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210 Cards in this Set
- Front
- Back
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Education transmits society’s shared beliefs and values e.g history instils shared heritage and commitment to wider social group creating social solidarity |
Durkheim (Functionalist) |
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Education teaches specialist skills needed for the social division of labour |
Durkheim ( Functionalist) |
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Education prepares us to move from family to wider society as both are based on meritocratic principles e.g. a person’s status achieved not ascribed |
Parsons (Functionalist) |
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One function of education is role allocation - it assesses aptitude’s and abilities to match pupils to job best suited - not everyone is equally talented so highest rewards go to best jobs encouraging everyone to compete for them. |
Davis and Moore(Functionalist) |
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Introduction of market system in schools to drive up education standards. Voucher system for parents to spend on education meaning schools have to be responsive to parents wishes as would be their main source of income. |
Chubb and Moe ( The New Right) |
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2 roles of state: 1 impose framework for schools in which they compete - OFSTED & publishing league tables - parents make more informed choice 2 Ensure schools transmit shared culture - by imposing national curriculum - guarantees schools socialise pupils into shared cultural heritage. |
The New Right |
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Education affirms national identity E.g. emphasises Britain’s positive role in world history or Christian act of worship each day Aims to integrate pupils into single set of traditions / cultural values |
The New Right |
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Opposes multicultural education |
The New Right |
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Competition between schools benefits m/c who use cultural and economic capital to gain desirable schools |
Gewritz and Ball |
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Education functions to prevent revolution and maintain capitalism |
Marxism |
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Education has ideological state apparatus which maintains rule of bourgeoise by controlling people’s ideas, values and beliefs |
Althusser (Marxist) |
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Education is an important ideological state apparatus 1) reproduces class inequality by transmitting it from generation to generation - fails successive generations of W/c pupils in turn 2) legitimates class inequality- by producing ideologies that disguise true cause- ideology persuades workers to accept inequality as inevitable & that they deserve their subordinate position - acceptance of ideas means they are less likely to challenge / threaten capitalism |
Althusser ( Marxist) |
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Correspondence principle - relationships and structures found in schools correspond those in workplaces |
Bowles and Gintis (Marxists) |
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The hidden curriculum - lessons learnt in school without being directly taught - e.g. accepting hierarchy or working for extrinsic rewards |
Bowles and Gintis (Marxists) |
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Myth of meritocracy - main factor affecting educational achievement is class/ background - justifies privileges of m/c |
Bowles and Gintis |
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Lads counter culture and resistance to school meant they ironically slotted into low paid paid / manual jobs that capitalism needs someone to perform as they had no qualifications |
Willis ( Marxist / interactionist) |
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Labelling is a deterministic idea. Once a label is attached people may reject it they don’t have to act it out, study of black w/c girls |
Fuller |
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Teachers label m/c pupils as ‘ideal pupils’ |
Becker |
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Teachers expectations - set up experimental situation to test power of teachers expectations |
Rosenthal and Jacobson |
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Found that streaming was often based on how well pupils matched the ‘ideal student’ image teachers had. W/c pupils most likely to challenge teachers so they were less likely to fit this image. As result m/c pupils over-represented in upper streams. |
Keddie |
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Teachers expectations - set up experimental situation to test power of teachers expectations |
Rosenthal and Jacobson |
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Found that streaming was often based on how well pupils matched the ‘ideal student’ image teachers had. W/c pupils most likely to challenge teachers so they were less likely to fit this image. As result m/c pupils over-represented in upper streams. |
Keddie |
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Schools operate an A* - C economy which targets help at pupils on border of grade C whilst weaker pupils left to own devices |
Gillborn and Youdell |
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Schools ‘cream skim’ to improve their market position. Pupils know what is happening and recognise the new labels they have been given |
Bartlett |
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W/c parents show less interest and support in their children’s education e.g. less likely to attend parents evenings |
Douglas |
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Elaborated and restricted codes |
Bernstein |
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w/c culture is fatalistic |
Sugarman |
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Parental education is most important factor affecting children’s educational achievement |
Feinstein |
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W/c parents show less interest and support in their children’s education e.g. less likely to attend parents evenings |
Douglas |
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Elaborated and restricted codes |
Bernstein |
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w/c culture is fatalistic |
Sugarman |
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Parental education is most important factor affecting children’s educational achievement |
Feinstein |
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Setting and banding contribute to the creation of pupil subcultures within schools |
Hargreaves |
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W/c parents show less interest and support in their children’s education e.g. less likely to attend parents evenings |
Douglas |
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Elaborated and restricted codes |
Bernstein |
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w/c culture is fatalistic |
Sugarman |
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Parental education is most important factor affecting children’s educational achievement |
Feinstein |
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Setting and banding contribute to the creation of pupil subcultures within schools |
Hargreaves |
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Cultural capital - attitudes, values and knowledge middle class have that allows them to understand education system and how it operates giving them an advantage |
Bourdieu |
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W/c parents show less interest and support in their children’s education e.g. less likely to attend parents evenings |
Douglas |
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Elaborated and restricted codes |
Bernstein |
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w/c culture is fatalistic |
Sugarman |
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Parental education is most important factor affecting children’s educational achievement |
Feinstein |
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Setting and banding contribute to the creation of pupil subcultures within schools |
Hargreaves |
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Cultural capital - attitudes, values and knowledge middle class have that allows them to understand education system and how it operates giving them an advantage |
Bourdieu |
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1970s vs 1990s girls ambitions |
Sharpe |
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W/c parents show less interest and support in their children’s education e.g. less likely to attend parents evenings |
Douglas |
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Elaborated and restricted codes |
Bernstein |
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w/c culture is fatalistic |
Sugarman |
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Parental education is most important factor affecting children’s educational achievement |
Feinstein |
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Setting and banding contribute to the creation of pupil subcultures within schools |
Hargreaves |
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Cultural capital - attitudes, values and knowledge middle class have that allows them to understand education system and how it operates giving them an advantage |
Bourdieu |
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1970s vs 1990s girls ambitions |
Sharpe |
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Coursework favours girls as they are more conscientious, organised etc |
Mitsos and Browne |
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Schools do not emphasise masculine traits e.g. coursework over exams |
Sewell |
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Teachers have racialised expectations about black pupils and expected more discipline problems and saw their behaviour as threatening |
Gillborn and Youdell |
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Teachers have racialised expectations about black pupils and expected more discipline problems and saw their behaviour as threatening |
Gillborn and Youdell |
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Found that primary school teachers thought Asian pupils would have a poor grasp of English so used simplistic language when talking to them |
Wright |
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High rate of lone parenthood and lack of male role models leads to the underachievement of some minority pupils |
Murray |
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High rate of lone parenthood and lack of male role models leads to the underachievement of some minority pupils |
Murray (The New Right) |
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Lack of fatherly nurturing leads to black boys underachieving |
Sewell |
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Black girls strategies for dealing with racism e.g. not asking certain teachers for help lead to their underachievement |
Mirza |
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History curriculum in schools recreates ‘mythological age of empire and past glories’ whilst at the same time ignoring the history of black and Asian students |
Ball |
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High rate of lone parenthood and lack of male role models leads to the underachievement of some minority pupils |
Murray (The New Right) |
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Lack of fatherly nurturing leads to black boys underachieving |
Sewell |
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Black girls strategies for dealing with racism e.g. not asking certain teachers for help lead to their underachievement |
Mirza |
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History curriculum in schools recreates ‘mythological age of empire and past glories’ whilst at the same time ignoring the history of black and Asian students |
Ball |
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W/c students are more debt averse meaning they saw costs than benefits of going to university which influenced their decision |
Callender and Jackson |
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High rate of lone parenthood and lack of male role models leads to the underachievement of some minority pupils |
Murray (The New Right) |
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Lack of fatherly nurturing leads to black boys underachieving |
Sewell |
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Black girls strategies for dealing with racism e.g. not asking certain teachers for help lead to their underachievement |
Mirza |
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History curriculum in schools recreates ‘mythological age of empire and past glories’ whilst at the same time ignoring the history of black and Asian students |
Ball |
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W/c students are more debt averse meaning they saw costs than benefits of going to university which influenced their decision |
Callender and Jackson |
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Lower-stream pupils form or join anti-school subcultures because the school deprives them of status by labelling them as failures |
Lacey |
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High rate of lone parenthood and lack of male role models leads to the underachievement of some minority pupils |
Murray (The New Right) |
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Lack of fatherly nurturing leads to black boys underachieving |
Sewell |
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Black girls strategies for dealing with racism e.g. not asking certain teachers for help lead to their underachievement |
Mirza |
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History curriculum in schools recreates ‘mythological age of empire and past glories’ whilst at the same time ignoring the history of black and Asian students |
Ball |
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W/c students are more debt averse meaning they saw costs than benefits of going to university which influenced their decision |
Callender and Jackson |
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Lower-stream pupils form or join anti-school subcultures because the school deprives them of status by labelling them as failures |
Lacey |
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Self exclusion from success. Successful W/c girls felt that their identities would not fit in with the habitus of elite universities and thus tended to remain at home to study |
Evans |
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High rate of lone parenthood and lack of male role models leads to the underachievement of some minority pupils |
Murray (The New Right) |
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Lack of fatherly nurturing leads to black boys underachieving |
Sewell |
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Black girls strategies for dealing with racism e.g. not asking certain teachers for help lead to their underachievement |
Mirza |
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History curriculum in schools recreates ‘mythological age of empire and past glories’ whilst at the same time ignoring the history of black and Asian students |
Ball |
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W/c students are more debt averse meaning they saw costs than benefits of going to university which influenced their decision |
Callender and Jackson |
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Lower-stream pupils form or join anti-school subcultures because the school deprives them of status by labelling them as failures |
Lacey |
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Self exclusion from success. Successful W/c girls felt that their identities would not fit in with the habitus of elite universities and thus tended to remain at home to study |
Evans |
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Criticises cultural deprivation theory for being a victim blaming explanation. Minority ethnic group children are culturally different not culturally deprived and they underachieve because schools are ethnocentric |
Keddie |
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Argues minority ethnic group parents are at disadvantage because they are less aware of how to negotiate the British education system resulting in cultural exclusion |
Ball |
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Argues minority ethnic group parents are at disadvantage because they are less aware of how to negotiate the British education system resulting in cultural exclusion |
Ball |
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Complex school application forms are an example of cultural exclusion practices in some schools |
Gewirtz |
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Boys fall behind in education because it has become feminised e.g. coursework and lack of male primary school teachers |
Sewell |
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List 3 examples of marketisation policies |
League tables (creates competition) Formula funding (creates sink schools) Parentocracy |
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Schools are funded on how many pupils they recruit Good schools get more money and can improve staffing and facilities and attract new pupils |
Formula funding |
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Schools are funded on how many pupils they recruit Good schools get more money and can improve staffing and facilities and attract new pupils |
Formula funding |
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Immigration policy that believes immigrants should adopt the language, values and customs of the host country or community they settle in |
Assimilation |
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2 examples of compensatory education |
Operation HeadStart USA - extra funding and support to families and schools in deprived areas to tackle problem of underachievement Sure Start Uk |
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Process whereby schools sort pupils into ‘hopeless cases’ ‘ those who will pass anyway’ ‘ those with potential to pass’ schools concentrate on those with the potential to boots schools league table position |
Educational triage |
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State 3 internal social class factors affecting educational achievement |
1) streaming and setting- keddie found that streaming was often based on how well pupils matched the ‘ideal student’ image teachers had. Because w/c pupils were more likely to challenge teachers, they were less likely to fit this image. As a result m/c pupils were over represented in the upper streams. 2) teacher expectations - Rosenthal and Jacobson 3) labelling & self fulfilling prophecy - Becker teachers label m/c pupils as ideal pupils. Labelling may lower pupils self esteem causing underachievement although fullers girls rejected their labels showing how it’s a deterministic idea - just coz it’s attached doesn’t mean it’s acted upon
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State 3 internal social class factors affecting educational achievement |
1) streaming and setting- keddie found that streaming was often based on how well pupils matched the ‘ideal student’ image teachers had. Because w/c pupils were more likely to challenge teachers, they were less likely to fit this image. As a result m/c pupils were over represented in the upper streams. 2) teacher expectations - Rosenthal and Jacobson 3) labelling & self fulfilling prophecy - Becker teachers label m/c pupils as ideal pupils. Labelling may lower pupils self esteem causing underachievement although fullers girls rejected their labels showing how it’s a deterministic idea - just coz it’s attached doesn’t mean it’s acted upon
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State 3 external social class factors affecting educational achievement |
1) intellectual development - studies show from early age m/c children have a greater intellectual development than w/c children - cultural deprivation theorists argue w/c families have less educational toys, books etc and less intellectually stimulate - Douglas w/c parents show less interest in their children’s education 2)Language - Bernstein speech codes- elaborated code used in education by teachers textbooks etc giving m/c pupils advantage 3) level of parental education - Feinstein - more highly educated parents have parenting style that usually includes high expectations and encouragement, more highly educated parents make more effective use of their usually higher income e.g. buying educational toys. 4) material deprivation - bad nutrition means less focus/absences , bad housing means disruption, lack of income means children miss out on educational visits or resources, w/c students more likely to go to local universities to reduce costs, w/c children more likely to have part time job means less time for studying |
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3 internal gender factors affecting educational achievement |
1) introduction of Coursework favours girls - mitsos and Browne - as they are more conscientious and organised 2) gender role models in schools - increasing number of successful female headteachers - positive role model for girls on other hand feminisation of education disadvantages boys as lose discipline and see education for girls 3) educational policies - e.g. Gist to get girls into science and technology and national curriculum means males and female have to do broadly same courses lowering gender bias |
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3 internal gender factors affecting educational achievement |
1) introduction of Coursework favours girls - mitsos and Browne - as they are more conscientious and organised 2) gender role models in schools - increasing number of successful female headteachers - positive role model for girls on other hand feminisation of education disadvantages boys as lose discipline and see education for girls 3) educational policies - e.g. Gist to get girls into science and technology and national curriculum means males and female have to do broadly same courses lowering gender bias |
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3 external gender factors affecting educational achievement |
1) poorer employment prospects for males - changes to structures of employment drastically reduced no if manual jobs - globalisation means most now located in China - boys have lower expectations for a job or career and see little reason to achieve in education 2) girls changing ambitions - sharpe 1970s vs 1990s 3) male literacy problems - poorer levels of male literacy can restrict boys across most subjects - parents may not read as much to boys , their lewisite pursuits may not involve as much reading or writing or these activities may be perceived as feminine |
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3 internal gender factors affecting educational achievement |
1) introduction of Coursework favours girls - mitsos and Browne - as they are more conscientious and organised 2) gender role models in schools - increasing number of successful female headteachers - positive role model for girls on other hand feminisation of education disadvantages boys as lose discipline and see education for girls 3) educational policies - e.g. Gist to get girls into science and technology and national curriculum means males and female have to do broadly same courses lowering gender bias |
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3 external gender factors affecting educational achievement |
1) poorer employment prospects for males - changes to structures of employment drastically reduced no if manual jobs - globalisation means most now located in China - boys have lower expectations for a job or career and see little reason to achieve in education 2) girls changing ambitions - sharpe 1970s vs 1990s 3) male literacy problems - poorer levels of male literacy can restrict boys across most subjects - parents may not read as much to boys , their lewisite pursuits may not involve as much reading or writing or these activities may be perceived as feminine |
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3 internal ethnic factors affecting education achievement |
1) labelling/ teacher attitudes - Teachers racialised expectations - gillborn and Youdell- expected black pupils to have more discipline problems and saw their behaviour as threatening - conflict between black pupils and white teachers is cause of underachievement as leads to higher levels of exclusions or being placed in lower streams - Wright - primary school teachers used simplistic language talking to Asian students 2) ethnocentric curriculum - ball - history curriculum in British schools recreates ‘ mythological age of empire and past glories’ while ignoring the history of black and Asian students making them feel that their culture and identity is not valued in education and diminishes their self esteem. 3) teachers racism - mirza- Black girls strategies for dealing with teachers racism e.g. not asking certain teachers for help restricted their educational opportunities |
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3 internal gender factors affecting educational achievement |
1) introduction of Coursework favours girls - mitsos and Browne - as they are more conscientious and organised 2) gender role models in schools - increasing number of successful female headteachers - positive role model for girls on other hand feminisation of education disadvantages boys as lose discipline and see education for girls 3) educational policies - e.g. Gist to get girls into science and technology and national curriculum means males and female have to do broadly same courses lowering gender bias |
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3 external gender factors affecting educational achievement |
1) poorer employment prospects for males - changes to structures of employment drastically reduced no if manual jobs - globalisation means most now located in China - boys have lower expectations for a job or career and see little reason to achieve in education 2) girls changing ambitions - sharpe 1970s vs 1990s 3) male literacy problems - poorer levels of male literacy can restrict boys across most subjects - parents may not read as much to boys , their lewisite pursuits may not involve as much reading or writing or these activities may be perceived as feminine |
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3 internal ethnic factors affecting education achievement |
1) labelling/ teacher attitudes - Teachers racialised expectations - gillborn and Youdell- expected black pupils to have more discipline problems and saw their behaviour as threatening - conflict between black pupils and white teachers is cause of underachievement as leads to higher levels of exclusions or being placed in lower streams - Wright - primary school teachers used simplistic language talking to Asian students 2) ethnocentric curriculum - ball - history curriculum in British schools recreates ‘ mythological age of empire and past glories’ while ignoring the history of black and Asian students making them feel that their culture and identity is not valued in education and diminishes their self esteem. 3) teachers racism - mirza- Black girls strategies for dealing with teachers racism e.g. not asking certain teachers for help restricted their educational opportunities |
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3 external ethnic factors affecting educational achievement |
1) attitudes/values/ family structure - Murray highly rate of lone parenthood and lack of positive male role models leads to underachievement of some minority ethnic groups especially black carribean boys. Sewell - Chinese and Asian children benefit from Asian work ethic 2) racism in wider society - ethnic minorities discriminated in housing and job market - likely to have low income or be unemployed affecting their children’s educational opportunities 3)linguistic skills beriter and engelman |
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3 internal gender factors affecting educational achievement |
1) introduction of Coursework favours girls - mitsos and Browne - as they are more conscientious and organised 2) gender role models in schools - increasing number of successful female headteachers - positive role model for girls on other hand feminisation of education disadvantages boys as lose discipline and see education for girls 3) educational policies - e.g. Gist to get girls into science and technology and national curriculum means males and female have to do broadly same courses lowering gender bias |
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3 external gender factors affecting educational achievement |
1) poorer employment prospects for males - changes to structures of employment drastically reduced no if manual jobs - globalisation means most now located in China - boys have lower expectations for a job or career and see little reason to achieve in education 2) girls changing ambitions - sharpe 1970s vs 1990s 3) male literacy problems - poorer levels of male literacy can restrict boys across most subjects - parents may not read as much to boys , their lewisite pursuits may not involve as much reading or writing or these activities may be perceived as feminine |
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3 internal ethnic factors affecting education achievement |
1) labelling/ teacher attitudes - Teachers racialised expectations - gillborn and Youdell- expected black pupils to have more discipline problems and saw their behaviour as threatening - conflict between black pupils and white teachers is cause of underachievement as leads to higher levels of exclusions or being placed in lower streams - Wright - primary school teachers used simplistic language talking to Asian students 2) ethnocentric curriculum - ball - history curriculum in British schools recreates ‘ mythological age of empire and past glories’ while ignoring the history of black and Asian students making them feel that their culture and identity is not valued in education and diminishes their self esteem. 3) teachers racism - mirza- Black girls strategies for dealing with teachers racism e.g. not asking certain teachers for help restricted their educational opportunities |
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3 external ethnic factors affecting educational achievement |
1) attitudes/values/ family structure - Murray highly rate of lone parenthood and lack of positive male role models leads to underachievement of some minority ethnic groups especially black carribean boys. Sewell - Chinese and Asian children benefit from Asian work ethic 2) racism in wider society - ethnic minorities discriminated in housing and job market - likely to have low income or be unemployed affecting their children’s educational opportunities 3) |
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Who sees comprehensive schools as meritocratic as they give pupils longer to develop by not selecting them at 11 |
Functionalists |
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3 internal gender factors affecting educational achievement |
1) introduction of Coursework favours girls - mitsos and Browne - as they are more conscientious and organised 2) gender role models in schools - increasing number of successful female headteachers - positive role model for girls on other hand feminisation of education disadvantages boys as lose discipline and see education for girls 3) educational policies - e.g. Gist to get girls into science and technology and national curriculum means males and female have to do broadly same courses lowering gender bias |
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3 external gender factors affecting educational achievement |
1) poorer employment prospects for males - changes to structures of employment drastically reduced no if manual jobs - globalisation means most now located in China - boys have lower expectations for a job or career and see little reason to achieve in education 2) girls changing ambitions - sharpe 1970s vs 1990s 3) male literacy problems - poorer levels of male literacy can restrict boys across most subjects - parents may not read as much to boys , their lewisite pursuits may not involve as much reading or writing or these activities may be perceived as feminine |
|
|
3 internal ethnic factors affecting education achievement |
1) labelling/ teacher attitudes - Teachers racialised expectations - gillborn and Youdell- expected black pupils to have more discipline problems and saw their behaviour as threatening - conflict between black pupils and white teachers is cause of underachievement as leads to higher levels of exclusions or being placed in lower streams - Wright - primary school teachers used simplistic language talking to Asian students 2) ethnocentric curriculum - ball - history curriculum in British schools recreates ‘ mythological age of empire and past glories’ while ignoring the history of black and Asian students making them feel that their culture and identity is not valued in education and diminishes their self esteem. 3) teachers racism - mirza- Black girls strategies for dealing with teachers racism e.g. not asking certain teachers for help restricted their educational opportunities |
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3 external ethnic factors affecting educational achievement |
1) attitudes/values/ family structure - Murray highly rate of lone parenthood and lack of positive male role models leads to underachievement of some minority ethnic groups especially black carribean boys. Sewell - Chinese and Asian children benefit from Asian work ethic 2) racism in wider society - ethnic minorities discriminated in housing and job market - likely to have low income or be unemployed affecting their children’s educational opportunities 3) |
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Who sees comprehensive schools as meritocratic as they give pupils longer to develop by not selecting them at 11 |
Functionalists |
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What did comprehensive education abolish from 1965 |
The 11+ for grammar schools |
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3 internal gender factors affecting educational achievement |
1) introduction of Coursework favours girls - mitsos and Browne - as they are more conscientious and organised 2) gender role models in schools - increasing number of successful female headteachers - positive role model for girls on other hand feminisation of education disadvantages boys as lose discipline and see education for girls 3) educational policies - e.g. Gist to get girls into science and technology and national curriculum means males and female have to do broadly same courses lowering gender bias |
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3 external gender factors affecting educational achievement |
1) poorer employment prospects for males - changes to structures of employment drastically reduced no if manual jobs - globalisation means most now located in China - boys have lower expectations for a job or career and see little reason to achieve in education 2) girls changing ambitions - sharpe 1970s vs 1990s 3) male literacy problems - poorer levels of male literacy can restrict boys across most subjects - parents may not read as much to boys , their lewisite pursuits may not involve as much reading or writing or these activities may be perceived as feminine |
|
|
3 internal ethnic factors affecting education achievement |
1) labelling/ teacher attitudes - Teachers racialised expectations - gillborn and Youdell- expected black pupils to have more discipline problems and saw their behaviour as threatening - conflict between black pupils and white teachers is cause of underachievement as leads to higher levels of exclusions or being placed in lower streams - Wright - primary school teachers used simplistic language talking to Asian students 2) ethnocentric curriculum - ball - history curriculum in British schools recreates ‘ mythological age of empire and past glories’ while ignoring the history of black and Asian students making them feel that their culture and identity is not valued in education and diminishes their self esteem. 3) teachers racism - mirza- Black girls strategies for dealing with teachers racism e.g. not asking certain teachers for help restricted their educational opportunities |
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3 external ethnic factors affecting educational achievement |
1) attitudes/values/ family structure - Murray highly rate of lone parenthood and lack of positive male role models leads to underachievement of some minority ethnic groups especially black carribean boys. Sewell - Chinese and Asian children benefit from Asian work ethic 2) racism in wider society - ethnic minorities discriminated in housing and job market - likely to have low income or be unemployed affecting their children’s educational opportunities 3) |
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Who sees comprehensive schools as meritocratic as they give pupils longer to develop by not selecting them at 11 |
Functionalists |
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What did comprehensive education abolish from 1965 |
The 11+ for grammar schools |
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Between 1979-97 how did the conservative gov want to raise standards of schools |
By creating an education market, increasing parental choice and controlling what was taught in schools |
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3 internal gender factors affecting educational achievement |
1) introduction of Coursework favours girls - mitsos and Browne - as they are more conscientious and organised 2) gender role models in schools - increasing number of successful female headteachers - positive role model for girls on other hand feminisation of education disadvantages boys as lose discipline and see education for girls 3) educational policies - e.g. Gist to get girls into science and technology and national curriculum means males and female have to do broadly same courses lowering gender bias |
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3 external gender factors affecting educational achievement |
1) poorer employment prospects for males - changes to structures of employment drastically reduced no if manual jobs - globalisation means most now located in China - boys have lower expectations for a job or career and see little reason to achieve in education 2) girls changing ambitions - sharpe 1970s vs 1990s 3) male literacy problems - poorer levels of male literacy can restrict boys across most subjects - parents may not read as much to boys , their lewisite pursuits may not involve as much reading or writing or these activities may be perceived as feminine |
|
|
3 internal ethnic factors affecting education achievement |
1) labelling/ teacher attitudes - Teachers racialised expectations - gillborn and Youdell- expected black pupils to have more discipline problems and saw their behaviour as threatening - conflict between black pupils and white teachers is cause of underachievement as leads to higher levels of exclusions or being placed in lower streams - Wright - primary school teachers used simplistic language talking to Asian students 2) ethnocentric curriculum - ball - history curriculum in British schools recreates ‘ mythological age of empire and past glories’ while ignoring the history of black and Asian students making them feel that their culture and identity is not valued in education and diminishes their self esteem. 3) teachers racism - mirza- Black girls strategies for dealing with teachers racism e.g. not asking certain teachers for help restricted their educational opportunities |
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3 external ethnic factors affecting educational achievement |
1) attitudes/values/ family structure - Murray highly rate of lone parenthood and lack of positive male role models leads to underachievement of some minority ethnic groups especially black carribean boys. Sewell - Chinese and Asian children benefit from Asian work ethic 2) racism in wider society - ethnic minorities discriminated in housing and job market - likely to have low income or be unemployed affecting their children’s educational opportunities 3) |
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Who sees comprehensive schools as meritocratic as they give pupils longer to develop by not selecting them at 11 |
Functionalists |
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What did comprehensive education abolish from 1965 |
The 11+ for grammar schools |
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Between 1979-97 how did the conservative gov want to raise standards of schools |
By creating an education market, increasing parental choice and controlling what was taught in schools |
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When was the education reform act |
1988 |
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|
3 internal gender factors affecting educational achievement |
1) introduction of Coursework favours girls - mitsos and Browne - as they are more conscientious and organised 2) gender role models in schools - increasing number of successful female headteachers - positive role model for girls on other hand feminisation of education disadvantages boys as lose discipline and see education for girls 3) educational policies - e.g. Gist to get girls into science and technology and national curriculum means males and female have to do broadly same courses lowering gender bias |
|
|
3 external gender factors affecting educational achievement |
1) poorer employment prospects for males - changes to structures of employment drastically reduced no if manual jobs - globalisation means most now located in China - boys have lower expectations for a job or career and see little reason to achieve in education 2) girls changing ambitions - sharpe 1970s vs 1990s 3) male literacy problems - poorer levels of male literacy can restrict boys across most subjects - parents may not read as much to boys , their lewisite pursuits may not involve as much reading or writing or these activities may be perceived as feminine |
|
|
3 internal ethnic factors affecting education achievement |
1) labelling/ teacher attitudes - Teachers racialised expectations - gillborn and Youdell- expected black pupils to have more discipline problems and saw their behaviour as threatening - conflict between black pupils and white teachers is cause of underachievement as leads to higher levels of exclusions or being placed in lower streams - Wright - primary school teachers used simplistic language talking to Asian students 2) ethnocentric curriculum - ball - history curriculum in British schools recreates ‘ mythological age of empire and past glories’ while ignoring the history of black and Asian students making them feel that their culture and identity is not valued in education and diminishes their self esteem. 3) teachers racism - mirza- Black girls strategies for dealing with teachers racism e.g. not asking certain teachers for help restricted their educational opportunities |
|
|
3 external ethnic factors affecting educational achievement |
1) attitudes/values/ family structure - Murray highly rate of lone parenthood and lack of positive male role models leads to underachievement of some minority ethnic groups especially black carribean boys. Sewell - Chinese and Asian children benefit from Asian work ethic 2) racism in wider society - ethnic minorities discriminated in housing and job market - likely to have low income or be unemployed affecting their children’s educational opportunities 3) |
|
|
Who sees comprehensive schools as meritocratic as they give pupils longer to develop by not selecting them at 11 |
Functionalists |
|
|
What did comprehensive education abolish from 1965 |
The 11+ for grammar schools |
|
|
Between 1979-97 how did the conservative gov want to raise standards of schools |
By creating an education market, increasing parental choice and controlling what was taught in schools |
|
|
When was the education reform act |
1988 |
|
|
What did the 1988 education reform act introduce |
The national curriculum |
|
|
3 internal gender factors affecting educational achievement |
1) introduction of Coursework favours girls - mitsos and Browne - as they are more conscientious and organised 2) gender role models in schools - increasing number of successful female headteachers - positive role model for girls on other hand feminisation of education disadvantages boys as lose discipline and see education for girls 3) educational policies - e.g. Gist to get girls into science and technology and national curriculum means males and female have to do broadly same courses lowering gender bias |
|
|
3 external gender factors affecting educational achievement |
1) poorer employment prospects for males - changes to structures of employment drastically reduced no if manual jobs - globalisation means most now located in China - boys have lower expectations for a job or career and see little reason to achieve in education 2) girls changing ambitions - sharpe 1970s vs 1990s 3) male literacy problems - poorer levels of male literacy can restrict boys across most subjects - parents may not read as much to boys , their lewisite pursuits may not involve as much reading or writing or these activities may be perceived as feminine |
|
|
3 internal ethnic factors affecting education achievement |
1) labelling/ teacher attitudes - Teachers racialised expectations - gillborn and Youdell- expected black pupils to have more discipline problems and saw their behaviour as threatening - conflict between black pupils and white teachers is cause of underachievement as leads to higher levels of exclusions or being placed in lower streams - Wright - primary school teachers used simplistic language talking to Asian students 2) ethnocentric curriculum - ball - history curriculum in British schools recreates ‘ mythological age of empire and past glories’ while ignoring the history of black and Asian students making them feel that their culture and identity is not valued in education and diminishes their self esteem. 3) teachers racism - mirza- Black girls strategies for dealing with teachers racism e.g. not asking certain teachers for help restricted their educational opportunities |
|
|
3 external ethnic factors affecting educational achievement |
1) attitudes/values/ family structure - Murray highly rate of lone parenthood and lack of positive male role models leads to underachievement of some minority ethnic groups especially black carribean boys. Sewell - Chinese and Asian children benefit from Asian work ethic 2) racism in wider society - ethnic minorities discriminated in housing and job market - likely to have low income or be unemployed affecting their children’s educational opportunities 3) |
|
|
Who sees comprehensive schools as meritocratic as they give pupils longer to develop by not selecting them at 11 |
Functionalists |
|
|
What did comprehensive education abolish from 1965 |
The 11+ for grammar schools |
|
|
Between 1979-97 how did the conservative gov want to raise standards of schools |
By creating an education market, increasing parental choice and controlling what was taught in schools |
|
|
When was the education reform act |
1988 |
|
|
What did the 1988 education reform act introduce |
The national curriculum |
|
|
Name 3 key marketisation policies from the conservative gov between 1979-97 |
Formula funding Parental choice League tables |
|
|
3 internal gender factors affecting educational achievement |
1) introduction of Coursework favours girls - mitsos and Browne - as they are more conscientious and organised 2) gender role models in schools - increasing number of successful female headteachers - positive role model for girls on other hand feminisation of education disadvantages boys as lose discipline and see education for girls 3) educational policies - e.g. Gist to get girls into science and technology and national curriculum means males and female have to do broadly same courses lowering gender bias |
|
|
How did marketisation policies negatively impact education |
Increased inequality as m/c parents could use cultural capital to take advantage of parental choice , high achieving schools can cream skim Bartlett and formula funding can create sink schools |
|
|
3 external gender factors affecting educational achievement |
1) poorer employment prospects for males - changes to structures of employment drastically reduced no if manual jobs - globalisation means most now located in China - boys have lower expectations for a job or career and see little reason to achieve in education 2) girls changing ambitions - sharpe 1970s vs 1990s 3) male literacy problems - poorer levels of male literacy can restrict boys across most subjects - parents may not read as much to boys , their lewisite pursuits may not involve as much reading or writing or these activities may be perceived as feminine |
|
|
3 internal ethnic factors affecting education achievement |
1) labelling/ teacher attitudes - Teachers racialised expectations - gillborn and Youdell- expected black pupils to have more discipline problems and saw their behaviour as threatening - conflict between black pupils and white teachers is cause of underachievement as leads to higher levels of exclusions or being placed in lower streams - Wright - primary school teachers used simplistic language talking to Asian students 2) ethnocentric curriculum - ball - history curriculum in British schools recreates ‘ mythological age of empire and past glories’ while ignoring the history of black and Asian students making them feel that their culture and identity is not valued in education and diminishes their self esteem. 3) teachers racism - mirza- Black girls strategies for dealing with teachers racism e.g. not asking certain teachers for help restricted their educational opportunities |
|
|
3 external ethnic factors affecting educational achievement |
1) attitudes/values/ family structure - Murray highly rate of lone parenthood and lack of positive male role models leads to underachievement of some minority ethnic groups especially black carribean boys. Sewell - Chinese and Asian children benefit from Asian work ethic 2) racism in wider society - ethnic minorities discriminated in housing and job market - likely to have low income or be unemployed affecting their children’s educational opportunities 3) |
|
|
Who sees comprehensive schools as meritocratic as they give pupils longer to develop by not selecting them at 11 |
Functionalists |
|
|
What did comprehensive education abolish from 1965 |
The 11+ for grammar schools |
|
|
Between 1979-97 how did the conservative gov want to raise standards of schools |
By creating an education market, increasing parental choice and controlling what was taught in schools |
|
|
When was the education reform act |
1988 |
|
|
What did the 1988 education reform act introduce |
The national curriculum |
|
|
Name 3 key marketisation policies from the conservative gov between 1979-97 |
Formula funding Parental choice League tables |
|
|
3 internal gender factors affecting educational achievement |
1) introduction of Coursework favours girls - mitsos and Browne - as they are more conscientious and organised 2) gender role models in schools - increasing number of successful female headteachers - positive role model for girls on other hand feminisation of education disadvantages boys as lose discipline and see education for girls 3) educational policies - e.g. Gist to get girls into science and technology and national curriculum means males and female have to do broadly same courses lowering gender bias |
|
|
How did marketisation policies negatively impact education |
Increased inequality as m/c parents could use cultural capital to take advantage of parental choice , high achieving schools can cream skim Bartlett and formula funding can create sink schools |
|
|
When was the new labour government |
1997-2010 |
|
|
3 external gender factors affecting educational achievement |
1) poorer employment prospects for males - changes to structures of employment drastically reduced no if manual jobs - globalisation means most now located in China - boys have lower expectations for a job or career and see little reason to achieve in education 2) girls changing ambitions - sharpe 1970s vs 1990s 3) male literacy problems - poorer levels of male literacy can restrict boys across most subjects - parents may not read as much to boys , their lewisite pursuits may not involve as much reading or writing or these activities may be perceived as feminine |
|
|
3 internal ethnic factors affecting education achievement |
1) labelling/ teacher attitudes - Teachers racialised expectations - gillborn and Youdell- expected black pupils to have more discipline problems and saw their behaviour as threatening - conflict between black pupils and white teachers is cause of underachievement as leads to higher levels of exclusions or being placed in lower streams - Wright - primary school teachers used simplistic language talking to Asian students 2) ethnocentric curriculum - ball - history curriculum in British schools recreates ‘ mythological age of empire and past glories’ while ignoring the history of black and Asian students making them feel that their culture and identity is not valued in education and diminishes their self esteem. 3) teachers racism - mirza- Black girls strategies for dealing with teachers racism e.g. not asking certain teachers for help restricted their educational opportunities |
|
|
3 external ethnic factors affecting educational achievement |
1) attitudes/values/ family structure - Murray highly rate of lone parenthood and lack of positive male role models leads to underachievement of some minority ethnic groups especially black carribean boys. Sewell - Chinese and Asian children benefit from Asian work ethic 2) racism in wider society - ethnic minorities discriminated in housing and job market - likely to have low income or be unemployed affecting their children’s educational opportunities 3) |
|
|
Who sees comprehensive schools as meritocratic as they give pupils longer to develop by not selecting them at 11 |
Functionalists |
|
|
What did comprehensive education abolish from 1965 |
The 11+ for grammar schools |
|
|
Between 1979-97 how did the conservative gov want to raise standards of schools |
By creating an education market, increasing parental choice and controlling what was taught in schools |
|
|
When was the education reform act |
1988 |
|
|
What did the 1988 education reform act introduce |
The national curriculum |
|
|
Name 3 key marketisation policies from the conservative gov between 1979-97 |
Formula funding Parental choice League tables |
|
|
3 internal gender factors affecting educational achievement |
1) introduction of Coursework favours girls - mitsos and Browne - as they are more conscientious and organised 2) gender role models in schools - increasing number of successful female headteachers - positive role model for girls on other hand feminisation of education disadvantages boys as lose discipline and see education for girls 3) educational policies - e.g. Gist to get girls into science and technology and national curriculum means males and female have to do broadly same courses lowering gender bias |
|
|
How did marketisation policies negatively impact education |
Increased inequality as m/c parents could use cultural capital to take advantage of parental choice , high achieving schools can cream skim Bartlett and formula funding can create sink schools |
|
|
When was the new labour government |
1997-2010 |
|
|
Which gov has similar ideas to New Right |
Conservative |
|
|
3 external gender factors affecting educational achievement |
1) poorer employment prospects for males - changes to structures of employment drastically reduced no if manual jobs - globalisation means most now located in China - boys have lower expectations for a job or career and see little reason to achieve in education 2) girls changing ambitions - sharpe 1970s vs 1990s 3) male literacy problems - poorer levels of male literacy can restrict boys across most subjects - parents may not read as much to boys , their lewisite pursuits may not involve as much reading or writing or these activities may be perceived as feminine |
|
|
3 internal ethnic factors affecting education achievement |
1) labelling/ teacher attitudes - Teachers racialised expectations - gillborn and Youdell- expected black pupils to have more discipline problems and saw their behaviour as threatening - conflict between black pupils and white teachers is cause of underachievement as leads to higher levels of exclusions or being placed in lower streams - Wright - primary school teachers used simplistic language talking to Asian students 2) ethnocentric curriculum - ball - history curriculum in British schools recreates ‘ mythological age of empire and past glories’ while ignoring the history of black and Asian students making them feel that their culture and identity is not valued in education and diminishes their self esteem. 3) teachers racism - mirza- Black girls strategies for dealing with teachers racism e.g. not asking certain teachers for help restricted their educational opportunities |
|
|
3 external ethnic factors affecting educational achievement |
1) attitudes/values/ family structure - Murray highly rate of lone parenthood and lack of positive male role models leads to underachievement of some minority ethnic groups especially black carribean boys. Sewell - Chinese and Asian children benefit from Asian work ethic 2) racism in wider society - ethnic minorities discriminated in housing and job market - likely to have low income or be unemployed affecting their children’s educational opportunities 3) |
|
|
Who sees comprehensive schools as meritocratic as they give pupils longer to develop by not selecting them at 11 |
Functionalists |
|
|
What did comprehensive education abolish from 1965 |
The 11+ for grammar schools |
|
|
Between 1979-97 how did the conservative gov want to raise standards of schools |
By creating an education market, increasing parental choice and controlling what was taught in schools |
|
|
When was the education reform act |
1988 |
|
|
What did the 1988 education reform act introduce |
The national curriculum |
|
|
Name 3 key marketisation policies from the conservative gov between 1979-97 |
Formula funding Parental choice League tables |
|
|
3 internal gender factors affecting educational achievement |
1) introduction of Coursework favours girls - mitsos and Browne - as they are more conscientious and organised 2) gender role models in schools - increasing number of successful female headteachers - positive role model for girls on other hand feminisation of education disadvantages boys as lose discipline and see education for girls 3) educational policies - e.g. Gist to get girls into science and technology and national curriculum means males and female have to do broadly same courses lowering gender bias |
|
|
How did marketisation policies negatively impact education |
Increased inequality as m/c parents could use cultural capital to take advantage of parental choice , high achieving schools can cream skim Bartlett and formula funding can create sink schools |
|
|
When was the new labour government |
1997-2010 |
|
|
Which gov has similar ideas to New Right |
Conservative |
|
|
Name 3 new labour 1997-2010 policies |
Aim higher projects Educational maintenance allowances Reducing primary school classes to under 30 |
|
|
3 external gender factors affecting educational achievement |
1) poorer employment prospects for males - changes to structures of employment drastically reduced no if manual jobs - globalisation means most now located in China - boys have lower expectations for a job or career and see little reason to achieve in education 2) girls changing ambitions - sharpe 1970s vs 1990s 3) male literacy problems - poorer levels of male literacy can restrict boys across most subjects - parents may not read as much to boys , their lewisite pursuits may not involve as much reading or writing or these activities may be perceived as feminine |
|
|
3 internal ethnic factors affecting education achievement |
1) labelling/ teacher attitudes - Teachers racialised expectations - gillborn and Youdell- expected black pupils to have more discipline problems and saw their behaviour as threatening - conflict between black pupils and white teachers is cause of underachievement as leads to higher levels of exclusions or being placed in lower streams - Wright - primary school teachers used simplistic language talking to Asian students 2) ethnocentric curriculum - ball - history curriculum in British schools recreates ‘ mythological age of empire and past glories’ while ignoring the history of black and Asian students making them feel that their culture and identity is not valued in education and diminishes their self esteem. 3) teachers racism - mirza- Black girls strategies for dealing with teachers racism e.g. not asking certain teachers for help restricted their educational opportunities |
|
|
3 external ethnic factors affecting educational achievement |
1) attitudes/values/ family structure - Murray highly rate of lone parenthood and lack of positive male role models leads to underachievement of some minority ethnic groups especially black carribean boys. Sewell - Chinese and Asian children benefit from Asian work ethic 2) racism in wider society - ethnic minorities discriminated in housing and job market - likely to have low income or be unemployed affecting their children’s educational opportunities 3) |
|
|
Who sees comprehensive schools as meritocratic as they give pupils longer to develop by not selecting them at 11 |
Functionalists |
|
|
What did comprehensive education abolish from 1965 |
The 11+ for grammar schools |
|
|
Between 1979-97 how did the conservative gov want to raise standards of schools |
By creating an education market, increasing parental choice and controlling what was taught in schools |
|
|
When was the education reform act |
1988 |
|
|
What did the 1988 education reform act introduce |
The national curriculum |
|
|
Name 3 key marketisation policies from the conservative gov between 1979-97 |
Formula funding Parental choice League tables |
|
|
Who led policy between 2010-2015 |
Conservative |
|
|
Who led policy between 2010-2015 |
Conservative |
|
|
State 3 conservative led policies between 2010-2015 |
Academies - Free schools - parents , faith groups , businesses can set up free schools using gov funding Pupil premium - extra money directed at disadvantaged pupils Public spending cuts - university fees up to £9,000 introduced Compensatory education |
