Sociology

Front 1

Hubbs-Tait et Al (2002)

Back 1

Found that where parents use language that challenges their children to evaluate their own understanding or abilities, their cognitive performance improves.

Hint 1

Language, Education

Front 2

Basil Bernstein (1975)

Back 2

Identified 2 types of speech codes:The restricted code and the the elaborated code

Hint 2

Speech codes, Education

Front 3

Douglas (1964)

Back 3

Found that working-class parents place less value on their children, resulting in less ambition for their children. This leads to working-class children being less motivated in school and underachieving.

Hint 3

Parents' education

Front 4

Leon Feinstein (2008)

Back 4

Argues that parents' own education is the most important factor affecting children's achievement. He argues middle class children are higher achievers because of: Parenting style, Parents' educational behaviours, Use of income, Class, income and parent education.

Hint 4

Parents' education, Education

Front 5

David Bull

Back 5

Costs of education - lack of education means that children from poor families have to do without equipment and miss out on experiences such as school trips which would enhance their educational achievement.

Hint 5

Material deprivation, costs of education.

Front 6

Emily Tanner

Back 6

Found that the cost of items such as transport, uniforms, books, computers, calculators ect place a heavy burden on poor families.

Hint 6

Material deprivation, costs of education

Front 7

Callender and Jackson

Back 7

Found that working-class students are more debt averse, meaning that they wanted to avoid debt at all costs and saw more costs than being it's in going to university and so were 5 times less likely to apply to university than debt tolerant students (middle-class)

Hint 7

Material deprivation, fear of debt

Front 8

Howard Becker

Back 8

Carried out a study investigating labelling in school. Conducted interviews consisting of 60 Chicago high school teachers asking each to describe their ideal student. He found that teachers saw children from middle-class backgrounds as ideal and working-class children as the furthest from ideal.

Hint 8

Labelling

Front 9

Hempel-Jorgensen

Back 9

Found that the ideal pupil varied according to the social class make up of the school. In the working-class school aspen where students were misbehaving, the ideal student was regarded as passive and obedient. In contrast, the middle-class school rowan, which had few discipline problems, found that the Ideal pupil was defined in terms of personality and academic ability.

Hint 9

Labelling

Front 10

Youdell and Gilborn

Back 10

Conducted a study which revealed that teachers were less likely to to see working-class pupils as having ability. Because of this, these pupils were placed in lower streams which denied them the opportunity to gain good grades and further widens the class gap in achievement. They also came up with the term educational triage from their studies and the A*-C economy.

Hint 10

Streaming and the A-C economy

Front 11

Peter woods

Back 11

Came up with 4 other responses to labelling and streaming: ingratiation (being the teachers pet), ritualism (going through the motions and staying out of trouble), retreatism (daydreaming and mucking about) and rebellion (outright rejection of everything the school stands for)

Hint 11

The variety of pupil responses

Front 12

Louise archer

Back 12

Nike identities

Front 13

Pryce

Back 13

Claims that Asian pupils are higher achievers than black pupils because their culture is more resistant to racism and gives them a greater sense of purpose and black pupils are the opposite. He argues that this is because of the impact of colonialism on black people was more more culturally devestating than what it was for Asians.

Hint 13

Cultural deprivation, family structure

Front 14

Sewell

Back 14

Argues that the lack of fatherly nurturing or tough love leads to black boys struggling to overcome the emotional and behavioural difficulties of adolescence. Street gangs of other fatherless black boys offer perverse loyalty and love. This leads to a media inspired anti school subculture.

Hint 14

Fathers, gangs, and cultures

Front 15

Lupton

Back 15

Found that respectful behaviour was expected from kids toward adults and this had a knock on effect on schools.

Hint 15

Cultural deprivation, Asian families

Front 16

McColloch

Back 16

Found that ethnic minority pupils were more likely to aspire to go to university than White British pupils

Hint 16

Cultural deprivation, white working-class class families

Front 17

Driver

Back 17

Criticises cultural deprivation theory for ignoring the positive effects of ethnicity on achievement. For example, black families provide black girls with positive role models of strong independent women.

Hint 17

Criticisms of cultural deprivation

Front 18

Lawrence

Back 18

Challenges pryces view. He argues that black pupils underachieve because of racism as supposed to low self esteem.

Hint 18

Critism of cultural deprivation, challenges pryce

Front 19

Gilborn and mirza

Back 19

In one local education authority, black children were the highest achievers on entry to primary school but by the time they reached GCSES, they had the worst results of any ethnic group.

Front 20

Bourne

Back 20

Schools see black boys as a threat and label them negatively, eventually resulting in exclusion.

Hint 20

Black pupils and discipline

Front 21

Foster

Back 21

Found that teachers' stereotypes of of black pupils as badly behaved could result in them being placed in lower sets than other pupils of similar ability.

Hint 21

Black pupils and streaming

Front 22

Archer

Back 22

Identified 3 types of pupil identities: the ideal pupil identity (a white middle-class masculinised identity and straight. Seen as achieving the right way), the pathologised pupil identity (an student who succeeds through hard work as supposed to natural ability) and the demonised pupil (a black or white working-class hypersexualised identity. Seen as unintelligent, peer led, culturally deprived and an underachiever)

Hint 22

Pupil identities

Front 23

Fuller

Back 23

Conducted a study in of year 11 girls in a London comprehensive school. She found that the girls were high achievers because they channeled their anger at being labelled into the pursuit of educational success. They did not seek approval from teachers are only be friends with other academic achievers

Hint 23

Rejecting negative labels

Front 24

Mirza

Back 24

Identified 3 types of teacher racism: the colour blind (believing all pupils are equal but in practice but do not challenge racism) , the liberal chauvinists (believing black pupils are culturally deprived and expecting less of them) and the overt racists (believing blacks are inferior and actively discriminate against them)

Hint 24

Failed strategies for avoiding racism.

Front 25

Troyna and Williams

Back 25

Identified institutional and individual racism

Hint 25

Institutional racism

Front 26

David

Back 26

Describes the national curriculum as a specifically British curriculum that largely ignores non European languages, literature a music

Front 27

Gilborn

Back 27

Argues that because marketisation gives schools more scope to select pupils, allows negative stereotypes to influence decisions about school admissions.

Hint 27

Marketisation and segregation (institutional racism)

Front 28

What is the myth of cultural deprivation?

Back 28

A theory made by keddie who sees cultural deprivation as a victim blaming situation. She points out that a child cannot be deprived of its own culture and argues that working-class children are simply culturally different as supposed to deprived.

Front 29

What is cultural capital

Back 29

A theory by Bordieu. It is the the knowledge, attitudes, values, language, taste and abilities that the middle-class transmit to their children.

Front 30

State 3 critisms of the labelling theory.

Back 30

1 . deterministic - It assumes that pupils who are labelled have no choice but to fulfil the prophecy and will inevitably fail. (Fuller's study)

2. Marxists argue that the theory ignores the wider structure of power within which labelling takes place.

3. Marxists also argue that labels are not merely a result of teachers' individual prejudices but stem form the fact the teachers work in a system that reproduces class divisions.

Hint 30

Fuller, Marxists

Front 31

What is a habitus?

Back 31

The learned, taken for granted ways of thinking that are shared by a particular social class. It is formed as a response to its position in the class structure.

Front 32

What is symbolic capital?

Back 32

Status or power as a result of being socialised at home into middle class taste and preferences.

Front 33

What is symbolic violence?

Back 33

Denying someone symbolic capital. For instance by defining working-class pupils' style preferences as tasteless and worthless.