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26 Cards in this Set
- Front
- Back
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Why were functionalists concerned with the way the education system meets society? |
They believe schools act as AGENTS through socialisation. DURKHEIM argued the role of education was to achieve social solidarity. PARSONS believes in secondary socialisation which is the education system teaching the value of achievement & meritocracy >> equality in system. |
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What is the Butler Act? |
Free and compulsory secondary education for all in 1944. This introduced the tripartite system>>>grammar schools, secondary modern schools, technical schools>>uses the 11+ exam. This removed inequality in access to secondary education. |
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When did the tripartite system get abolished? |
In the 1970s. Replaced with comprehensive schools. |
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What came from the Education Reform Act? |
League tables were created>> comparing schools (part of marketisation). National curriculum introduced>> regular ofsted inspections in schools. |
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What effects have feminist sociologists' research had in girls' education and opportunities? |
More equal opportunities in schools offered which meant girls could fulfil their full potential. Schools began monitoring teaching and material to meet the needs of girls better than before>>encouragement to take male dominated subjects. Campaigns have aimed to motivate girls to pursue careers in subjects like maths, science etc. |
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How are girls better adapted to school than boys? |
Girls are more motivated, work harder in their work like how it's presented. Girls care more about their teachers opinions so that they can then improve. Girls prefer reading >>> considered as a feminine activity. |
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Sharpe's studies' differences for "girls priorities in life" in 1976 and 1994. |
1976- girls priorities were marriage, love, children then jobs and careers. 19945-girls priorities changed to jobs and careers coming first. |
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Francis (2000) observation? |
Was of 12 classes aged 14-16 and interviews with students from 3 London secondary schools in 1998-1999. The interviews confirmed Sharpe's findings>>many girls were ambitious and wanted higher up jobs (doctors) rather than traditional female jobs. |
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Forde et al (2000) study- |
Peer-group pressure encourages boys to keep a "dominant masculine" identity. >>seen at school which effects boys academic success. |
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Epstein (1998) study- |
Found that working-class boys risked bullying if they worked hard at school >> could explain why boys lack the persistence required for exam success. |
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What does Mac an Ghaill (1994) study suggest?- |
Suggests the decrease in traditional male working-class jobs is also a factor explaining why a lot of boys are underachieving in education. >>shows some boys don't see the point in getting qualifications when the jobs can be taken by girls now anyway. |
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What did Barber's (1996) research show? |
That more boys than girls think they are able or very able, and fewer boys than girls think they're under achieving (below average). >> however, exam results reverse these perceptions. >>some girls naturally work harder because they believe they have to whereas some boys believe they can already do everything. |
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Oak hill & Petrides (2007) study- |
They found that a boys amount of interest in what they read effects their understanding of the text and therefore their motivation and attitude towards the subject can be effected badly. >>girls understanding does not change as it's not influenced by their attitude or interest in the text. >>>therefore, this research found that girls are much better than boys in understanding and comprehending reading in those subjects. |
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How does leisure time affect educational achievement? |
Girls more likely to spend leisure time reading or talking to one another which helps them in education as they are more likely to want to read in a subject and share/discuss opinions and facts. Boys spend their time doing active things like sports which doesn't have any link to any subject except physical education. |
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Racism/discrimination in wider society. |
Noon (2007) said racism in the workplace feeds down into ethnic minorities having lower aspirations and more negative attitudes towards education. |
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Material deprivation? |
Black Caribbean, Bangladeshi and Pakistani students more likely to be from families with lower socio-economic status. >in contrast, Indian and Chinese students are more likely to come from more prosperous backgrounds. |
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Family life : cultural deprivation- |
Indian and Chinese families place greater value on education then white working class families. |
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Family structure- |
Higher incidence of lone parenthood in black Caribbean communities. |
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In school factors - institutional racism: |
> Wright (1992) said that Asian girls got less attention from teachers and African-Caribbean boys were more likely to be sent out of class. > Gilborn (2002) argues that schools are institutionally racist, where black pupils are relegated to low-ability groups. |
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Institutional racism definition? |
Where certain ethnic groups are disadvantaged within organisations. This is not due to the attitudes of individuals but the systems, cultures and policies/structures of the institutions themselves. E.g. A school which fails to deal with complaints of racist bullying. |
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What is in the ethnocentric school curriculum? |
>subjects taught >activities >hidden curriculum |
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Determinism? |
People's behaviour is mounded by their social surroundings and they have little control over how they behave. |
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Speculation? |
The stage of labelling where the teacher guesses about the types of pupils they are dealing with. |
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Streaming/banding? |
A system of dividing students into groups based on ability for most or all subjects. |
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Setting? |
A system of dividing students into groups based on ability for particular subjects. |
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Subculture? |
A smaller culture held by a group of people within the main culture of society, with many aspects in common. |
