As Aqa Sociology (Education) (Studies)

Front 1

Douglas

Back 1

Class differences, externally.

WC did lower on ability tests than MC. He believes this is down to Parents being less likely to support their children.

Also found at 8YRS, lower set children would decline their IQ and upper sets would increase.

Front 2

Berstein

Back 2

Class differences, externally.

WC have restricted code, short and context-bound.

whereas MC have elaborated speech, wide vocabulary and complex. Teachers, books, books and exams use elaborated speech so WC are disadvantaged.

Front 3

Sugarman

Back 3

External class differences.

WC have have immediate gratification so they are more likely to drop school for a job.

MC have deferred gratification, more likely to go to uni, think of the future.

Theorists say WC parents fail to equip children with norms and values.

Front 4

Keddie

Back 4

Critisises the cultural deprivation view of educational underachievment. She says its victim-blaming and the education system is the one at fault. Culturally different not deprived.

Also found Lower streams/sets mainly WC, widening class differences in achievement.

Front 5

Bourdieu

Back 5

External class differences

Combination of cultural and material factors which lead to underachievement. success largely based on Culture Capital, Which MC have mostly.

Front 6

Becker

Back 6

Internal Class difference.

interviewing chicago teachers he found teachers labelled their students on how close they fit their 'ideal' pupil. Effects how they're taught. H status is abstracts and theoretical. L status is common sense and descriptive.

Front 7

Rosenthal & Jacobson

Back 7

Internal class differences.

47% of students were randomly labelled 'spurters', over a range of time they did begin to make progress. The teacher had placed more time in them and created a Self fulfilling prophecy.

Front 8

Lacey

Back 8

Internal class differences.

Found pro-school subcultures mainly MC whereas anti-school were mainly WC. WC are cheeky, smoke, and don't do homework, this leads to the self fulfilling prophecy of educational failure.

Front 9

Willis

Back 9

Gender.

Looked into 'laddish' subcultures. They'd harass other boys or 'swots'. Now others say gender doesn't make much difference in achievement.

Front 10

Fuller

Back 10

External, ethnic aducational differences.

Students don't always fail under a negative label. Girls worked hard to overcome their negative black sterotype label teachers gave them.

Front 11

Bowker

Back 11

External, ethnic aducational differences.

Says the black family's lack of standard english is a major barrier for success.

Front 12

Murray

Back 12

New right perspective. External, ethnic aducational differences.

Black families are mainly Lone parent, on the mother's side, so black boys grow up without a male role model.

Front 13

Lupton

Back 13

External, ethnic aducational differences.

Asian family adult authority is similar to that found in school and helped educational achievment as they were more likley to be supportive of behavural policies.

Front 14

The Swann Report

Back 14

External, ethnic aducational differences.

Social class accounts for 50% of ethnic achievement differences.

Front 15

Gillborn and Youdell

Back 15

Under-achievment in ethnicty.

African caribbean students were the highest achievers on entry to primary school. But lowest achievers at GCSE. Suggests something goes on in school that's important.

Also found teachers pick on black students due to racial stereotypes leading to exclusion and poor achievement.

Front 16

Mac and Ghail

Back 16

Under-achievment in ethnicity

Found in 6th form negative labelling doesn't inevitably lead to a self-furfilling prophecy.

Also did the 'Male gaze'.

Front 17

Mirza

Back 17

Under-achievment in ethnicty.

In subcultures that tried to avoid racist teachers they restricted their opportunities and became less sucessful as a result.

Front 18

Gilborn

Back 18

under-achievment in ethnicity.

When selecting students ethnic minority students are disadvantaged as they're often negativley sterotyped. Parents don't umderstand the application process which leads to fewer ethnic minority students getting into popular schools.

Front 19

Mitsos and Browne

Back 19

Gender

Girls are seen better organised than boys. Teachers attention is more positive to girls as they spend more time telling off boys. Can be a factor to girls success.

Front 20

Murphy

Back 20

Gender

In early socialisation boys are lead to read information texts whereas girls read stories. Explains why girls take subjects like english and boys sciences. Children learn gender domains.

Front 21

Durkheim

Back 21

Functionalism and new right

Creating social solidarity and specialist skills are two main functions of education. Pass down beliefs and values. 'Society in miniture'. Get allong with people who're neither friend nor family by using impersonal rules. Specailist skills so they can do a specific job in society.

Front 22

Parsons

Back 22

Functionalism and new right

Education is meritocratic, everyone has equal chance and achievment is earned. background and self dont matter. Schools a 'focal socializing agency' bridge between school and wider society.

Front 23

Davis and moore

Back 23

Functionalism and new right

They believe education performs the role allocation. That the most talented people do the most important roles. Inequality is a necessisty. Education 'shifts' and 'sorts' people to find whos most talented.

Front 24

Bowles and Gintis

Back 24

Role of education - marxist

The hidden ciriculum and corrospondance principle produces obediant workers that capitalism needs by propoting the myth of meritocracy education justifies inequality.

Front 25

Sue Sharp

Back 25

Gender

Interviewed girls in the 1970's and 1990's and found their priorities had changed from love and marriage to gaining a career.