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30 Cards in this Set
- Front
- Back
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Durkheim (Func)
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Creation of social solidarity, Teaching specific skills and knowledge needed by the workplace
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Parsons (Func)
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Secondary Socialisation - Passing on norms and values, Particularistic/Individualistic, Ascribed/Achieved
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Davis & Moore (Func)
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Role Allocations - Allocating right people with the right skills to the right jobs
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Robin Usher & Richard Edwards (Po-mo)
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Education to cater to all whatever social class, sexual orientation, ethnicity and gender.
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Sue Sharpe - Socialisation Expectations (Fem)
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(1976) Love & marriage was the main priority for girls. They were more likely to choose traditionally female employment (teachers) declined traditionally male employment (mechanics). (1990) Careers and jobs became number 1 on priority list.
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Dale Spender - Patriarchy (Fem)
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(1982) Recorded own lessons and tried to spend equal time with each genders. In reality 60% spent with males, 40% females. Later research found agreed with study but says boys attention was more negative. She suggests that nature of knowledge taught in schools is patriarchal. Curriculum ignores the contribution of women to the advance of knowledge such as scientific research. Girls cannot succeed in mixed sex schools as they are always discriminated against.
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Lobban (Fem)
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Studied school reading schemes - less female characters than male, both in typically segregated gender roles. 71 heroes and 35 heroines in 225 stories, 6 reading schemes.
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Bowles & Gintis (Marx)
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Correspondence principle (HARF), Hidden Curriculum - Subservient workforce, Jug & Mug principle - Ivan Illich, myth of meritocracy.
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Althusser (Marx)
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Ideological State Apparatus
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Willis (Marx)
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Counter-school culture, Shop-floor culture.
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New Right
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Marketisation of education - 1988 reform act, competition - SATS, Ofsted, League Tables, parental choice, pupil testing.
Schools should have more control over budget and less involvement with LEA (local education authority). Vocationalism - GNVQs & work experience (years 10&11) |
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Ball (Interactionist)
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Cultural capital & parents playing the system. 'Beachside comprehensive' - Teachers happier teaching top set.
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Rosenthal and Jacobson (Interactionist)
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Told teachers random 20% of class were gifted/talented. By the end of the year that 20% had improved more than other 80% as teachers had given them more attention because of being told they were gifted. Self-fulfilling prophecy, Hawthorne effect.
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Hargreaves (Interactionist)
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Teachers go through 3 process when labelling. 1. Speculate 2. Elaborate 3. Stabilise.
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Keddie (Interactionist)
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Teacher explanations - Teachers alter how they teach and what they teach based on labels attached to group. E.g less interactive lessons for lower social class groups.
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Becker (Interactionist)
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Labelling - "all teachers hold a notion of an ideal pupil"
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Smith & Noble
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(1995) - 1. Marketisation - competing schools since 1988 will lead to some skills succeeding and 'creaming' off the middle class 'talented.'
2. Money - allows parents to provide educational toys. 3. Schools pay for trips that parents can't afford. |
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Hyman
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(1967) - 'The values of the lower classes create a self-imposed barrier to learning.'
- (1) low value on education - (2) 'play safe' culture - do not take risks. - (3) low level of 'self-belief' |
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Barry Sugarman
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Working Class
- Fatalistic - Outcomes determined in advance. - Immediate gratification - short term aims and wanting rewards straight away. - Present time orientation - 'Yolo' - not planning future. - Collectivism - Sense of being in a group. Middle Class - Control - over future outcomes. - Deferred gratification - Setting short term aims with long term rewards. - Future orientation - Living for and planning for the future. - Individualist - Independent, sense of being and making choices alone. |
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J W B Douglas
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(1964) - Middle class children were succeeding and choosing to stay on at school - Due to parental interest, pre-school socialisation.
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Feinstein
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(2003) - Conducted National Child Development study - The extent that parents encouraged children.
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Bernstein
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Language in the home - restricted (WC) & elaborate (MC) code.
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Bourdieu
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Cultural deprivation, (Social reproduction, social function of elimination, cultural reproduction) Cultural capital = dominant culture.
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Boudon (Pudding)
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Argues that where you are positioned in the social class structure will affect your life chances and opportunities.
Primary Effects of stratification - Socialisation - subculture/values. Secondary effects of Stratification - Social effects - cost/benefit, rational choice, demotion/promotion, class and pressures. |
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Rist
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Kindergarten - 3 Days - Life mapped out. Tables of children.
1 - better students (nearest) 2 - average students (next) 3 - weakest students (farthest) |
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Hannan
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(2000) - Boys & Girls use leisure time differently. Girls talk and help each other. Boys do physical activities.
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Licht & Dweck
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Girls lack confidence and tend to blame themselves when underachieving. Boys over confident and shrug off failure.
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Mitsos & Browne
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Boys mature at an older age than girls therefore take GCSEs less seriously than girls.
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Coalition Policies
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- End of EMA
- School leaving age raised - Academies/Free Schools - E-bacc - End of modular system in GCSEs & A-Levels. |
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New Labour Policies (1997-2010)
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- GCSEs - modular format. - Girls into science & technology programme - encouraging girls to take male dominated subjects.
- EMA - money to post 16. - Multi-cultural education - making lessons more relevant to wider cultures e.g. Indian cookery in food tech. - Active learning - making lessons more active. - Equal opportunities policies - It is the law to ensure all students treated equally. - Education Action Zone - areas of country with low levels of achievement receiving more money to boost educational provision. |
