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46 Cards in this Set
- Front
- Back
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Bowles and Gintis-Marxist view on education |
“long shadow of work” |
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bordieu |
cultural capital-middle class children do better |
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althusser |
education acts as an ideological state apparatus to transmit capitalist ideology |
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Durkheim-functionalist view on education |
society in minature-prepares children for adult life |
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Becker |
“ideal pupil” |
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Rosanthal and Jacobson |
self fulfilling prophecy-researched california elementary school-gave test and randomly told 20% were ‘bloomers’, came back later and those had improved |
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Rist |
Children in an American kindergarten were labelled based on appearance and background: “tigers” were the best and cardinals and clowns were the worst |
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Fuller |
Researched black girls in London, negative labels but they were determined to prove the labels wrong, so academically succeeded |
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Hallam et al |
Setting an streaming-polarisation, once streamed it is hard to get out, develops anti school subcultures |
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Lacey |
Researched boys grammar school and found pro and anti school subcultures-EVAL WITH WOODS |
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Woods |
Argued against Lacey and said there was more subcultures… ingratiation, ritualism, retreatism, rebellion |
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Furlong |
students can actually switch between subcultures between classes, lessons and teachers |
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Material Deprivation |
-money -housing -diet and health |
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Tanner Et Al |
MONEY-poorer children make do with hand me downs and cheaper equipment- bullying, anti school subcultures, bad labels |
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housing |
mould, noise, room, cleanliness |
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Lahey and Rosen |
malnourishment in children leads to delays in vision and fine motor skills |
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Howard (health) |
young people from poor homes will have lower intakes of vitamins and minerals making them ill often=absences |
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Wilkinson |
lower the social class, higher the rate of anxiety etc |
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Cultural Deprivation |
-language -intellectual development -attitudes and values |
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Bernstein |
language codes… elaborated and restricted |
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intellectual development |
choice of toys, reading, experiences outside of the home |
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sugarman |
working class values |
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GENDER DIFFERENCES. |
- |
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Impact of feminism |
Women’s self esteem raised, more likely to work harder, schools emphasis on equality l,! |
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Socialisation |
parents likely to spend less time reading to boys, girls mature earlier, |
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Changes in employment |
1970 Equal pay act and 5 years later the sex discrimination act led to more women entering employment, many women are now role models |
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Mac and Ghaill |
Decline in traditional men’s jobs “crisis of masculinity” boys give up as they are more limited |
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changes to the family |
divorce reform act 1969 |
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GENDER INTERAL FACTORS |
subject choice pupil subcultures feminisation of education teacher pupil interactions |
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subject choice |
-subcultures -socialisation |
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Francis |
Girls support each other and ask for help, positive subculture |
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Sewell |
argues schools no longer but ite masculine traits, coursework, lots of female teachers |
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Swann |
boys are more boistoreos and attract attention more than girls |
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Ethnicity-External Factors |
material deprivation language parental support and family life |
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Ethnicity-External Factors |
material deprivation language parental support and family life |
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material deprivation |
2/5ths of EMG are in poverty, 50% pakistani in poverty |
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Gillbourn and Mirza |
ethnic inequalities still exist amongst students of the same class |
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Gillbourn and Mirza |
ethnic inequalities still exist amongst students of the same class |
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Lupton |
white working class families have negative attitudes to education |
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Gillbourn and Mirza |
ethnic inequalities still exist amongst students of the same class |
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Lupton |
white working class families have negative attitudes to education |
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archer and francis |
British Chinese pupils placed a high value on education |
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Gillbourn and Mirza |
ethnic inequalities still exist amongst students of the same class |
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Lupton |
white working class families have negative attitudes to education |
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archer and francis |
British Chinese pupils placed a high value on education |
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Basit |
Indian and pakistani families saw education as a blessing |
