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37 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Bernstein & young |
☆Found m.c mothers bought more educational toys for their children |
Parents education, class |
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Sugarman |
☆Fatalism - belief that whatever happens is meant to happen ☆Collectivism - prefer working in groups ☆Present-time orientation - Focussing on the present ☆Immediate gratification - Wanting now rather than later |
W.C subculture, class |
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Keddie |
☆Myth of cultural deprivation |
Critisism of the cultural explanation, class |
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Howard and Wilkinson |
☆Howard - children from poorer homes have lower intake of nutrients ☆Wilkinson - amoung 10 year olds, the lower the s.c the higher rates of hyperactivity and conduct disorders |
Diet and health, class |
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Bull |
☆'The cost of free education' |
Class, Financial support |
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Tanner |
☆Cost of transport, uniforms, etc burdens families who are poorer |
Financial support, class |
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Flaherty |
☆Free School Meals, stigmatisation, 20% dont take their entitlement |
Financial support, class |
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Reay |
☆W.c students are more likely to apply to local universities, since it costs less. This means less opportunities |
Fear of debt, class |
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Rist |
☆Found primary school teachers used home background information to label and seat the children. ☆'The clowns' ☆'The tigers' |
Labelling, class |
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Rosenthal & Jacobson |
☆Studies primary school children; told them some students were 'spurters' (20%) and came back a year later to do an IQ test ☆47% of the 'spurters' did better |
Self-fulfilling prophecy, class |
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Gillborn & Youdell |
☆Teachers use stereotypes to judge (W.C and black), putting them in lower tiers for GCSE's. ☆This meant they could not achieve certain groups |
Streaming, class |
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Lacey |
☆The pro-school subculture - high streams, M.C, status gained through academic success ☆The anti-school subculture - low streams, W.C; status gained through peer appriciation ☆Polarisation - pupil response ☆Differentiation - teachers categorising |
Pupil subcultures, class |
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Archer |
☆Argues that the M.C habitus stigmatises W.C identities ☆Nike identities see higher education as unrealistic and undesirable ☆W.C invest in nike identities is a result of different culture |
Nike Identities, Symbolic capital, symbolic violence, class |
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Evans |
☆Found W.C girls were reluctant to apply to elite universities ☆Found W.C girls had strong attachments to their localities |
Class identity, class |
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Gillborn |
☆Institutional racism is 'locked-in equality', meaning racism is so ingrained that it will exist no matter intent. ☆Inevitable in education |
Critical race theory, ethnicity |
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Gillborn |
☆Marketisation gives school freedom to choose school admissions; can be influenced by stereotypes |
Marketisation and segregation, ethnicity |
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Gillborn |
☆'The assessment game' is rigged to validate white british culture ☆Foundation stage profile make blacks underachieve more for 2 reasons; -FSP based on teachers judgements -FSP completed at the end of reception |
Assessment game, FSP, ethnicity |
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Sewell argues against Gillborn |
☆Chinese and Asian do better than white how can it be institutionally racist? |
Gillborn critisism, ethnicity |
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Tikly |
☆Found blacks were more likely to be entered into lower tiers, only aimed for C's due to lower streams |
Acess to opportunities, ethnicity |
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Coard |
☆States the image of black people as being inferior undermines black pupils ☆Whites seen as 'civilised' while blacks seen as 'primitive' |
The ethnocentric curriculum, ethnicity |
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Connolly |
☆Pupils and teachers construxt masculinity differently depending on ethnicity ☆'Interactions effect', meaning gender and class interact differently with ethnicity |
Ethnicity, class and gender |
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Murray |
☆High rates of lone parents in blacks means lack of male role model |
Family structure and parental support, ethnicity |
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Pryce |
☆Asian families do better since their culture is more resistant to racism |
Family structure and parental support, ethnicity |
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Sewell |
☆Black fathers are less nurturing and leads to adolescents being harder to deal with |
Family structure and parental support, ethnicity |
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Wood et al |
☆Sent 3 identicle job applications associated with different ethnicities ☆Only 1 in 16 of the ethnic minorities applications were asked for an interview ☆As opposed to 1 in 9 of white |
Racism in wider society, ethnicity |
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Palmer |
☆Found ethnic minorities are almost twice as likely to be unemployed compared to whites ☆Ethnic minority households were almost 3 times as likely to be homeless |
Material deprivation, links to class, ethnicity |
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Archer |
Identified 3 pupil identities ☆The ideal pupil identity - White, M.C, masculinised, normal sexuality, Achieve through ability and initiative ☆The pathologised pupil identity - Asian, feminised identity, asexual/oppressed, achieves through hard work. ☆The demonised pupil identity - Black or white, W.C, hyper-sexualised, unintelligent |
Pupil identities, ethnicity |
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Sewell |
4 pupil responses ☆The rebels ☆The conformists ☆The retreatists ☆The innovators |
Pupil respnses and subcultures, ethnicity |
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Gillborn & Youdell |
☆They found that teachers were quicker to discipline black pupils due to 'racialised expectations', which led to conflict |
Labelling and teacher racism, ethnicity |
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Fuller |
☆Study of 11 black girls found that instead of accepting negative stereotypes they channelled their anger to pursuit educational success. They did not seek the approval of teachers |
Pupil responses and subcultures, ethnicity |
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Mirza |
Identified 3 types of racist teachers: ☆The colour blind - Believes all pupils are equal but allows racism to go unchallenged ☆The liberal chauvinists - They believe that black pupils are culturally deprived and had low expectations of them ☆The overt racist - Believes black pupils are inferior and actively discriminate |
Pupil responses and subcultures, ethnicity |
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McRobbie |
☆Study of girls magazines - shows the importance of marriage during the 1960's |
Feminism, gender |
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Sharp |
☆Interviews with girls in 1970's and 1990's shows a major shift in future goals |
Womens ambitions, gender |
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Swann |
☆Found boys dominated class discussions, whereas girls prefered pair-work |
Teachers attention, gender |
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Jackson |
☆Notes that league tables give girls better chances to be selected by good schools. |
Marketisation, gender |
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Slee |
☆Argues that boys are less attractive to good schools due to bad behaviour |
Marketisation, gender |
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Archer |
☆Found W.C feminine identites gained symbolic capital through peer groups, but this conflictes with the school and therefore prevented them getting economical or educational capital |
Symbolic capital, gender & class |
