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74 Cards in this Set
- Front
- Back
Durkheim |
Key role of education is to teach children moral responsibilities in order to promote social solidarity |
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Parsons |
A bridge between family and wider society. Children are judged by universalistic standards and are not favoured. 1)Secondary socialisation 2)Skills provision 3)Role allocation |
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Davis and Moore |
Inequality in education is good. Education filters people into the best roles for them |
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Blau and Duncan |
Role allocation is good for the economy. By encouraging workers meritocracy, the system gets the best out of their workers |
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Marx |
Education is part of the superstructure, it maintains and reproduces class inequality 1) Reproduces class inequalities 2) Legitimises class inequality by 'false class consciousness' |
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Althusser |
Capitalism controls the w/c 1) repressive state apparatuses 2) ideological state apparatuses
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Bourdieu |
W/C believe that their lack of social mobility is justified. M/C rewarded for their cultural attributes, more likely to succeed. |
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Bowles and Gintis |
'Correspondence theory' Education reinforce the capitalist 'relations of production'. Reproduce an obedient workforce that will accept inequality as inevitable. Education is based on hierarchy |
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Willis |
'Learning to Labour' and 'the lads'. Qualitative research to study the counter school culture. He followed the lads transition from education to work. They saw education as pointless and they recognised the unfair nature of the education and therefore rebelled. |
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Gewirtz |
The education reform act added further to the class divides rather than bridging the gap. The upper class use their cultural capital in order to get their children into the best schools. |
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Ball et al |
M/C parents are able to manipulate the system in their favour. They could use their economic capital to pay for any extra cost that their child could incur by going to that school |
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Leech and Campos |
M/C parents could even use their economic capital to move into the catchment areas of desirable schools |
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MacDonald |
Marxism ignores that education passes down patriarchy |
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McRobbie |
No females in Willis study of 'the lads' |
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Wrong |
Disagrees with functionalism and role allocation. Education is a two way interaction, students do not accept all of secondary socialisation |
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Lyotard |
Marxism is out of date, we no longer follow 'meta narratives'. The workplace has now changed and factories/production lines have decreased. Students are prepared for a variety of different skills for jobs now. Education produces diversity |
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Thompson |
Schools can break free from the 'oppressive uniformity' of the old centralised one fits all mass education system that was employed under the comprehensive system. |
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Smith and Noble |
Barriers to learning. Inability to afford school uniforms, trips and internet access. Poor academic and marginalised. Marketisation of schools led to further inequality |
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Bull |
Barriers to learning are costs of free schooling |
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Tanner et al |
Cost of items such as transport, uniforms, books, computers along with sports and music equipment can become a huge burden on materially deprived families. |
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Flaherty |
Embarrassment or fear of being stigmatised may be the reason why 20% of those eligible to claim free school meals chose not to |
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Ridge |
She found that children did feel a stigma attached to being poor and getting free school meals. She also found that these children were more likely to work from an early age |
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Reay et al |
W/C students more likely to apply to their local university rather than the best universities due to the significant cost of moving away from home |
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Callander and Jackson |
Conducted quantitative research found that work W/C students were more 'debt averse' than M/C students |
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Robinson |
Tackling child poverty would be the most effective way of improving educational achievement among the poorest in society |
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McKnight et al |
Class inequalities have increase in higher education under the New Labour Government |
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Gilborn and Mirza |
Social class is still the most influential factor with regards to educational achievement |
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Lawson and Garrod |
Ethnic groups are 'people who share common history, customs and identity as well as in most cases language and region |
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DfES |
Found that Chinese children tend to be the highest achievers at GCSE level. Indian children came second. The majority of Chinese and Indian children in the UK are middle class |
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Hastings |
Predicts that ethnic minorities are improving at such a vast rate, the white majority will soon become the lowest achieving ethnic group in education |
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Flaherty |
Bangladeshi, Pakistani and Black African groups most likely to be materially deprived. |
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Strand |
58.5% of the Bangladeshi population are entitled to free school meals, 41% of Black Africans, 12.8% of the white |
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Sutton Trust |
Found that 80% of ethnic minorities wanted to go to university compared to 68% of the White majority |
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Douglas |
W/C children suffer from cultural deprivation due to their parents not taking an active role in their child's education. This could include not reading to them, stimulating their minds through education play or even not turning up to parents evening |
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Blackstone and Mortimore |
However, disagree, W/C parents are just as interested but may miss parent's evening because they are working shifts or feel intimated by the M/C atmosphere of it |
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Bereiter and Englemann |
W/C face a language barrier. The language used was deficient |
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Feinstein |
The attitude and values of W/C parents were even more significant in their child's underachievement than any financial hardship |
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Hymann |
W/C parents disinterest in their child's education, reflect a subcultural value that underpin W/C culture. Hyman calls this a 'self-imposed barrier' |
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Sugarman |
W/C subculture has 4 key elements 1) Fatalism 2) Collectivism 3) Immediate gratification 4) Present time orientation |
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Smithers |
W/C are fatalistic but the are just being realistic. Realise they can't afford to go to university so why bother |
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Keddle |
Cultural deprivation is a myth. It is endorsed by ethnocentric theories. Neither M/C nor W/C are superior but they are different. W/C children fail because the education system is so dominated by M/C values |
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Labov |
African Caribbean students in New York used 'street language'. Teachers should start to use street language to help students. The education system is ethnocentric |
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The Swan Report |
A difference in language was not a major factor in underachievement |
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Phoenix |
57% of the African Caribbean community live in single parent families, this can be explained by the limited employment opportunities for African Caribbean males in the UK |
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Moynihan |
Cultural deprivation for children, fail at school, end up as single parents at an early age and then raise children who are culturally deprived |
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Driver |
However, African Caribbean girls, brought up in single parent family, positive influence. Matriarchal family structure, shows a positive female role model who embodies independence, wisdom and maturity |
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Lupton |
Ethnic minorities parents have a far more positive outlook on education compared to the white majority as they see it as a fantastic opportunity for their child to succeed in the UK |
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Sullivan |
Quantitative study, found that those who read more complex fiction and watched serious TV documentaries scored higher in test to gauge cultural capital. |
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Leach and Campos |
M/C parents have educational capital as they would choose housing in the catchment areas of successful schools |
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Bourdieu |
M/C have the cultural, economic and educational capital to succeed in the education system |
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Gillborn and Mirza |
Social class is still the most important factor, 2x the impact of ethnicity and 5x more than gender |
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Ball |
Different cultural interpretations of uniforms could lead to stigmatisation from both teachers and other pupils, which could also lead to underachievement |
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Ball et al |
Parents are prepared to pay 20% more in order to move to a house with a catchment area of a successful school |
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Power et al |
M/C parents want their children to socialise with other members of the M/C. This is why the school is so important |
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Rex |
Racism worsens the problems of poverty faced by ethnic minorities and often leads to them being allocated the worst housing provided by social services |
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Noon |
Sent multiple enquiries for future job vacancies at some of the top UK companies signed by the fictitious candidates called Evans and Patel. |
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Lord Macpherson |
Criticised the way in which the police handled the death of Stephen Lawrence. |
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Holdaway |
There was a 'canteen culture' within the police force. Police offers are 7x more likely to stop and search a Black male than any other social group |
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Rist |
Labelling based on home environment. In study, teacher separated children into groups. W/C=clowns M/C=tigers |
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Keddie |
Knowledge can be differentiated into lower an higher status. Lower and higher groups |
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Gillborn and Youdell |
M/C generally judged by teachers to have more ability and therefore put in higher sets |
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Gillborn and Youdell |
They refer to the Racialised expectations that teachers have on students which can lead to their placement within the educational triage often to be left in the hopeless cases category |
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Jasper |
White female teachers fear African Caribbean boys and therefore ignore them in class, whilst placing low expectations of their academic achievement
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O'Donnell |
African Caribbean males understandably react angrily to this treatment and often grow to reject the education system. Indian boys also suffer with teacher racism, however they are more likely to ignore this and vent their frustration in a more constructive manner through success |
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Wright |
Teachers had ethnocentric views. She found that the teachers assumed Asian students had a poor grasp of English, disapproved of Asian Customs, regularly mispronounced students names without making an effort to correct themselves. |
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Rosenthal and Jacobson |
Told school they created a test to identify who was more intelligent. Students sat the test. At random they identified 20% of pupils as intelligent pupils. They returned a year later and found that 47% of those identified as 'intelligent' pupils had improved dramatically |
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Hargreaves |
Found that in the tripartite system, boys in the lower set were 'triple failures' in that they had failed their 11+ placed in the bottom sets and labelled as failures by their teachers |
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Ball et al |
Effects of streaming on working class children is 'social barbarianism' |
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Sharpe |
Conducted a study in the 1970's that she repeated in the 1990's. In the 1970's the girls wanted 'love, marriage and children' whereas in the 1990's the girls desired financial independence and a career |
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Francis and Skelton |
Women now choose a career that is based on their own identities rather than just a stop gap before they get married |
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Wilkinson |
Would summarise these comments with her concept of the gender quake which illustrates the ground breaking shift in attitudes of young women in society and how that has changed our view of gender differences in society |
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Hannan |
Girls are achieving better in education because they spend their leisure time more effectively by socialising and interacting more with their peers and family. Whereas, boys spend their spare time actively playing sports which limits their academic progress |
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Book marketing ltd |
Girls are far more likely to read for pleasure in their spare time which vastly improves their academic abilities |
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Kirby |
Boys spend too much time playing video games rather than interacting with others. This is stunting their interaction skills which is potentially the reason why girls are doing so much better in the current system |