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4 Cards in this Set
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Assess sociological explanations of gender differences in achievement and in subject choice. (20 marks)
Explain some of the reasons why there is gender differences in the achievement in education and the differentiation in subject choice. |
-Concepts and issues such as the following may appear: equal opportunities policies; subject-choice policy initiatives (GIST, WISE, mentoring); gender routes; single-sex schooling; feminisation of education; role models in school and at home; changes in family structure; legislation; labour market changes/career opportunities; girls’ changing priorities; de-industrialisation; crisis of masculinity; ‘laddism’; absentee fathers; curriculum changes; coursework; early socialisation; gender regimes; teacher attention; peer pressure; stereotyping; sexual harassment; patriarchy; meritocracy; liberal feminism.
-Evaluation can be developed, through debating between different perspectives (eg New Right, postmodernism, feminism).
-Or debating different varieties of feminism, or through consideration of the impact of class or ethnicity on gender differences in achievement.
-Sources may include: Boaler; Browne & Ross; Colley; Dewar; Elwood; Epstein; Francis; Gorard; Jackson; Kelly; Leonard; Mitsos & Browne; McRobbie; Murphy; Myhill & Jones; Norman; Paetcher; Pirie; Prosser; Sewell; Sharpe; Slee; Stables & Wikeley; Swann; Weiner. |
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Assess the view that the main function of the education system is to reproduce and legitimise social inequalities. (20 marks)
Explain the view that the main role of the educational system is to reproduce and legitimise social inequalities. |
-Concepts and issues such as the following may appear: exploitation; class conflict; meritocracy; the myth of meritocracy; the correspondence principle; ideology; hegemony; ideological and repressive state apparatuses; cultural capital; shopfloor culture; pupil subcultures; educational policies; Fordism and post-Fordism; gender and ethnic inequalities; patriarchy; racism; reproduction of sexual identities; role allocation; secondary socialisation.
-Evaluation could be developed, through a debate between perspectives or between different varieties of Marxism (eg Bowles & Gintis vs Willis).
-Or by discussing the reproduction/ legitimation of e.g. gender or ethnic inequalities.
-Sources may include: Althusser; Ball; Bourdieu; Bowles & Gintis; Durkheim; Davis & Moore; Gramsci; Marx; McRobbie; Morrow & Torres; Parsons; Whitty; Willis. |
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Assess sociological explanations for ethnic differences in educational achievement. (20 marks)
Explain the reasons why there is seen to be ethnic differences in educational achievement. |
-Concepts and issues such as the following may appear: labelling; self-fulfilling prophecy; streaming; the A*-C economy/triage; pupil subcultures; the ethnocentric curriculum; institutional racism; teacher racism; discipline and exclusions; stereotyping in learning materials; educational policies; selection; parental choice; parental support; family structure; cultural deprivation; cultural difference; material deprivation; language barriers.
-Analysis and evaluation could be developed, through consideration of the interaction of ethnicity with gender or class.
-Sources may include: Bereiter & Engelmann; Bourne; Coard; Connolly; David; Evans; Flaherty; Fuller; Gewirtz; Gillborn; Keddie; Lupton; Mac an Ghaill; Mirza; Murray; Moore & Davenport; Pryce; Sewell; Swann; The Sutton Trust; Troyna & Williams; Wright. |
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Assess the importance of cultural factors in causing social class differences in educational achievement. (20 marks)
Explain why cultural factors have an impact in the differences in causing social class differences in educational achievement. |
-Concepts and issues such as the following may appear: norms and values; deferred and immediate gratification; individualism and collectivism; fatalism and achievement-orientation; restricted and elaborated speech codes; parental support and encouragement; educational play and stimulation; attitudes to education and the labour market; cultural and linguistic deprivation; cultural capital; primary socialisation; poverty and material deprivation; labelling, streaming and the self-fulfilling prophecy; pupil subcultures.
-Evaluation could be developed, through a debate between different perspectives.
-Sources may include: Ball; Becker; Bereiter and Engelmann; Bernstein; Bernstein and Young; Blackstone and Mortimore; Douglas; Feinstein; Hyman; Keddie; Sugarman. |
