail and taught abstract concepts)

20 of 71

Gillborn and Youdell

Working Class and black students are more likely to be placed in lower sets even with similar results to middle class pupils, denied the chance to sit higher exams

21 of 71

Hargreaves

Students in lower streams who have been labelled as more likely to become trouble makers who rebel against school values, developed a delinquent subculture

22 of 71

Mac an Ghaill

3 distinctive peer-groups within the system- Macho Lads (academic failures), Academic Achievers (skilled and tried hard), New Enterprisers (positive outlook on school who want career success)

23 of 71

Bernstein

Elaborated Speech (middle class, complex, details, provides advantages for pupils as it tends to be used by teachers), Restricted Speech (simple, limited, context bound, more likely to underachieve)

24 of 71

Hubbs-Tait et al

Middle Class parents use language that challenges their children to evaluate their own understanding

25 of 71

Douglas

Working Class parents place less importance on education and tend to be less ambitious for their children

26 of 71

Bernstein and Young

Middle Class mothers are more likely to buy educational toys/ books and be fed healthier food

27 of 71

Feinstein

A parent's own education is an important factor affecting their child's achievement

28 of 71

Ball

External Factors are based on variations in parent's ability to buy in to support and enrichment of various kinds for their child, the government should focus on educating parents

29 of 71

Sugarman

FUNCTIONALIST, Fatalism: WC (self fulfilling prophecy), MC (emphasise meritocracy), Collectivism: WC (friendship is a priority), MC (independent studies), Immediate Gratification: WC (fun first), MC (make sacrifices), Present Time: MC (think ahead)

30 of 71

'Housing'

Children in crowded homes run a greater risk of accidents and having poor health

31 of 71

Blanden and Machin

Children from low income families are more likely to engage in behaviour like fighting and tantrums, disrupts schooling

32 of 71

Smith and Noble

Poverty acts as a barrier to learning (poorer school quality and inability to afford private tuition)

33 of 71

'EMAS'

Previously provided financial support to poorer students in education aged 16-18 (abolished in England 2011)

34 of 71

'National Union of Students'

81% from highest social class received financial help from home, against 43% from lower social classes, only 30% of uni students come from working class backgrounds

35 of 71

'National Audit Office'

Working Class students spend twice as much time in paid work to reduce their depts

36 of 71

Bourdieu

Middle Class pupils have more cultural capital which allows them to be more successful in education

37 of 71

Sullivan

Assessed cultural capital, those who read complex fictions, watched documentaries had a wider vocab and greater cultural capital (middle class students), this was reflected in their GCSE results

38 of 71

Howard

People from poorer homes have lower intakes of energy, vitamins and minerals, and therefore have a low immune system

39 of 71

Wilkison

Studied lower class 10 year olds with emotional and behavioural difficulties and found that they were more likely to be hyperactive, have anxiety and conduct disorders

40 of 71

Tanner

School items place a heavy burden on poor families and many children have to make to with hand-me-downs, etc. This can lead to bullying

41 of 71

Flaherty

20% of children who are entitled to FSM do not take them in fear of being stigmatised

42 of 71

Assisted Places Programme

1980- 1997, attempted to help some high performing students whose parents could not afford the fees of private schools

43 of 71

Callender and Jackson

Working-Class students saw debt as something to be avoided and so were 5 times less likely to apply to university

44 of 71

Reay et al

Working-Class students were more likely to apply for the closest universities because they could not afford travel and accomidation costs

45 of 71

UCAS

2012, the number of applications to university fell by 8.6% in 2010 because of the tuition fees increase

46 of 71

Oakley

FEMINIST, the process of learning the behaviour expected of females in society is taught from a young age (hard to prove)

47 of 71

Browne and Rose

FEMINIST, children's beliefs about gender domains are shaped by the expectations of adults

48 of 71

Kelly

Science is seen as a male subject: usually male teachers, boys in text books, boys dominating the lab

49 of 71

Colley

Computer science is also seen as more masculine: working with machines, less group work which girls prefer

50 of 71

Leaonard

13,000 pupils and found that girls from single sex schools were much more likely to take maths and science because there was no peer pressure or bullying from others

51 of 71

Paetcher

In single sex schools the ridicule (e.g. being called Butch or Lesbian) wasn't there for girls that took PE

52 of 71

Gendered Careers

Over 1/2 of all women's employment falls within the category of jobs that mirror the housewife role

53 of 71

A-Level Female Heavy Subjects

Sociology, Performing Arts and English

54 of 71

A-Level Male Heavy Subjects

Physics, Maths and Computing

55 of 71

GCSE Female Heavy Subjects

Child Development, Health and Social Care and Art

56 of 71

GCSE Male Heavy Subjects

RM, Product Design, Computing and PE

57 of 71

Gist and Wise

We have to encourage girls to go into careers in science and technology

58 of 71

National Curriculum (Gender)

1988, boys and girls had to learn the same subjects meaning many barriers were removed

59 of 71

Sewell

'Feminisation of Education'

60 of 71

Gorard

Gender Gap was consistent until the 1988 (GCSEs and coursework), the gender gap is a product of the system

61 of 71

Browne

Girls are more successful when it comes to coursework so the implementation of coursework helped girl's achievement (coursework removed in 2015, how will this affect grades?)

62 of 71

Spender

Teachers tend to spend more time with boys

63 of 71

French

Boys receive more attention for negative behaviour whereas girls achieve it more for positive behaviour which helps them achieve

64 of 71

Jackson

Exam League Tables place higher value on academic achievement, which has improved opportunities for schools and students

65 of 71

McRobbie

Magazine Covers- shift from images of marriage and cooking to women who are viewed as powerful and achievement orientated

66 of 71

Sue Sharpe

'Just Like A Girl'

67 of 71

Changes in the Family

Increased number of women being head of the family, this creates a new role model for young women

68 of 71

Webb et al

No. of women in employment in employment when up from 47% in 1956 to 70% in 2007

69 of 71

Equal Pay Act 1970

Pay Gap between men and women has fallen from 30% to 17% since 1975

70 of 71

Francis

Interviewed girls on their career aspirations- said they had become more ambitious because there are increased employment opportunities for women

71 of 71

Get Revising

Education AO2

Other cards in this set

Card 2

Front

Back

Card 3

Front

Back

Card 4

Front

Back

Card 5

Front

Back

Comments

Similar Sociology resources:

Other cards in this set

Card 2

Front

Back

Card 3

Front

Back

Card 4

Front

Back

Card 5

Front

Back

Comments

Related discussions on The Student Room

Similar Sociology resources: