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36 Cards in this Set

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What was the tripartite system?

Tripartite system 1944 Education Act1. Free secondary education (state maintained).2. Selective - 11+.3, Three types of school:
Grammar schools - for those that passed the 11+. Students would have received an academic education.Secondary modern schools - for those that failed the 11+. Students would have received a practical education.Technical schools - for those failed the 11+. Focus on art and science (not many technical schools were actually created).4. Parity of esteem - each school was meant to be of equal status & quality.

What are the arguments for the tripartite system?

Working class children benefited from free secondary education. Opportunities for upward social mobility were therefore created.The system was of benefit to pupils and teachers. Students were allocated to a school which was appropriate for their talents and abilities. For example, the most able would have done O-levels at a grammar school. Grammar schools were and still are seen as centres of excellence. Grammar schools achieve excellent exam results. Many of the top 100 state schools in the country are grammar schools.

What are the arguments against the tripartite system?

It can be argued that 11 was too early to determine a child’s future. The system led to wasted talent because it did not allow for late developers.The nature of the 11+ favoured middle class students. This was because the tests were written in a style of language which made them hard for working class children to understand.The 11+ created stigma or shame. Those that failed the test were often seen to be intellectually ‘inferior’ to those that passed the test.Research evidence has shown that 1 in 4 students were sent to the wrong school. The system was also unfair because females had to obtain higher 11+ scores than males.The tripartite system was very divisive and reproduced the class structure. This was because middle class students mainly went to grammar schools and working class students mainly went to secondary modern schools.There was no parity of esteem. Grammar schools were seen by most teachers, employers and parents to offer a superior education to secondary modern schools. They were also better funded.The system served to legitimise (make seem acceptable) social inequality by creating the belief that the education system and society was meritocratic.

What is the conclusion of the tripartite system?

Although grammar schools create social divisions, postmodernists believe they do provide vital choice in the education system. .

When was free compulsory education


introduced?

Free compulsory education was introduced in 1880 (This was elementary education up to the age of 10)

What is a private school?

Private schools (public/ independent, fee paying)1. Fee paying.

2. Selective.


3. 7% of children attend

What are the arguments for private schools?

The New Right argue in favour of private schools for the following reasons.They are not restricted by government educational policy (e.g. the National Curriculum and SATS). Therefore private schools have the freedom and choice to offer subjects which are generally not taught in state schools, such as Latin. They provide parents with greater freedom of choice. The existence of private schools means that parents do not have to send their children to state schools.Private schools consistently appear at the top of the ‘exam league tables’ (e.g. St Paul’s Girl’s School London). This is partly because they select the most able students, partly because there exists a strong work ethic, and partly because of small teaching groups and excellent resources.

What are the arguments against private schools?

Marxists are critical of private schools. They put forward the following arguments against them.Fee paying schools split society into two. This is because the very expensive fees prevent the majority from attending (fees at Eton are £24000 per year!) Thus the existence of private schools divides society into those who can afford to benefit from private education and those who can’t.Whilst private schools exist, comprehensive schools will never be truly comprehensive. This is because comprehensive schools do not have many students from upper-middle class backgrounds.Private schools serve to re-create the class structure. This is because most of the top jobs in society (e.g. in the judiciary and senior civil service) go to those who have attended exclusive schools such as Eton and Harrow and subsequently Oxbridge. This is known as the ‘old school tie’ network.

What is the conclusion of the private school


system?

Although private schools create social divisions, postmodernists believe they do provide vital choice in the education system. Furthermore successful private schools now act as Beacon schools for state schools.

What are comprehensive schools?

Comprehensive schools (1965)1. Free (state maintained).2. Non-selective.3. Mixed abilities and social backgrounds.Aimed to overcome the class divide of the tripartite system and make education more meritocratic However, it was left to the LEA (local education authority) to decide whether to go comprehensive and not all did so. The majority of secondary schools in England are Comprehensive schools.

What are the arguments for comprehensive school?

Functionalists argue in favour of comprehensive schools they believe that the nature of comprehensive schools means they fulfil essential functions such as encouraging social integration and the meritocratic selection of students into future work roles.They breakdown social barriers. This is because they take students from a range of social class backgrounds. They also take students of all abilities and many have a healthy mix of ethnic minority students. In this way students learn to interact with people from a wide range of social backgrounds.They prevent wasted talent. This is because comprehensive schools do not select students at an early age. Comprehensive schools allow students to develop at their own pace through mixed ability teaching. Moon (1990) discovered that mixed ability teaching improved the educational performance of low ability students without affecting the high ability students.They offer more equality of educational opportunity than the tripartite system. Unlike the tripartite system all students attend the same school and therefore broadly receive the same educational experience. For example, in terms of quality of teachers, facilities etc.

What are the arguments against comprehensive schools?

Marxists argue that comprehensives are not meritocratic. Rather they produce class inequality from one generation through to the next through the continuation of the practice of streaming and labelling.The commitment to mixed ability teaching can have negative consequences. Some sociologists argue that brighter students are held back by the less able. It has also been suggested that lower ability students find the work too difficult to cope with. Ford (1969) found that in reality there was little social mixing between classes because of streamingComprehensive schools tend to obtain worse exam results than grammar and private schools. For example, ‘league tables’ show that few comprehensive schools appear in the top 100 schools in the country.Comprehensive schools may appear to offer equal chances to all. This ‘myth of meritocracy’ legitimates class inequality by making unequal achievement seem air and just, because failure looks like the fault of the individual rather than the system. The most successful comprehensive schools are in areas where house prices are expensive and so therefore favours the middle class.

What is the conclusion of comprehensive schools?

Although comprehensive schools create social equality, postmodernists believe they restrict choice in the education system. However the government is now committed to a post-comprehensive era where choice is offered within the comprehensive sector e.g. academies and free schools.

What is the timeline for education laws?

1880- Free compulsory schooling, up to the age of 10Pre 1944 - Only free access to education up to age of 14 (similar to today’s basic primary education). Secondary education involved paying fees.1944 Education Act - Tripartite system1965 Comprehensive schools1988 Education Reform Act - Marketisation1997 New Labour

What was the 1988 education reform act?

1988 Education reform Act Was introduced by the Conservative government with a central theme being marketisation (the process of opening up schools to the free market by creating competition between schools)Business sponsorship of schools Open enrolmentFormula funding (Schools receive the same amount of funding for each pupilSchools being allowed to opt of LEA control Ofsted inspections Exam league tables

How does material deprivation affect


educational achievement?

Material deprivation - lacking basic necessities due to poverty.It is suggested that working class households have lower incomes than middle class households and are therefore more likely to experience material deprivation. For example, Douglas (1964) found that a lack of educational resources (e.g. books) poor diet and ‘unsatisfactory’ housing conditions lowered school performance amongst the working class.Recent evidence shows that working class students are less likely to apply to university as they are more likely to be debt averse, seeing more costs than benefits of going to university (Callender and Jackson 2005) Working class students are also more likely to drop out of university because of issues such as debt. The national audit office (2002) found that working class students spent twice as much time in paid work to reduce their debt as middle class parents)

How does cultural deprivation affect educational achievement?

Douglas (1964) argued that the working class home was somehow ‘deficient’ as it often encouraged immediate gratification (seeking pleasure now rather than working hard to gain rewards later). In contrast to deferred gratification favoured by the middle class. Douglas found working class parents placed less value on education, and were less ambitious and encouraging of their children’s education than middle class parents. For example, they were less likely to attend parents’ evenings and to stimulate intellectual development by reading to their children. As well as immediate gratification, Barry Sugarman (1970) suggests that other values related to the working class lead to lower educational achievement than the middle class. For example, fatalism (believing in fate and that nothing can be done to change your status) and present-time orientation (believing that the future is not as important as the present, therefore making no plans for the future).

How does streaming affect educational


achievement?

Streaming Hargreaves (1967) Found that streaming is meant to be based on ability (Meritocracy) but is in fact linked to social class. He found that working class students tend to be placed in ‘bottom’ sets and middle class students in ‘top’ sets. He discovered that working class students go on to develop anti-school subcultures as a response to being labelled a ‘failure’ by the school. A high value is then placed on truancy, lateness, bad behaviour as this offers opportunities to gain status. He found that many middle class students develop pro-school cultures, which place a value on hard work and getting to lessons on time.Stephen Ball (1981) looked at the effect abolishing streaming had on pupils in a comprehensive school. He found that when streaming was taken away, the likelihood that pupils became part of anti-school subcultures declined. However, labelling by teachers did seem to continue – which was reflected in better exam results for those who were positively labelled, thus suggesting the self-fulfilling prophecy continued to occur.

How do teachers expectations effect educational achievement?

Teacher expectations/attitudes (Labelling)It is suggest that some teachers label students based on stereotypical assumptions of their class backgrounds (e.g. appearance). Working class students are more likely to be labelled as disruptive, lacking motivation and of lower ability than middle class students. They were then more likely to be placed in lower sets and examination tiers. Dunne and Gazeley (2008) Schools persistently produce working class underachievement because of labels and assumptions of teachers.Becker (1971) found that pupils are judged on how closely they fit the image of the ‘ideal pupil’. Teachers saw pupils from middle class backgrounds as closest to this idea.Hempel- Jorgensen (2009) found that notions of the ideal pupil vary according to the social class makeup of the school.Interactionists argue that a self-fulfilling prophecy then takes place i.e. the teacher labels a pupil, treats the pupil according to their label and then finally the pupil lives up to this label. This expectation becomes a part of the child’s self-concept. Rosenthal and Jacobson (1968) found evidence to support this.

How does educational triage affect educational achievement?

Educational Triage and MarketisationMarketisation means that schools are under pressure to stream and select pupils (i.e. due to competition and exam league tables).Therefore, Gillborn & Youdell argue that schools categorise pupils into ‘those who will pass anyway’, ‘those with potential’ and ‘hopeless cases’. They will concentrate on ‘those with potential’ as they are most important to the schools position. Because working class pupils are often labelled as lacking ability, they are likely to be classified as ‘hopeless cases’ and ignored. This produces a self-fulfilling prophecy and failure.

How does cultural deprivation (language) affect educational achievement?

LanguageBernstein (1973) argues that working class students underachieve because they are socialised into a restricted language code (e.g. small vocabulary, poor grammar, descriptive language) which does not fit the elaborated code (e.g. wide vocabulary, good grammar, analytical language) favoured by the educational system and which is used by many middle class students.Hubbs- Tait et al (2002) found that where parents used language that challenges their children to evaluate their own understanding (what do you think?) cognitive performance improves. Middle class educated parents are more likely to use

How does economic capital affect educational achievement?

3. Economic capitalBourdieu (1973) claims that economic capital ensures that the middle class can buy educational success. For example, they can send their children to private schools or move into catchment areas with ‘good’ state schools. He also describes social capital, this is who you know, for example, for work experience opportunities etc.

How does cultural capital affect educational achievement?

Bourdieu (A Marxist) argues that middle class students outperform working class students as they have more cultural capital (‘desired’ knowledge, language, tastes gained through trips to museums etc.) which equips them for educational success as they are more likely to develop intellectual interests

How does capital and marketisation affect educational achievement?

Gewirtz (1995) claims that middle class parents (privileged-skilled choosers) are able to make better educational choices because of their economic and cultural capital. For example, they can afford to pay extra travel costs to send their children out of their catchment area and are better informed about school admissions, league tables etc.Leech and Campos (2003) study in Coventry showed that middle class parents were more likely to be able to afford to move into the catchment areas of a school that is placed highly in the exam league tables. ‘Selection by mortgage’

What is the evaluation for external factors for affecting educational achievement?

1. The approach too readily blames people for their own failure (blames the victim). The cause of educational underachievement is seen as a result of a deprived culture when in fact schools may be to blame. Keddie (1973) ‘The myth of cultural deprivation’2. The arguments generalise and are deterministic (assume things automatically happen). They assume that most working class households suffer from the above deprivations and that these will inevitably be passed on.3. Keddie (1973) Describes cultural deprivation as a myth. She states that a child cannot be deprived of its own culture.

What is the evaluation for internal factors affecting educational achievement?

1. The explanations generalise and are deterministic. They assume that most teachers will negatively label working class students and labelling will inevitably lead to a self-fulfilling prophecy. However, some students may use negative labelling as a motivator to perform well.2. Willis (A Marxist) (1979) rejects the argument that anti-school subcultures emerge as a response to streaming or negative labelling. He suggests instead that anti-school cultures are a product of working class culture (home backgrounds) which leads the ‘lads’ to choose to resist school.

How does material deprivation affect ethnic


differences in educational achievement?

It is suggested that some ethnic minority households have lower incomes than other ethnic households and are therefore more likely to experience material deprivation. According to Palmer (2012):Almost half of all ethnic minority children live in low income households, as against a quarter of white children.Ethnic minorities are almost twice as likely to be unemployed compared to whites.Almost half of Bangladeshi and Pakistani workers earned under £7ph compared to a quarter of while British workers.
How does cultural deprivation affect ethnic differences in educational achievement ?
It is argued that some ethnic minority homes are somehow ‘deficient’ as they often encourage immediate gratification. Some have suggested that Afro-Caribbean households are less supportive and encouraging of their children’s education than Indian or African Asian households. For example, they are less likely to attend parents’ evenings and to stimulate intellectual development by reading to their children.Family structuresMany Afro-Caribbean households are headed by a single female parent. It is argued by some that this can lower school performance because the demands of single parenthood offer fewer opportunities for the parent to spend time with their child on educational matters e.g. helping out with homework. Murray suggests that this lack of a positive male role model leads to underachievement of some minorities.Asian family structures on the other hand have been said to benefit children. Lupton (2004) argues that adult authority in Asian families is similar to the way schools operate. This can however cause families to be ‘stress ridden’, controlling children too much. Sewell (2009) argues that black students do worse than their Asian counterparts because of cultural differences, while one group is being nurtured by MTV, the other is clocking up educational hours.
How does cultural deprivation affect ethnic

differences in educational achievement ?


(language)

Language Theorists see the lack of intellectual and linguistic development as a major cause of underachievement for many minority groups. Bereiter and Engleman consider the language spoken by low income black families as inadequate for educational success (ungrammatical, disjointed and incapable of expressing abstract ideas)There has also been concern that children who speak English as an additional language may be held back educationally. However, official statistics do not show this as a major factor (In 2010 first language students were only 3.2 points ahead in gaining 5* to C passes)

How does racism in wider society affect


educational achievement?

Racism in wider society

 Mason (2000) argues that discrimination is a continuing and persistent feature of the experience of Britain’s citizens of minority ethnic origin. This discrimination leads to social exclusion and worsens the poverty faced by ethnic minorities (e.g. may be forced into substandard housing). There is also discrimination in the work place, Wood et al (2010) found 1/16 ethnic minority applications were offered an interview compared to 1/9 ‘white’ applications. This helps explain why ethnic minorities are more likely to face unemployment/ low pay which in turn may have a negative impact on their children’s prospects.

What is the evaluation for external ethnic factors in educational achievement?

1. The approach too readily blames people for their own educational failure (blames the victim). The cause of educational underachievement is seen as a result of a deprived culture when in fact schools may be to blame.2. The arguments generalise and are deterministic (assume things automatically happen). They assume that most Afro- Caribbean / Bangladeshi / Pakistani households suffer from the above deprivations and that these will inevitably be passed on.3. Critics oppose compensatory education policies because they see it as an attempt to impose the dominant white culture on children who already have their own culture.

How do teachers expectations in different


cultures affect educational achievement?

Teacher expectations/attitudesTeachers often see black and Asian pupils as being far from the ‘ideal pupil’. Negative labels may lead teachers to threat ethnic minority pupils differently. This disadvantages them and may result in their educational failure.Wright (1992) suggests that some teachers label Afro-Caribbean students as less able, troublesome and disruptive. She believes that such negative expectations often results in a self-fulfilling prophecy taking place i.e. the teacher labels a pupil, treats the pupil according to their label and then finally the pupil lives up to this label. This expectation becomes a part of the child’s self-concept. For example, it was assumed they had problems with English and were consequently left out of class discussions.Fuller (1984) found evidence of negative teacher stereotyping amongst year 11 black girls. However, she found little evidence of a self-fulfilling prophecy effect. On the contrary the ‘non-conformist’ girls rejected the labelling and used it as a motivator to achieve educational success.

How does streaming in different cultures affect educational achievement?

Wright (1986) found: Streaming is meant to be based on ability but is in fact linked to ethnicity. She found many Afro-Caribbean pupils are placed in ‘bottom’ sets.She also found that many Afro-Caribbean students go on to resist school and develop anti-school subcultures. A high value is placed on truancy, lateness, bad behaviour as this offers opportunities to gain status.

How does an ethnocentric curriculum affect


educational achievement in different cultures?

one particular ethnic group or culture (i.e. white culture). For example, priority is given to the study of:English LiteratureEuropean HistoryEuropean foreign languageChristianity Uniform is also usually based upon western values, and food served in the canteen is often not suitable for some ethic minority students e.g. not Halal He argues that this has the effect of putting off some minority students and lowering their commitment and motivation to schooling. However, the impact of an ethnocentric curriculum is not clear as many Indian and Chinese pupil’s achievement is above the national average.

How does educational triage in culture affect educational achievement?

Marketisation means that schools are under pressure to stream and select pupils (i.e. due to competition and exam league tables).Therefore, Gillborn & Youdell argue that schools categorise pupils into ‘those who will pass anyway’, ‘those with potential’ and ‘hopeless cases’. They will concentrate on ‘those with potential’ as they are most important to the schools position. Because black pupils are often labelled as lacking ability, they are likely to be classified as ‘hopeless cases’ and ignored. This produces a self-fulfilling prophecy and failure.Moore and Davenport (1990) show how selection procedures lead to ethnic segregation in the US, with minority pupils failing to get in to better secondary schools due to discrimination. The application process was difficult for non-English speaking parents to understand and Primary school reports were used to screen out language difficulties.

What is the evaluation for internal factors affecting educational differences in achievement?

1. Heaton & Lawson (1996) claim that racism in schools cannot be a complete explanation. This is because Indian and African Asian students experience such racism yet perform well educationally. It is also the case that a number of schools have adopted multicultural and/or anti-racist policies that reduce the level of racism inside of schools.2. Sewell (1998) rejects the argument that male black anti-school subcultures emerge as a response to streaming or negative labelling. He suggests instead that some black boy’s lack of interest in school work stems from their concerns about masculinity. For the ‘rebels’ hard work was equated with being effeminate