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72 Cards in this Set
- Front
- Back
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Internal factors |
The factors within school and education system |
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External factors |
Factors outside of the education system, e.g influence of home and family. |
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Cultural deprivation |
The lack of equipment needed to do well in school. 3 main aspects: Intellectual development Language Attitudes and values |
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Intellectual development |
The restricted code The elaborated code |
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Attitudes and values |
Fatalism: 'whatever will be, will be' Collectivism: valued being part of a group than succeeding as an individual. Immediate gratification: seeking pleasure now rather than making sacrifices in order to get rewards in the future. Present time orientation: seeing the present as more important than the future. |
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Compensatory education |
A policy designed to tackle the problem of cultural deprivation by providing resources to schools and communities |
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Myth of cultural deprivation |
Nell keddie: -Describes it as a myth -She dismisses the idea that school can be blamed on a culturally deprived background. -Argues working class children are culturally different not deprived.
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Similar people to keddie |
Troyna and Williams argue that the problem isn't the child's language but the schools attitude towards it |
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Material deprivation |
Many sociologists see this as the main reason to the cause of class under achievement. The term material deprivation refers to poverty and a lack of material necessities such as adequate housing and incomes. |
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Stats for material dep. |
2006 only 33% children received fee school meals gained 5 or more GCSEs at a*-c, as against 61% of pupils not receiving free meals. 90% of failing schools are placed in deprived areas |
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According to Flaherty |
Money problems were a significant factor in younger child's attendance at school. |
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Marilyn Howard |
Notes that people from poorer homes have lower intakes of energy, vitamins and minerals |
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Financial support and the costs of education |
Lack of financial support means children from poor families have to do without the correct equipment that would help their education. David bull refers to this as the costs of free schooling |
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Bourdieu 3 types of capital |
Culture capital: bourdieu uses this term to refer to the knowledge, attitudes, values, language, tastes and abilities of the middle class. He sees the middles class as a type of capital. Educational and economic: argue educational economic and cultural cap. can be converted into one another. E.g middle class children with culture capital are better equipped too meet demands of the school. Similarly, wealthier parents can convert their economic cap. into education capital by sending their children to private schools.
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Contrasting views |
Alice Sullivan: Used questionnaires to conduct a survey of 465 pupils in one school to asses their culture capital. Found that those who read complex fiction and watched serious TV documentaries had a wider vocabulary and greater culture knowledge. However these pupils tended to be middle class. |
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Gerwitz: marketisation and parental choice |
Has greater parental choice of the school benefited one social class more than the other? Gerwitz examines this question in a study of class differences in parental choice of secondary school. Her study of 14 London school is based on interviews with teachers and parents. She found that differences in economic and culture capital lead to class differences in how far parents can exercise choice in secondary schools. |
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She identified 3 types of parents |
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Privileged skilled choosers |
-mainly middle class parents who used their capitals to gain educational cap. for their children. -they knew how the school system worked and how to approach schools. -they understood the importance of schools -they saw choosing the correct school as part of the process of planning the child's future. - economic capital also meant they could afford to move their children around the education system. |
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Disconnected local choosers |
-working class parents whose choices were restricted by capitals -found it difficult to understand school procedures -less aware of options open to them -didn't focus on league tables and long term ambition, instead focused on quality of school facilities and safety. |
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Semi skilled choosers |
-were also mainly working class -unlike dlc they were ambitious for their children. -they lacked capitals as well as dlc - had to rely on other people's opinions on schools because of this -often frustrated as they couldn't get their children into the schools they wanted. |
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Gerwitz |
Concluded that middle class families with culture and economic capital are better placed to take adv. of the the available opportunities for a good education. |
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Geoff whitty |
Notes marketisation has not led to more opportunities for working class children. Instead it allowed the middle class to use their wealth and knowledge more effectively |
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Labelling |
To label someone is to attach a meaning or definition to them. |
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Labelling in secondary schools |
Howard Becker carried out an interactionist study of labelling. - based. On interviews with 60 Chicago high school teachers -he found they judged pupils according to how closely they fired the ideal pupil -the teachers saw children from middle class background s as the closest to the ideal and lower working class children as the furthest away. |
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Self fulfilling prophecy |
This is a prediction that comes true simply by virtue of it having being made.
Step1: teacher labels Step 2: teacher treats accordingly. Step 3: student internalises the teachers explanation. |
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Streaming and the sfp |
Streaming involves separating children into different ability groups or classes. Once streamed it's is usually difficult to move up to a higher stream; children are more or less locked into their teachers low expectations by under achieving This creates a sfp |
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Pupil subcultures |
Is a group of pupils who share similar values and behaviour patterns. Pupils sub culture soften emerge due to labelling. |
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Colin Lacey's concepts of differentiation and polarisation |
Differentiation: the process of teachers categorising pupils according to how they still perceive their ability, attitude and behaviour. Polarisation: is the process of which pupils respond to streaming by moving toward one of the two opposite poles or extremes |
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Pro school subculture |
Pupils placed in high streams ( who are largely middle class) tend to remain committed to values of the school. They gain status through academic success. |
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The anti school subculture |
Lacey found out that those places in low streams( who tend to be working class) suffer a loss of self esteem: the school has undermined their self worth by placing them in a position if inferior status. |
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The variety of pupil responses |
Ingratiation: being a teachers pet Ritualism: going through the motions and staying out of trouble Retreatism: daydreaming and mucking about Rebellion: outright rejection of everything the school stands for |
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The variety of pupil responses |
Ingratiation: being a teachers pet Ritualism: going through the motions and staying out of trouble Retreatism: daydreaming and mucking about Rebellion: outright rejection of everything the school stands for |
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Criticisms of labelling theory |
Marxists believe labelling theory ignores the wider structures of power surging which labelling takes place, they argue that labels are not merely the result of teachers' prejudices, but stems from the fact that teachers work in a system that reproduces class divisions |
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The variety of pupil responses |
Ingratiation: being a teachers pet Ritualism: going through the motions and staying out of trouble Retreatism: daydreaming and mucking about Rebellion: outright rejection of everything the school stands for |
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Asian families |
Driver and Ballard argue that Asian families structure bring educational benefits. Asian parents have better attitudes towards education and higher aspiration for their children. Some sociologists see Asian families as an obstacle to success despite the high levels of achievement of some Asian minorities. Verity Kahn describe Asian families as stress ridden, bound by tradition and with a controlling attitude towards children, especially girls |
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White working class families |
White working class pupils under achieve and have lower aspirations. A survey found that 80% of 11-16 year old ethnic minority pupils a paired to go to uni, as against 68% of white pupils. This Lower level of aspiration and achievement may be down to the lack of parental support. Lupton found that teachers reported poorer levels of behaviour and discipline in white working class schools, teachers blamed this on low levels on parental support. |
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Criticisms of labelling theory |
Marxists believe labelling theory ignores the wider structures of power surging which labelling takes place, they argue that labels are not merely the result of teachers' prejudices, but stems from the fact that teachers work in a system that reproduces class divisions |
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Marketisation and section polices |
Schools operate within a wider education system, whose polices directly affect these micro level of processes to produce class differences. These include: A funding formula: that gives a school the same amount of funds for each pupil
Exam league tables: ranking each school according to its exam performance
Competition: among schools to attract pupils |
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The a-c economy and education triage |
These changes explain why school are under pressure to stream and select pupils, e.g schools need to achieve a good league table position if they are to attract pupils and funding. -Gilborn and youdell call this the a -c economy. -this is a system where the school focus' on the students who have the potential to get 5 grade Cs at GCSE and so boost the schools league table position. -gilborn and youdell call this process educational triage -triage means sorting - the author argue the a-c economy produces the educational triage - schools categorise pupils into 'those who will pass anyway' 'Hopeless cases' and 'those with potential'. - working class are normally given the hopeless case label and ignored |
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Competition and selection |
Marketisation also explains why schools are under pressure to select mor able, largely middle class students who will help the school gain higher league table status. Those schools better placed will attract middle class students. This will increase schools scores and achievement. Increased popularity will give the school a wider population to select students from. This causes unpopular schools to take working class children which means their results get worse and become less popular.
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Social class segregation between schools |
Will Bartlett argues marketisation leads to popular schools: -cream skimming: selecting higher ability pupils -silt shifting: off loading pupils with learning difficulties who are more expense to teach and get poor results. |
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External factors and ethnic differences in achievement |
-cultural dep -material dep and class -racism in wider society |
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Cultural dep Intellectual and linguistic skills |
Intellectual and linguistic skills: -sociologists see the lack of this as a major cause of under achievement for many minority children. - they argue low income black families lack intellectual simulation form enriching experiences - this leaves them poorly equipped for school
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Attitudes and values |
Cultural dep theorists see lack of motivation as a manor cause of the failure of many black children. |
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Family structure and parental support |
Culture dep theorists argue that this failure to socialise children adequately is the result of the dysfunctional family structure. For example Moynihan argues that because many black families are headed by a lone mother their golden are deprived of adequate care because she has to struggle financially in the absence of a male breadwinner. The lack of the father also means no male role model. Charles Murray argues that a high rate of lone parenthood and a lack of positive male role models lead to under achievement in some minorities. Pryce also sees the family structure as contributing to the under achievement of black Caribbean pupils in Britain. |
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Compensatory education |
The main policy that has been adopted to tackle cultural dep. |
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Criticisms of cultural dep |
Geoffrey driver sees culture dep theory as ignoring positive effects of ethnicity on achievement. Lawrence challengers pryces view that black pupils fail because their culture is weak and they lack self esteem. Keddie sees culture dep as a victim blaming explanation. She's argues that ethnic minor ties fail because schools are ethnocentric and that children are not culturally deprived but culturally different |
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Material dep and class |
Ethnic minorities are more likely to face material dep problems. According to Flaherty: -Pakistanis and bangladeshis are 3x more likely to be in the poorer 5th of the population than whites - unemployment is 3x higher for African and Bangladeshi people than whites -15% of ethnic minority households live in over crowded conditions. -Pakistanis are twice as likely to be in unskilled or semi skilled jobs than whites -Bangladeshi and Pakistani women are more likely to be enhanced in low paid homeworking. |
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Racism in wider society |
David mason says 'discrimination is a continuing and persistent feature of the experience of britains citizens of minority ethnic origin' |
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Internal factors and ethnic differences in achievement |
Labelling and teacher racism Pupil responses and subcultures The ethnocentric curriculum Institutional racism Selection and segregation |
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Labelling and teacher racism |
Black pupils: A good illustration of the impact on black pupils come from Gilborn and youdell. They found that teachers were quicker to discipline black pupils than others for the same behaviour. |
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Selection and segregation |
David gilborn argues that marketisation has given schools greater scope to select pupils and this puts some ethnic minority we pupils at a disadvantage |
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Gender differences in the curriculum |
Gender gap: The difference between boys and girls in education |
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External factors and gender differences in achievement |
The impact of Feminism Changes in family Changes in women's employment Girls changing perceptions and ambitions |
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Impact of feminism |
Although feminist argue that we have not yet achieved full equality, the movement has considerable success in improving women's rights and opportunities through changes in the law |
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Changes in the family |
Increase in divorce rate Increase in cohabitation Decrease in number of 1st marriages An increase in the number of lone parent families Smaller families |
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Internal factors |
Equal opportunities policy's Positive role models in school GCSE and coursework Teacher attention and class work interaction Challenging stereotypes in the curriculum Selection and league tables |
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Func. Perspective of education |
Durkheim solidarity and skills: Two main functions of education: -creating social solidarity -teaching specialist skills
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Social solidarity |
Durkheim argues that society needs a sense of solidarity; that's, its individual members must feel themselves to be part of a single body or community.
Education system helps create social solidarity by transmitting society's culture, it's shared beliefs and values to one generation to the next
Schools also acts as a mini society preparing you for life in wider society |
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Specialist skills |
Modern industrial economies have complex division division of labour, where the production of even a single item usually involves the cooperation of many other specialists. This promotes social solidarity but for it to work each person must possess a skill |
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Parsons: meritocracy |
Parsons sees the school as the focal socialising agency in modern society acting as bridge between the family and wider society. |
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Asian pupils |
Cecile wrights study of a multi ethnic primary school shows that Asian pupils can also be victims of teachers labelling. |
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Role allocation |
Parsons argues that schools also perform a second function: that selecting and allocation pupils to their future work roles. |
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New right |
Similar to functionalists: Believe some people are more talented than others. They broadly favour an education system run on meritocratic principles of open competition. They believe education should socialise pupils into shared values. |
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Pupil responses and subcultures |
Fuller and Mac an ghaill: rejecting negative labels: - Fullers study of black girls in year 11. -describes how the girls instead of accepting labels, they channeled their anger about being labelled into educational achievement. |
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Mirza: failed strategies for avoiding racism |
Black girls in this study failed to achieve their ambitions because their coping strategies restricted their opportunities and resulted in under achievement. |
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Sewell: the variety of boys' responses |
The rebels: The most visible and influential group. Small minority of black people Often excluded from school |
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The conformists |
Largest group. Boys were keen to succeed Accepted schools norms and values. |
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The retreatists |
Tiny minority of isolated individuals who were disconnected from both school and black subcultures |
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The innovators |
Second largest group They were pro education but anti school like Fullers girls |
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The ethnocentric curriculum |
Dear vibes an attitude or policy that gives priority to the culture and view point of one particular ethnic group while disregarding others |
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Institutional racism |
Troyna and Williams argue that explanations of ethnic differences in achievement need to go beyond simply examining individual teacher racism. Individual racism: that results from the prejudiced views of individuals. Institutional racism: discrimination that is built into the way institutions such as schools and colleges operate. |
