Sociology And Education

Front 1

What is the consensus theory?

Back 1

A sociological perspective in which social order, stability and social regulation forms the base of a collective agreement. It is concerned with the maintenance or continuation of social order in society.

Front 2

What is macro theory?

Back 2

Theories which focus on the large scale such as social structure as a whole or on relationships between social institutions like the education system ad the economy.

Front 3

What is structural theory?

Back 3

Sees individuals as entirely shaped by the way society is structured or organised.

Front 4

What is organic analogy?

Back 4

How the state is like a biological organism and that the relation between the state and the individual is the same as an organism and its cell.

Front 5

What is a collective conscience?

Back 5

A set of shared beliefs, ideas and morals which operate as a unifying fore within society.

Front 6

What are the two main functions of education according to Durkhiem?

Back 6

1. Social solidarity

2. Specialist skills

Front 7

What is social solidarity according to Durkhiem?

Back 7

Togetherness - a sense of belonging.

According to Durkhiem, the education system creates social solidarity by teaching the country's history. This gives children a sense of heritage and commitment to the wider social group.

Front 8

What are specialist skills?

Back 8

Education teaches students the specific skills they need for future roles. There now exists a complex division of labour. Education transfers these skills to meet the needs of society.

Front 9

What is the main function of education according to Parsons?

Back 9

1. Secondary socialisation - the school prepare individuals to move from the family to wider society because school and society are based on meritocratic principles.

Front 10

What does Parson's describe education as?

Back 10

'The bridge between home and work.'

Front 11

What function does education provide according to Davis and Moore?

Back 11

1. Role education - education shifts and sorts students into their future roles. This is arranged depending on ability. Important roles are performed by those who are best able to perform them.

Front 12

What do the 4 S's of functionalist education stand for?

Back 12

S - social soldiarity

S - specialist skills

S - secondary socialisation

S - sift and sort

Front 13

What do marxists argue about education instilling shared values of society as a whole?

Back 13

That instead they teach about standards between working people, better performed people get the better jobs.

Front 14

What do interactionalists argue about the functionalist view of education?

Back 14

They argue that functionalists wrongly imply that pupils passively accept all that they are taught and never reject the school values.

For example, research conducted by Paul Willis shows that working class pupils can resist such attempts to indoctrinate them.

Front 15

What do the New Right argue about the functionalist view of education?

Back 15

They argue that state education provides inadequate preparation for work. The New Right rather support marketisation, in particular private schooling which provides individuals with developed skills to succeed and benefit the economy.

Front 16

How can you criticise Parson's proposal that education is meritocratic?

Back 16

Tumin - Education is an insufficient way for measuring the talent of an individual (class status affects an individuals position).

Front 17

What is the similarity between the functionalist's view on education to the New Rights?

Back 17

They both believe that education should socialise pupils into shared values and instill a sense of national identity.

Front 18

What is the difference between the functionalist's view on education to the New Rights?

Back 18

The New Right does not believe the current education system is fulfilling this role whereas functionalists do.

Front 19

What roles do the New Right believe education must fulfil?

Back 19

1. Provide technical skills

2. Passed on shared national culture

Front 20

What is the neoliberal ideology?

Back 20

Human nature is seen as basically competitive which makes it sensible and rational for each person to maximise their own personal benefits.

Fair trade economics, eg, competition in all things will bring benefits to all. The state should not interfere in any way with the free market process, therefore what is 'private' is always best and what is 'public' (eg, state led) is be avoided.

Front 21

What do the New Right believe would improve education?

Back 21

1. Introduce 'market forces', the marketisation of schools encouraging competition.

2. Freedom of choice for consumer - makes the market more competition.

3. Reduce the power of LEAs - more power to schools.

4. To enhance the roles of businesses in school.

5. A greater focus on school inspection to ensure raising standards in all state schools.

Front 22

According to the New Right, what is the solution to the problem of a 'one size fits all' education?

Back 22

Marketisation - by creating an education market the New Right believes that competition between schools will empower consumers increasing the schools ability to meet the needs of the consumers.

Front 23

What is marketisation?

Back 23

The process of introducing market forces of consumer choice and competition between areas (eg, schools) run by the state.

Front 24

What is the 'voucher system'? According to Chubb and Moe, why should the state introduce a 'voucher system for schools?

Back 24

Each family are given a voucher to spend on buying education for the school of their choice.

Schools should use vouchers to obtain funding. This would force schools to be more responsive to parents wishes since the vouchers would be the schools main source of income.

Front 25

According to Chubb and Moe, why do private schools provide a higher quality education?

Back 25

Private schools provide a higher quality education because they are answerable to paying consumers.

Front 26

Why does the New Right blame the state for the failure of education?

Back 26

The state takes a 'one size fits all' approach which disregards local needs; the local consumers have no say. This means that state education systems are unresponsive and breeds inefficiency.

Front 27

The New Right are concerned about lower standards of achievement in schools. How does this impact the economy?

Back 27

Lower standards of achievement provides a less qualified workforce and a less prosperous economy.

Front 28

Provide two criticisms of the New Right view of education.

Back 28

1. Gerwitz and Ball, competition only benefits the middle class who use their capital to gain access to more desirable schools.

2. Real cause of low educational standards is not state but social inequality and inadequate funding of state schools

Front 29

Outline three ways in which schools operate on meritocratic principles.

Back 29

1. Education is free so it is accessible for everyone to take advantage of.

2. Educational success is measured against external rational standards, (eg, exams).

3. The educational system treats everyone fairly, (eg, same rules apply to all).

Front 30

Outline three ways in which school prepares pupils for work.

Back 30

1. Learn to work in hierarchy.

2. Role allocation.

3. Motivation by extrinsic rewards.

Front 31

Outline three criticisms that other sociologists may make of the functionalists view of education system.

Back 31

1. The education system is not meritocratic/equal opportunity to achieve does not exist.

2. The education system does not instill shared values/instills working class ideology.

3. Functionalists ignore the fact that many pupils reject the schools values/pupils do not always passively accept what they are taught.

Front 32

Define the term social solidarity.

Back 32

Individual members in a society feeling part of a wider community, a sense of belonging.

Front 33

Define the term meritocracy.

Back 33

Success is based on achievement as a result of one's own efforts and ability.

Front 34

According to Marxists, what role does education perform?

Back 34

Education is an ISA (ideological state apparatus) which reproduces class inequality by transmitting it from generations to generation. Education legitimates (justifies) class inequality by producing ideologies that disguise its true cause.

Front 35

Explain the difference between reproducing class inequality and legitimating inequality.

Back 35

Reproducing - transmitting it from generation to generation.

Legitmating - disguising inequality by producing ideologies so people don't question it.

Front 36

What is the correspondence principle proposed by Bowles and Gintis?

Back 36

They argue that capitalism requires a workforce with the kind of attitudes, behaviour and personality type suited to their role as alienated and exploited workers willing to accept hard work, low pay and orders from above.

The education system reproduces this obedient workforce that will accept inequality as inevitable.

Front 37

What is the hidden curriculum? Provide 1 example.

Back 37

Lessons that are learnt in school without being directly taught.

Eg, simply through the everyday workings of the school, pupils become accustomed to accepting hierarchy and competition, working for extrinsic rewards etc.

Front 38

List and explain the four functions of education according to marxists.

Back 38

Social control - education socially controls the proletariat from revolting against the capitalist system.

Skills - education produces an efficient and obedient workforce, achieving skills to meet the needs of a capitalist society.

Socialisation - reinforces ideology of capitalists society.

Shifting and sorting - individuals are allocated roles depending on their class position.

Front 39

What is a repressive state apparatus?

Back 39

Maintain rule by force (eg, military, police).

Front 40

What is an ideological state apparatus?

Back 40

Maintain rule by controlling people's ideas (brainwashing) (eg, education, religion, media).

Front 41

How do postmodernists criticise marxist views of education?

Back 41

Postmordernists argue that today's post-fordist economy requires schools to produce a very different kind of labour force from the one described by marxists; they argue that education now reproduces diversity, not inequality.

Front 42

What is determinism? How is marxism deterministic?

Back 42

Determinism - the assumption that pupils have no free will and passively accept indoctrination.

Marxists don't mention pupils who actively rebel against the school system.

Front 43

Show how Willis combines both marxism and interactionism in his research.

Back 43

As a marxist Willis is interested in the way schooling serves capitalism however he combines this with an interactionist approach that focuses on the meanings pupils give to their situation and how this enables them to resist indoctrination (rejecting determinism).

Front 44

How can Willis by criticised?

Back 44

Critics argue that Willis' account of the 'lads; romantises them, portraying them as working class heroes despite their anti-social behaviour and sexist attitudes.

His small scale sample of only 12 boys in one school is also unlikely to be representative of other pupils' experiences and it would be risky to generalise his findings.

Front 45

How do Morrow and Torres (1998) criticise marxism?

Back 45

They criticise marxism for being 'class first' meaning that they see class as the key inequality and ignore other kinds (eg, gender, ethnicity, sexuality). They argue that sociologists must explain how education reproduces and legitimates all forms of inequality, not just class and how the different forms of inequality are inter-related.

Front 46

What type of feminist do you think McDonald is? How does McDonald criticise Bowles and Gintis?

Back 46

McDonad is a radical feminist as she argues that Bowles and Gintis ignore the fact that schools reproduce not only capitalism but the patriarchy too.

Front 47

What is the marxist understanding of social control?

Back 47

- Althusser

- Education is an ideological state apparatus (ISA).

- Brainwashing to justify capitalist ideology.

- Generation after generation WC are experiencing a 'false-class consciousness'

- Don't realise they are being exploited, so there is never a revolution.

Front 48

What is the marxist understanding of specialist skills?

Back 48

- Bowles and Gintis

- Qualities needed to be a wage slave are obedience and a submissive attitude.

- Education system functions to teach us qualities

- School mirrors the workplace (correspondence principle)

- Works through the schools 'hidden curriculum' where we teach you to be passive etc.

Front 49

What is the marxist understanding of secondary socialisation?

Back 49

- Bowles and Gintis

- Education justifies class inequalities by producing ideologies to convince us inequality os fair or inevitable.

- Myth of meritocracy, success is based on class.

Front 50

What is the marxist understanding of sift and sort?

Back 50

- Bowles and Gintis

- Obedient students get the best grades, not those who are non-conformist or creative thinking.

- Sifting and sorting into future role allocation it is based on who conforms to the expectations of the future workforce.

Front 51

Explain the difference between fordist and post-fordist production systems.

Back 51

Fordist - capitalism requires low-skilled workers willing to put up with alienating work on mass production assembly lines (it is called fordist because the Ford motor company was the first to introduce it).

Post-fordist - Where society has entered a postmodern phase where class divisons are no longer important. Society is now much more diverse and fragmented and the economy is now based on 'flexible specialisation' where production is customised for specialist markets. This workforce requires a skilled adaptable workforce able to use advanced technology.

Front 52

Why do post-modernists argue that post-fordist systems need a different kind of education system from that described by the correspondence principle?

Back 52

Post-fordism requires an education system that encourages self-motivation and creativity. It must also provide life-long retraining because rapid technological change makes existing skills obsolete.

Front 53

Define the term meritocracy is a myth.

Back 53

Myth of meritocracy is where achievement is not based on results but on other factors such as race, gender, etc.

Front 54

Outline three ways the correspondence principle operates within schools.

Back 54

1. Learn to work in hierarchy.

2. Lack of control, schedule.

3. Motivation by extrinsic rewards.

Front 55

Give a brief description of the research Willis conducted.

Back 55

Data type - qualitative.

Method - participant observation and unstructured interviews.

Sample - 12 working class boys.

Front 56

Rather than passively accept the 'hidden curriculum' what do working class pupils do in schools according to Willis?

Back 56

They tend to resist the school work as they feel as thought they don't need to be in school if they will still end up in manual jobs.

They disrupt the school by smoking, drinking, disrupting the classroom and playing truant.

Front 57

What is counter-school subculture?

Back 57

Counter-school subculture - see manual work as superior and intellectual work as inferior and effeminate.

Front 58

In Willis study, in terms of the boys' achievement, what is the result of their actions?

Back 58

Irony is that acts of rebellion guarantee that they will end up in unskilled jobs by ensuring their failure to agin worthwhile qualifications.

Front 59

How does the behaviour of a counter-school culture enable the lads to slot into working class jobs? Provide two examples.

Back 59

1. Having been accustomed to boredom and to finding ways of amusing themselves in schools they don't expect satisfaction from work and are good at finding diversions to cope with the tedium of unskilled labour.

2. Their acts of rebellion guarantee that they will end up un unskilled jobs by ensuring their failure to gain good qualifications.

Front 60

What conclusions did Willis come to and how is this different to Bowles and Gintis?

Back 60

The counter-school subculture enables lads to resist school ideology becuase they rebel through opposing the values of the school, eg, by bunking off (unlike Bowles and Gintis' deterministic view).

Willis shows how even after rejecting the school they will still get working class jobs.

Front 61

Evaluate Willis' study.

Back 61

- Small sample (unrepresentative/cannot generalise).

- Ignores 'conformist culture' within education and only focuses on a small subculture.

- The 'lads' may have exaggerated/lied.

- Feminists argue that Willis ignores females in his study and suggests that his work tells is more about masculinities rather than social class.

Front 62

How has education become more diverse?

Back 62

- Class (private/public)

- Gender (all girls/all boys)

- Faith schools

- Quality (academy/grammar/institutions)

Front 63

How has education become more flexible?

Back 63

- More choice in which school to go to

- What courses you take

- Whether you carry on to higher education

- Adult education

Front 64

What was the modern view of education?

Back 64

Class, gender or ethnicity held people back in education so there were more campaigns for equality.

Education was designed for a 'one size fits all' - without regard for individual needs.

Fordism

Front 65

What is the post-modern view of education?

Back 65

Class, gender and ethinicity are no longer important. The old theories are metanarratives that overgeneralise.

Every individual has the opportunity to enhance their educational achievement.

Globalisation and multi-culturalism.

Post-fordism.

No longer 'one size fits all'.

Front 66

What do interactionists believe education should do?

Back 66

Education should meet individual needs.

Front 67

Define internal factors.

Back 67

Factors within schools and the education system, such as the effect of school policies (eg, GCSEs & coursework).

Front 68

Define external factors.

Back 68

Factors outside the school and education system such as home, family or background (eg, changes in women's position).

Front 69

Define material deprivation.

Back 69

Lacking in resources, eg, housing, diet or health and the financial support or the money to buy them.

Front 70

Define cultural deprivation.

Back 70

Lacking the cultural equipment such as attitudes and values, language and knowledge due to inadequate socialisation.

Front 71

Why are free school meals not an accurate indicator for material deprivation?

Back 71

Because parents have to request free school meals for their children and some parents might not request them in shame of not being able to feed their children.

Front 72

Why is material deprivation not a explanation for educational inequality?

Back 72

- There are many free resources in society (eg, access to libraries and technology resources in public areas).

- Policies have been introduced to help those who are materially deprived (eg, free school meals, bursaries).

Front 73

Explain how inadequate housing may lead to educational underachievement.

Back 73

Directly - overcrowding, difficult to study in cramped spaces, lack of space for exploration and safe play can impair development and sleep deprivation due to sharing rooms. Temporary accommodation may mean they need to move more frequently.

Indirectly - Crowded, risk of accidents, cold/damp could cause illnesses = more absences from school.

Front 74

Explain how inadequate diet and health may lead to educational underachievement.

Back 74

Howard (2001) - young people from poorer homes have lower intakes of energy, vitamins and minerals which will affect their health and lead to absences from school.

Wilkinson (1996) - Among 10 year olds the lower the social class, the higher the rate of hyper activity, anxiety and misconduct disorders.

Blanden & Machin (2007) - low income children are more likely to engage in 'externalising behaviour'.

Front 75

Explain how inadequate financial support and the cost of education may lead to educational underachievement.

Back 75

Bull (1980) - 'Costs of free schooling' WC pupils miss out on things needed to enhance their schooling.

Tanner et al (2003) - food, clothes, transport et, heavy burden on families so children have to make do with hand-me downs which could lead to isolation/bullying.

Flaherty - 20% of those eligible for free school meals don't claim them for fear of bullying.

Smith & Noble (1995) - poverty acts as a barrier as WC pupils can't afford private schooling etc.

Ridge - Low income children may need to work, impacting their education.

Front 76

Explain how fear of debt may lead to educational underachievement.

Back 76

Calendar & Jackson (2005) - WC see debt as more averse (negatively) and 5x less likely to apply for uni than MC students.

UCAS (2012) - number of UK applicants fell by 8.6% after uni fees increased.

National Union of students (2010) - 81% o 3,863 (highest class) pupils received help against 43% from the lowest class.

Reay (2005) - WC pupils are more likely to apply to local unis to save money on travel but they then have less opportunity to go to higher status unis.

Drop out rates for unis with large proportion of low income students:

16.6% for London Metropolitan

1.5% for Oxford

Front 77

Who views material deprivation as more important?

Back 77

Mortimore & Whitly (1997) - material deprivation has the greatest effect, for this reason, Robinson (1997) argues that tackling child poverty would be the most effective way to boost achievement.

Front 78

Who views cultural deprivation as more important?

Back 78

Cultural, political or religious values may play a part in sustaining a child's motivation.

Peinstein - educated parents make a positive contribution to their child's education, regardless of their income.

Front 79

According to cultural deprivation theorists, why do many working class children underachieve in education?

Back 79

They fail to achieve as many working class families fail to socialise their children adequately they grow up culturally deprived and lack the cultural equipment needed to do well at school and so underachieve.

Front 80

Explain how language may lead to educational underachievement.

Back 80

Bernstein:

Restricted code (used by WC, limited vocab, short, ungrammatical, simple sentences, predictable, use of gestures).

Elaborated code (used by MC, wider vocab, longer, grammatically complex sentences).

Elaborated code is used by teachers, textbooks and exams; more effective for analysing/reasoning. MC pupils thus feel more at home in school and are more likely to understand and succeed.

Front 81

Explain how a parents education may lead to educational underachievement.

Back 81

Douglas (1964) - WC parents place less value on education therefore less ambitious, less encouragement and less interest.

Feinstein (2008) - parents own education is the most important factor affecting children's achievement, MC parents therefore have the advantage by;

- parenting style,

- parents educational behaviours,

- class income and parental education.

Front 82

Explain how the working class subculture may lead to educational underachievement.

Back 82

Working class have different goals, beliefs, attitudes and values from the rest of society.

Sugarman (1970);

1) Fatalism (a belief in fate)

2) Collectivism (valuing being in a group more than succeeding as an individual)

3) Immediate gratification

4) Present-time orientation

---> MC values equip children for success whereas WC fail to do so.

Front 83

State three criticisms of cultural deprivation theory.

Back 83

1. Keddie (1973) - a chid cannot be deprived of its own culture and argues that WC children are culturally different not deprived. They're disadvantaged because education system is dominated by MC culture.

2. Troyna & Williams (1986) - the problem is not the child's language but schools attitude towards it. 'Speech hierarchy' dominated by MC speech.

3. Blackstone & Mortimore (1994) - WC parents go to fewer parents evenings because they work longer hours or less regular hours or are put off by the schools MC attitudes. They may want to help their child but lack the knowledge or their own education to help.

Front 84

Define labelling.

Back 84

To attach a meaning or definition to a person (eg, bright, clever).

Front 85

Define a self-fulfilling prophecy.

Back 85

When a person internalises and lives up to the label imposed upon them.

Front 86

Explain the steps involved in a self-fulfilling prophecy.

Back 86

Step 1 - Teacher labels a pupil and on the basis of this label, makes predictions about him.

Step 2 - Teacher threatens the pupil accordingly acting as of the prediction is already true.

Step 3 - Pupil internalises the teachers expectation which becomes part of their self-concept or self-image. They now become what the teacher believed them to be in the first place.

Front 87

Describe the procedure of Rosenthal & Jacobson's (1968) study.

Back 87

- Told a school that they had a new test designed to show which pupils will 'spurt' ahead.

- This was untrue, it was simply an IQ test.

- The researchers tested all the pupils but picked 20% of them at random and labelled these children as 'spurters'.

Front 88

Describe the findings of Rosenthal & Jacobson's (1968) study.

Back 88

- Returning to the school a year later, they found that almost half (47%) of 'spurters' had indeed made significant progress.

- The effect was greater on younger children.

Front 89

Describe the conclusions made from Rosenthal & Jacobson's (1968) study.

Back 89

That the teachers beliefs about the pupils had been influenced by the fake test results, the teachers then conveyed these beliefs to the pupils through the way they interacted with them (body language etc).

Front 90

Define streaming.

Back 90

Involves separating children into different ability groups or classes called 'streams'. Each ability group is then taught separately from the others for all subjects.

Front 91

Provide two examples of where streaming reproduced class inequalities.

Back 91

- Becker, teachers do not see WC pupils as ideal pupils as a result they are usually placed into lower streams. Once streamed it is difficult to move up into a higher stream, children are locked into their teachers expectations of them.

- Douglas, children placed in a lower stream at age 8 had suffered a decline in their IQ score by age 11 in contrast to MC pupils who had improved their IQ score by age 11.

Front 92

What did Becker (1971) find about labelling?

Back 92

- Interviewed 60 Chicago high-school teachers and found that they judged pupils according to how closely they fitted the image of the 'ideal pupil'.

- Pupils work, conduct and appearance were key factors.

- MC children were seen as closest and WC children were the furthest.

Front 93

What did Dunne & Gazeley (2008) find about labelling in high-schools?

Back 93

- Interviewed 9 English state schools

- Found that teachers 'normalised' the underachievement of WC but believed they could overcome the underachievement of MC pupils.

- Teachers labelled WC parents as uninterested in their children's education whereas MC parents were supportive (paying for music lesson ect).

- Led to differences in how teachers dealt with pupils they felt were underachieving; MC were given extra work whereas WC pupils were set for easier exams.

- Teachers also underestimated pupils potential and those doing well were seen as overachieving.

Front 94

What did Rist (1970) find about labelling in primary-schools?

Back 94

-Studied American Kindergardens and found that the teacher used information about the children's background and placed them in separate groups;

Tigers (fast learners) - MC and neat, seated nearest to her and shown the greatest encouragement.

Cardinals & Clowns (slower learners) - likely to be WC, given lower level books to read ad fewer chances to show their abilities.

Front 95

Define cultural capital.

Back 95

The knowledge, attitudes, values, language, tastes and abilities that the MC transmit to their children (opposite of cultural deprivation).

Front 96

What other types of capital does Bourdieu identify?

Back 96

- Educational capital

- Economic capital

Front 97

Give three things that middle class children might acquire through their socialisation that may help them get more qualifications.

Back 97

- Intellectual interests.

- Better understanding of what the education system requires for success.

- Ability to grasp, analyse and express abstract ideas.

Front 98

Give an example of how economic capital can be converted into educational capital.

Back 98

Middle class children with cultural capital are better equipped to meet the demands of the school and gain qualifications.

Similarly wealthier parents can convert their economic capital by sending their children to private school and paying for extra tuition.

Front 99

What is the educational triage as defined by Gilborn and Youdell?

Back 99

A) Those who will pass anyway.

B) Boderline C/D pupils - targeted for extra help.

C) Hopeless cases.

Schools use educational triages to spread their resources effectively.

Front 100

What is the A-C economy in schools as described by Gilborn and Youdell?

Back 100

A system in which schools focus their time, effort and resources into pupils they see as having the potential to get 5 grade Cs and so boost the school's league table position. Thus the need to gain a good league table position drives educational triage which becomes the basis for streaming.

Front 101

Define differentiation. Provide one example.

Back 101

The process of teachers categorising pupils according to how they perceive their ability, attitude and/or behaviour. Streaming is a form of differentiation since it categorises pupils into separate classes.

Front 102

Define polarisation.

Back 102

The process in which pupils respond to streaming by moving towards one of two opposite poles or extremes.

Front 103

Define pro-school subculture.

Back 103

Pupils placed in high streams (who were largely MC) tend to remain committed to the values of the school.They gain their status in the approved manner, through academic success. Their values are those of the school.

Front 104

Define anti-school subculture.

Back 104

Those placed in lower streams (tend to be WC) suffer a loss of self-esteem; the school has undermined their self-worth by placing them in a position of inferior status. This labelling of failure pushes them to search for alternative ways of gaining status. Usually this involves inverting the schools values of hard work, obedience and punctuality.

Front 105

According to Woods, what other responses do pupils have to labelling and streaming?

Back 105

1. Ritualism (staying out of trouble and going through the motions).

2. Integration (adaptation of the label, eg, being the teachers pet).

3. Retreatism (daydreaming and misbehaving).

4. Rebellion (outright rejection).

Front 106

What did Furlong suggest about the commitment to the responses pupils have?

Back 106

That pupils don't commit permanently to only one response, but more between different responses acting differently in differently classes with different teachers.

Front 107

Define symbolic capital.

Back 107

Because schools have a middle class habitus, pupils who have been socialised at home into MC tastes and preferences gain symbolic capital and are deemed to have worth or value.

Front 108

Define symbolic violence.

Back 108

In contrast to symbolic capital, the school values MC habitus so that MC pupils' tastes (eg, in clothing, appearance and accent) are deemed to be worthless and tasteless.

Front 109

According to Archer, how do WC pupils view education?

Back 109

WC pupils may experience the world of education as alien and unnatural as there is a clash between WC habitus and the schools MC habitus.

Archer found that WC pupils felt that to be educationally successful they would have to change how they talked and presented themselves. Thus for WC pupils educational success often means 'losing yourself' as they felt unable to access 'posh' MC spaces such as uni and professional careers which were seen as 'not for the likes of us'.

Front 110

Define habitus.

Back 110

Refers to the 'dispositions' or learned or taken-for-granted ways of thinking, being and acting that are shared by a particular social class.

Front 111

What is a 'nike' identity?

Back 111

A type of class identity invested heavily in styles; especially through consuming branded clothing such as Nike.

Front 112

Why are 'nike' identities a negative influence on WC pupils education?

Back 112

They conflict with the schools MC habitus; teachers oppose 'street' styles as showing bad taste and pupils who wear them risk being labelled as rebels.

Front 113

What is the conflict over 'nike' identities?

Back 113

For the WC it generates symbolic class and self worth.

For the MC see them as tasteless.

Front 114

How do 'nike' identities play a part in WC pupils rejection of higher education?

Back 114

Unrealistic - not for 'people like us' but for richer, posher, cleverer people and they would not fir it, it was also seen as an unaffordable and risky investment.

Undesirable - it would not suit their preferred lifestyle of habitus; eg, living on student loan means they would be unable to afford the street styles which give them their identity.

Front 115

What does Bourdieu suggest about the MC habitus in comparison to WC habitus?

Back 115

MC place their habitus as superior to WC habitus; there is evidence of this hidden in the education system.

Front 116

What is the difference in achievement between boys and girls upon starting school?

Back 116

(2013)

Teacher assessments of pupils at the end of the year 1 showed girls ahead of boys by between 7-17% points in all 7 areas of learning.

Front 117

What is the difference in achievement between boys and girls during Key Stages 1-3?

Back 117

Girls do consistently better than boys, especially in English.

Front 118

What is the difference in achievement between boys and girls during GCSEs?

Back 118

(2011)

Proportion of pupils obtaining A*-C's;

Girls - 72.6%

Boys - 65.4%

Front 119

What is the difference in achievement between boys and girls during AS and A level?

Back 119

(2013)

46.8% of girls gained A/B grades at A-level but only 42.2% of boys. Even in so-called 'boys' subjects such as maths and physics, girls still did better than boys.

Front 120

What is the difference in achievement between boys and girls on vocational courses?

Back 120

A larger proportion of girls achieve distinctions in every subject, including those in engineering and construction where girls are a tiny minority of the students.

Front 121

Explain how the impact of feminism justifies why females outperform males in education.

Back 121

- Feminism challenged the traditional stereotype of women as a housewife, inferior to men.

- Feminist movement has improved women's rights and opportunities through changes in the law as well as raising women's expectations and self esteem.

- McRobbies (1994) study of girls magazines show a change from housewives to more independent women.

- Changes encouraged by feminists affect girls self-image and ambitions with regard to family and careers.

Front 122

Explain how changes in the family justifies why females outperform males in education.

Back 122

Changes include;

- increase in the divorce rate,

- increase in cohabitation

- decrease in the number of 1st marriages.

These changes affect girls attitude toward education; eg, more female headed lone families may mean women need to take on a breadwinner role which creates a new adult role model (finically dependent woman).

To achieve this independence women need well-paid jobs and therefore good qualifications.

Front 123

What changes have there been to women's employment since 1970?

Back 123

Changes in women's employment include;

- 1970 Equal Pay Act

- 1975 Sex Discrimination Act

- Since 1975 the pay gap has halved from 30%-15%

- Proportion of women in employment has risen from 53% in 1971 to 67% in 2013 (growth of service sector and flexible part-time work have offered women more opportunities).

- Women are breaking through the glass ceiling.

Front 124

Explain how changes in women's employment justifies why females outperform males in education.

Back 124

These changes have encouraged girls to see their future in terms of paid work rather than housewives. Greater career opportunities and better pay for women as well as successful role model provide an incentive for girls to gain qualifications.

Front 125

Explain how girls changing ambitions justifies why females outperform males in education.

Back 125

Supported by evidence from

Sharps (1994):

- Interviewed girls in the 1970's and 1990's about their future.

- 1974; low aspirations, education success was unfeminine, priorities were 'love, marriage, husbands'.

- 1990; priorities were 'careers and being able to support themselves', felt they no longer had to rely on a husband.

O'Conner (2006):

- Study of 14-17 year olds found that marriage and children were not a major part of their life plans.

Beck & Beck-Gernshiem (2001):

- Link this trend towards individualism in modern society where independence is valued more strongly than in the past.

Fuller (2011):

- Found that educational success was a central aspect of girls identity, saw themselves as creators of their own identity and believed in meritocracy.

Front 126

Define the glass ceiling.

Back 126

The invisible barrier that prevents women from getting the best jobs.

Front 127

Explain how teacher attention justifies why females outperform males in education.

Back 127

Francis argues that whilst boys get more attention from teachers, they are disciplined more harshly and felt picked on by teachers, who tended to have lower expectations of them. When girls did get attention it tends to be more positive and focused on academic matters.

Front 128

Explain how the equal opportunities policies justifies why females outperform males in education.

Back 128

- National Curriculum (1988) made girls and boys study mostly the same subjects.

- Boaler says that the policies make education more meritocratic (based on talent), so girls, who work harder, do better.

- GIST

- WISE

- Female scientists visiting schools, removing sexist learning materials and encouraging girls into non-traditional areas.

Front 129

Explain how role models justifies why females outperform males in education.

Back 129

- Increase in female teachers and head-teachers.

- Act as role models as they would've had to had a successful education themselves.

- Primary schools in particular have been feminised and we could argue that boys no longer see education as part of their gender domain (only 16% of primary school teachers are male).

Front 130

Explain how challenging stereotypes in the curriculum justifies why females outperform males in education.

Back 130

- Lobban (1974) carried out a content analysis of schoolbooks; in the past women were featured in stereotypical roles in textbooks limiting girls aspirations.

- However content analysis cannot tell us how girls interpreted the images they saw in books.

- Weiner argued that since the 80's teachers have challenged these stereotypes and sexist images have also been removed.

Front 131

Explain how GCSEs and coursework explain why females outperform males in education.

Back 131

Mitsos and Browne argue that the introduction of GCSEs is important as girls are better at coursework as they tend to be more organised. It requires 'feminine' skills such as meeting deadlines, sustained attention and girls posses these skills.

Front 132

How could you evaluate Mitsos and Browne's claim that coursework is the main impact of girls achievement in education?

Back 132

Elwood argues that although coursework has had some influence, it is unlikely to be the only cause.

After analysing the weighting of exams and coursework, she concludes that exams have more influence on final grades and girls are better at them too.

Front 133

Explain how selection and league tables justifies why females outperform males in education.

Back 133

- Marketisation has made girls more desirable recruits due to their better exam results.

- Jackson (1998); high achieving girls are desirable and low achieving boys aren't. This can create a self-fulfilling prophecy as girls are recruited by good schools, so will succeed.

- Slee (1998) connect poor behaviour and higher rates of exclusion to male undesirability, as a result boys are seen as a 'liability student' and an obstacle for schools to avoid. (They could also stop high achieving girls from applying).

Front 134

Suggest three reasons why girls currently outperform boys in education.

Back 134

- Introduction of GCSEs and coursework.

- Increase of role models for girls.

- Teacher attention.

Front 135

Explain how laddish subculture justifies why males underperform in education.

Back 135

Some boys may gain peer group status from having an 'anti-school' subculture.

- Willis

- Mac and Ghail (1994) identified 4 male subcultures including the macho-lads.

- Epstein (1998) found that working class boys were more likely to be harassed for being 'swots'.

Front 136

Explain how moral panic about boys justifies why males underperform in education.

Back 136

Moral panic about boys - a reflection of the fear that underachieving working class boys will grow up to be dangerous unemployed underclass that threatens social stability.

Ringrose argues that moral panic has caused a shift in educational policy which is now focused on raising male achievement.

Front 137

Why might WC boys form laddish subcultures?

Back 137

In WC culture, masculinity is eqauted with being rough and doing manual work, non-manual work (and by extension schoolwork) is seen as effeminate and inferior. As a result WC boys tend to reject schoolwork to avoid being called 'gay'.

WC boys are prone to collectivism.

Front 138

In what ways may the moral panic about boys have led to the neglect of girls needs?

Back 138

- By narrowing the equal opportunities policy down simply to 'failing boys' it ignore the problem of disadvantaged/WC/ethnic minority pupils.

- Ignores other problems face by girls including sexual harassment, bullying, self-esteem, identity and stereotyped subject choices.

- Oster (2006) says that girls disengage from school quietly and by contrast boys disengagement often takes the form of public displays.

- Removal of coursework means GCSEs lean more towards exams (better suited for boys) and narrows down girls subject choice.

Front 139

Explain how boys literacy justifies why males underperform in education.

Back 139

- Parents spend less time reading to their sons.

- Mainly mothers who do the reading so it could be seen as a feminine activity.

- Boys leisure pursuits such as football do little to develop their language skills (by contrast girls bedroom culture).

Front 140

Explain how globalisation and the decline and traditional male jobs justifies why males underperform in education.

Back 140

- Since the 1980's there has been a decline in heavy industries such as steel, ship building etc.

- Led to globalisation of the economy where developing countries such as China take advantage of cheap labour.

- Mitsos & Browne say that the decline in male employment opportunities has led to a male 'identity crisis'.

- Boys believe they have little prospect of getting a proper job which lowers self-esteem and so they give up trying to get qualifications.

Front 141

Evaluate the explanation of globalisation and the decline of traditional males jobs for male under-achievement.

Back 141

Manual labour requires few qualifications thus the disappearance of these jobs wouldn't have much impact of boys motivation to obtain qualifications.

Front 142

Explain why the feminisation of education justifies male underperformance in education.

Back 142

- Sewell, schools do not nurture 'masculine' traits such as competitiveness and leadership, instead, they celebrate qualities more closely related to girls (methodological working and attentiveness in class etc).

- Sewell argues that coursework should be replaced with final exams and greater emphasis placed on outdoor adventure: 'we have thrown boys out with the bath water'.

Front 143

Explain why the shortage of male primary school teachers justifies male underperformance in education.

Back 143

- Lack of male role models at home and at school (large number of boys are being brought up with the 1.5 million female headed lone families).

- Yougar (2007) 39% of 8-11 year old boys have no lessons whatsoever with a male teacher.

- Boys surveyed said the prescene of a male teacher made them behave better and 42% said it made them work harder.

- Culture of primary school has been feminised by female teachers who are unable to control boys behaviour.

- Male teachers are better able to impose the strict discipline boys need in order to concentrate suggesting that primary schools need more male teachers.

Front 144

Give 4 examples of government policies introduced to raise boys achievement.

Back 144

- Raising boys achievement project involves a range of teaching strategies including single-sex teaching.

- National Literacy Strategy includes a focus on boys' reading.

- Reading Champions Scheme uses male role models celebrating their own reading interests.

- Playing for success uses football and other sports to boast learning skills and motivation among boys.

Front 145

Are more teachers really needed?

Back 145

- Francis (2006) found that 2/3's of 7-8 year olds believed the gender of the teacher didn't matter.

- Read (2008) studied the type of language teachers used to express criticism of pupils and identified the disciplinarian discourse and the liberal discourse.

In her study of 51 primary school teachers (25m/26f) Read found that most teachers used the supposedly masculine discourse to control pupils behaviour suggesting that female primary school teachers can impose the strict discipline needed for boys.

Front 146

What is a disciplinarian discourse?

Back 146

The teachers authority is made explicit and visible; for example, through shouting or using an exasperated tone of voice or sarcasm.

Front 147

What is a liberal discourse?

Back 147

The teachers authority is implicit and invisible. The child-centred discourse involves 'pseudo-adultification' the teacher speaks to the pupil as if they were an adult and expects them to be kind, sensible and respectful of the adult.

Front 148

Define gender identity.

Back 148

A person's sense of being male of female resulting from a combination of genetic and environmental influences.

Front 149

Define symbolic capital.

Back 149

The status recognition and sense of worth that we are able to obtain from others.

Front 150

What do WC girls focus more on than their education capital?

Back 150

Clothes

Make-up

Boyfriends

Fashion

Front 151

Define 'male gaze' according to Mac an Ghail.

Back 151

The way male pupils and teachers look girls up and down seeing them as sexual objects and making judgements about their appearance. This is a way in which dominant heterosexual masculinity is reinforced and femininity devalued.

Front 152

Define double standards.

Back 152

When one set of moral standards are applied to one group but not towards another.

Front 153

Explain how double standards reinforce gender identity.

Back 153

Lees (1993) identifies a double standard of sexual morality in which boys boast about their own sexual adventures but call a girl a 'slag' if she doesn't have a steady boyfriend or if she dresses a certain way.

Front 154

Describe a hyper-heterosexual feminine identity. Provide an example.

Back 154

Investing time, effort and money into constructing a 'desirable' and 'glamorous' identity.

Eg, one girl spent all of the £40 a week she earned babysitting on her appearance.

Front 155

Why do girls conform to the hyper-heterosexual feminine identity?

Back 155

Feminine identities bring status from their female peer group and avoids them being ridiculed or called a 'tramp'.

Front 156

Why have hyper-heterosexual feminine identities lead to conflict with school?

Back 156

Girls are often punished for having the wrong appearance, teachers saw the girls preoccupation with appearance as a distraction that prevented them from engaging with education. This led to the school 'othering' the girls , defining them as 'not one of us' incapable of success and thus less worthy of respect.

Bourdieu describes this as symbolic violence.

Front 157

Define symbolic violence.

Back 157

Harm done by denying someone symbolic capital; eg, by defining their culture as worthless.

Front 158

How does the schools view of the 'ideal pupil' exclude WC girls?

Back 158

Archer - the school's view of the 'ideal pupil' is a MC one that excludes many WC girls who have the hyper-heterosexual feminine identity.

Front 159

How would having a boyfriend result in many WC girls rejecting education?

Back 159

- While having a boyfriend brought symbolic capital it got in the way of schoolwork and lowered girls aspirations.

- This included going to university, in studying 'masculine' subjects such as science or having a professional career.

- Instead girls aspired to settle down, have children and work locally in 'feminine jobs'.

- Some girls may drop out of school after becoming pregnant.

Front 160

What are 'loud' feminine identities?

Back 160

Being outspoken, independent and assertive.

Front 161

How does this clash with the schools idea of an ideal female pupil?

Back 161

Teachers interpreted their behaviour as aggressive rather than assertive and this clashed with their view of the ideal female pupil as passive and submissive.

Front 162

What is the WC girls dilemma?

Back 162

Either:

1) Gaining symbolic capital from their peers by conforming to the hyper-heterosexual feminine identities.

or

2) Gaining educational capital by rejecting their WC identity and conforming to the schools MC notions of a respectable, ideal, female pupil.

Front 163

What is meant when WC girls tried to cope with the dilemma by defining themselves as 'good underneath'?

Back 163

They believed they were 'good underneath' despite the teacher negative view of them. This 'good underneath' self image reflects the girls struggle to achieve a sense of self-worth within an education system that devalues their WC female identities.

Front 164

Why does the WC girls dilemma result in WC girls underachievement?

Back 164

Archer argues that WC identities and educational success conflict with each other. WC girls' investments in their feminine identities are a major cause of their under-achievement.

Front 165

What is different about WC girls ideas of uni compared to MC girls?

Back 165

- Evans discovered that girls wanted to increase their earning power to help their families, not themselves.

- Skegg noted that this motivation reflected their 'caring' feminine identity.

Front 166

Explain why WC girls who are successful are more likely to choose a uni nearer home and how this may impact their education.

Back 166

- Economic necessity (cost and fear of getting into debt).

- Limited choice of uni and the market degree of their degree.

- However it was also a positive choice and an aspect of their WC idenities.

- Archer (2010) shows a preference for local as key feature of WC habitus.

Front 167

Provide examples of policies that restrict subject choice.

Back 167

Option blocks

Compulsory subjects

National Curriculum

Front 168

Outline and explain three reasons for gender differences in subject choice.

Back 168

- Gender Role socialisation

- Gender image of a subject

- Peer pressure

Front 169

What % of males/females take A-level Computing (2013)?

Back 169

Male - 93%

Females - 7%

Front 170

What % of males/females take A-level History (2013)?

Back 170

Male - 42%

Female - 58%

Front 171

What % of males/females take Children's Care Apprenticeships (2012)?

Back 171

Male - 1%

Female - 99%

Front 172

Provide examples of policies that increase girls participation in subject choice.

Back 172

GIST

WISE

Front 173

What % of females take Engineering Apprenticeships (2012)?

Back 173

3%

Front 174

What % of females take A-level Physics (2013)?

Back 174

21%

Front 175

Define gender domain.

Back 175

The tasks and activities that boys and girls see as 'male or female territory' and therefore irrelevant to themselves.

Front 176

Define gender role socialisation.

Back 176

The process of learning the behaviour expected of males and females in society which suggests that people have been socialised into certain subject choices.

Front 177

Define the gender image of a subject using examples.

Back 177

Eg, Science teachers are usually male so more boys lean towards it.

Front 178

How are gender identities reinforced in schools?

Back 178

1. Double Standards

2. Verbal Abuse

3. Male gaze

4. Peer groups

5. Teacher discipline

Front 179

What is hegemonic masculinity?

Back 179

The stereotypical 'traditional' man.

Front 180

Explain how verbal abuse reinforces gender identities.

Back 180

Connell - 'A rich vocabulary of abuse' boys use name-calling to put girls down is they behave or dress in certain ways.

Lees (1986) - boys called girls 'slags' if they had sex and 'drags' if they didn't.

Parker (1996) - use of negative labels allows pupils to police sexual activities.

Both Lees and Parker not that these labels often have no relation to the pupils actual sexual behaviour but simply used to reinforce gender roles.

Front 181

Explain how the male gaze reinforces gender identities.

Back 181

Boys who don't display their heterosexuality using the male gaze fear being labelled gay. Therefore boys conform the hegemonic masculine identity to risk being called gay.

Front 182

Explain how teacher discipline reinforces gender identity.

Back 182

Haywood & Mac an Ghail (1996) - male teachers told boys off for acting like girls and teased them when they go lower marks than girls. Teachers ignored boys verbal abuse against girls and blamed girls for attracting it.

Askew & Ross (1988) - male teachers have a protective attitude towards female colleagues coming into their classes to rescue them from disruptive students reinforcing the idea that women cannot cope alone.

Front 183

Explain how male peer groups reinforce gender identity.

Back 183

Mac an Ghail (1994) - peer groups reproduce a range of different class based masculine gender identities.

Redman & Mac an Ghail (1997) - dominant definition of masculine identities changes from that of the macho lads in lower school to that of real Englishmen (results w/out trying) in sixth form. (Shift from WC definition based on toughness to MC definition based on intellectual ability).

Willis - Boys in anti-school subcultures accuse boys who want to do well in school as being gay or effeminate.

Front 184

Explain how female peer groups reinforce gender identity.

Back 184

Ringrose (2013) - small scale study where 'popular' was important to 13-14 year old girls.

Currie (2007) - relationships = symbolic capital but high in risk. Transition from girls friendship culture to heterosexual dating culture;

1) Idealised feminine identity = loyalty to female peer group.

2) Sexualised identity = competing for boys.

Front 185

Define ethnic groups using Lawson and Garrod's (2000) definition.

Back 185

People ho share common history, customs and identity, as well as, in most cases, languages and religion and who see themselves as a distinct unit.

Front 186

Rate the following ethnic groups from the highest achieving to the lowest achieving (5 GCSEs from A*-C);

Black Caribbean, Black African, Indian, Pakistani, Bangladeshi, White British.

Back 186

Indian

Bangladeshi/Black African/White British

Pakistani

Black Caribbean

Front 187

How do intellectual and linguistic skills affect educational achievement?

Back 187

- Bereiter & Engelmann; language from low-income, black, American families are inadequate for educational success.

- Therefore they lack the intellectual stimulation and enriching experiences, leaving them poorly equipped for school because they have not been able to develop reasoning/problem solving skills.

- Gillborn & Mirza (2000); Indian pupils do very well despite not speaking English at home.

- In 2010 pupils with English as their first language were only 3.2 ahead of those without.

Front 188

How do attitude and values affect educational achievement?

Back 188

- Lack of motivation is the cause of failure for many black children.

- Black children are socialised into a 'live for today' culture that doesn't value education.

- Black children, therefore, aren't socialised into the culture which equips for success in education.

Front 189

How do family structure and parental support affect educational achievement?

Back 189

Moynihan (1965) argues that many black families are headed by lone mothers;

1) Deprived of adequate care because she struggles to be the main breadwinner,

2) Father's absence means boys lack adequate role models.

Cultural deprivation is a cycle where inadequately socialised children from unstable families become inadequate parents themselves.

Front 190

Explain why Asians still do well in school despite cultural deprivation.

Back 190

Pryce (1979) claims Asians are higher achievers as they are more resistant to racism and this gives them a greater sense of self-worth, compared to black Caribbean's. Pryce argues that the difference is due to the impact of colonialism where Asian family structures, languages and religions were not lost whilst blacks were.

Front 191

Instead of the absence of fathers as role models, what else leads to black boys underachievement.

Back 191

Sewell - lack of fatherly nurturing or 'tough love'.

Street gangs of other fatherless black boys offer them 'perverse loyalty and love' in a media inspired model of anti-school black masculinity.

Many black boys are thus subject to powerful anti-educational peer group pressure; most of the high achieving black boys that Sewell interviewed felt that the greatest barrier to success was pressure from other boys.

Front 192

Evaluate the cultural deprivation theory for ethnic under-achievement.

Back 192

Lawrence (1982) - not poor culture or poor self-esteem but racism.

Gillborn (2008) - argues that it isn't peer pressure as suggested by Sewell, it is institutional racism within the education system itself (internal factors).

Keddie - ethnic groups are culturally different not deprived, with under-achievement being due to ethnocentric curriculums.

Front 193

What alternatives do critics of cultural deprivation theorists propose to fight ethnic under-achievement?

Back 193

Multi-cultural education; a policy that recognises and values minority cultures and include them in the curriculum.

Anti-racist education; a policy that challenges prejudice and discrimination that exists in schools and wider society.

Front 194

How can black pupils avoid the effects of teachers negative attitudes?

Back 194

- Being selective about which staff they asked for help.

- Getting on with their own work without taking part in lessons.

- Not choosing certain options so as to avoid teachers with racist attitudes.

Front 195

What is the difference between individual racism and institutional racism?

Back 195

Individual racism results from the prejudiced views of individual teachers and others whereas institutional racism is discrimination that is built into the way institutions are such as how schools and colleges operate.

Front 196

Define the critical race theory.

Back 196

Sees racism as an ingrained feature of society, this means it involves not just the intentional actions of individuals but more importantly, institutional racism.

Front 197

Define 'locked in inequality'.

Back 197

The scale of historical discrimination is so large that there is no longer needs to be only conscious intent to discriminate, the inequality becomes self-perpetuating, it feeds on itself.

Front 198

What did Sewell find most teachers labelled black boys as?

Back 198

Many teachers stereotyped black boys as 'black machismo' which considers all boys as rebellious and anti-school.

Front 199

What four responses did Sewell identify, that black boys used to respond to racist teachers?

Back 199

1) Rebellion - most visible group, though a minority, rejected school values and conformed to stereotypes of 'black macho lad'.

2) Conformity - largest group, accepting the schools goals and having friends from other ethnic groups.

3) Retreatism - tiny minority, disconnected from both the school and black subcultures.

4) Innovation - second largest group, pro-education, anti-school who didn't seek approval from teachers other than in school work, maintained credibility with the rebel whilst being high achievers.

Front 200

What three groups did teacher racism fall into according to Mirza (1992)?

Back 200

1) The Colour blind - believes all pupils are equal, however allows racism to occur without challenging it.

2) Liberal Chauvinists - believes black pupils are culturally deprived, low expectations of them.

3) Overtly racist- teachers who believe blacks are inferior and actively discriminate against them.

Front 201

Archer claims that the teachers dominant discourse constructs into three different pupil identities, describe these three identities.

Back 201

1) Ideal pupil identity - white, MC, masculine identity with a 'normal' sexuality, seen as achieving in the 'right' way through ability and initiative.

2) Pathologised pupil identity - Asian, feminised identity, either asexual or with an oppressed sexuality, pupils is seen as plodding, conformist and culture bound 'over-achiever' who succeed through hard work rather than natural ability.

3) Demonised pupil identity - black or white, WC, hyper-sexualised identity, this pupil is seen as unintelligent, peer led, culturally deprived underachiever.

Front 202

Identify two reasons for pupil under-achievement related to material deprivation.

Back 202

1) Low income; more likely to be on minimum wage, (1/2 Bangladeshi/Pakistani earned under £7 an hour) and more likely to work shifts.

2) More likely to be unemployed (twice as likely compared to whites); racial discrimination.

Front 203

Does class override ethnicity?

Back 203

Even Indian and Chinese pupils who are materially deprived still do better than most.

Eg, in 2011 86% of Chinese girls who received free school meals achieved 5 or more higher grade GCSEs, compared to only 65% of white girls who were not receiving free school meals.

Front 204

How has the proportion of African-Caribbean pupils gaining 5 good GCSEs changed from 1996-2000?

Back 204

23% to 37%

Front 205

How has the proportion of white pupils gaining 5 good GCSEs changed from 1996-2000?

Back 205

45%-50%

Front 206

How has the proportion of Pakistani & Bangladeshi pupils gaining 5 good GCSEs changed from 1996-2000?

Back 206

23%-30%

25%-30%

Front 207

How has the proportion of Indian pupils gaining 5 good GCSEs changed from 1996-2000?

Back 207

48%-62%

Front 208

What is the proportion of 'other Asian' pupils (excluding Indian, Pakistani and Bangladeshi) gaining 5 good GCSEs?

Back 208

70%

Front 209

How does discipline affect educational achievement for Black pupils?

Back 209

Gillborn and Youdell (2000) - teachers are quicker to discipline black pupils than others for the same behaviour due to 'racialised expectations'. Teachers misinterpreted their behaviour and pupils responded negatively (stems from racist stereotypes not actual behaviour).

Bourne (1994) - schools see black boys as a threat, label them negatively leading to exclusion (only 1 in 5 excluded pupils receive GCSEs).

Osler (2001) - black pupils more likely to get unofficial exclusions.

Front 210

How does streaming affect educational achievement for Black pupils?

Back 210

Gillborn and Youdell (2000) - negative stereotypes about black pupils ability means they're more likely to be placed into lower streams.

Foster (1990) - Stereotypes means black pupils are placed in lower sets than students of a similar ability. Can result in a self-fulfilling prophecy.

Front 211

How does labelling affect educational achievement for Asian pupils?

Back 211

Wright (1992) - Asian pupils are victims of teachers labelling (assumed they have a poor grasp of English and therefore left out of class discussions). Asian pupils felt isolated when teachers expressed disapproval of their customs or mispronounced their names.

Front 212

Who disagrees with the idea that labelling negatively affects pupil?

Back 212

Fuller (1984) Black girls at a London Comprehensive channelled their anger at being labelled into the pursuit of educational success. They only conformed as far as school work was concerned, this research reveals two things;

1) Someone may succeed even when they refuse to conform.

2) Negative labelling doesn't always lead to failure, labelling theory is deterministic.

Front 213

What is meant by Archer & Francis' (2007) 'negative-positive stereotype'?

Back 213

Whilst successful, Chinese students were seen as having achieved in the 'wrong way' - through hardworking, passive conformism rather than natural, individual ability. This meant they could never legitimately occupy the identity of the 'ideal pupil'.

Front 214

Explain how marketisation and segregation affects ethnic differences in achievement.

Back 214

Gillborn (1997) - marketisation gives schools more scope to select pupils, allows negative stereotypes to influence decisions about school admissions.

Moore & Davenport (1990) - selection procedure leads to ethnic segregation, minority pupils fail to get into better secondary schools.

Commission for Racial Equality (1993) identified similar biases in Britian;

- Reports from primary schools stereotype minority students.

- Racist bias for interviews for school places,

- Lack of info and application forms in minority language.

All these lead minority children more likely to end up in unpopular school.

Front 215

Explain how the ethnocentric curriculum affects ethnic differences in achievement.

Back 215

Languages, literature and music.

Tronya & Williams - Asian languages < English/European

Daviol (1993) - 'specifically British' ignores non-european languages, lit & music.

History

Ball (1994) - curriculum promotes 'little Englandism' ignores history of Black & Asian people.

Coard (2005) - British civilisation of 'inferior' people lowers black people's self-esteem.

Front 216

Explain how assessments affect ethnic differences in achievement.

Back 216

Gillborn (2008) - assessments are rigged to validate dominant cultures superiority. If black children succeed as a group rules will be changed to re-engineer failure.

2000 black children highest achievers on entry to school.

2003 New FSP (foundation stage profile) had black children ranked lower than whites;

1) FSP based entirely on teacher's judgements whereas baseline assessments often used in written tests.

2) Change of timing, end of reception year, whereas BA done at the start of term.

Front 217

Explain how access to opportunity affects ethnic differences in achievement.

Back 217

Gillborn (2008) - official statistic show whites 2x as likely than black Caribbean's and 5x more likely than black African's to get onto the 'Gifted and talented' programme.

Tikly et al (2006) - blacks more likely to be placed in lower exam tiers so they can only gain a grade C at best.

Strand (2012) - blacks under represented in entry to higher tier tests which reflects teacher expectations.

Front 218

Explain how the new IQism affects ethnic differences in achievement.

Back 218

Teachers and policymakers make false assumptions about the nature of pupils ability or 'potential' - Gillborn

Potential is not a fixed quality which can be measured but once measured pupils are placed into the right stream or set.

Gillborn & Youdell (2001) - secondary schools use IQ tests to allocate pupils into different streams.

Front 219

How does Sewell criticise Gillborn's view?

Back 219

Racism not powerful enough to prevent individuals from achieving, we need to focus on external factors such as boy' anti-school attitudes, the peer group & nurturing role of the father.

Front 220

How was the achievement of model minorities been used to criticise Gillborn?

Back 220

If these groups (Indian,Chinese students) do so well how can there be institutionalised racism in education as critical race theorists claim?

Front 221

In Connolly's view how do ethnicity and gender combine to affect educational achievement?

Back 221

Pupils and teachers construct masculine differently depending on a child's ethnicity, eg, black boys are more disruptive under-achievers and controlled them by punishing them more and by channelling their energy into sport. Boys responded by seeking status in non-academic ways.

Do not consider ethnicity in isolation from gender and class.

Front 222

Describe the effect of the assimilation policies of the 1960's/70's on education.

Back 222

The government focused on a need for pupils from minority ethnic groups to assimilate into British culture as a way of raising their academic achievement; especially those whose first language was not English.

Front 223

Describe the effect of the multi-cultural education (MCE) policies of the 1980's/90's on education.

Back 223

Policies aimed to promote the achievement of children from minority ethnic groups by valuing all cultures within the national curriculum to raise pupil's self esteem and achievements.

Front 224

Describe the effect of the social inclusion policies of the 1990's on education.

Back 224

Policies were focused on raising achievements by closely monitoring exam results by ethnicity. Amending the Race Relations Act to place a legal duty on schools to promote racial equality; help given to voluntary Saturday schools in the black community and English as an additional language programme.

Front 225

Who argues that educational policies don't tackle ethnicity related issues within the education system?

Back 225

Mirza (2005) argues that instead of tackling the structural causes of ethnic inequality such as poverty and racism, education policy takes a 'soft' approach.

Front 226

Describe compulsory schooling (1880's).

Back 226

Compulsory schooling for children aged 5-13 dependent on social class and based on 'ascribed' status.

Front 227

Describe the 1944 Education Act.

Back 227

Brought the 'tripartite' system of schooling, based on completion of 11+ exam, children went to either a grammar school (usually MC), secondary modern (usually WC) or in some areas, technical schools. Justified education based on ascribed status.

Front 228

Describe the 1965 comprehensive schools act.

Back 228

- Everyone receives the same opportunities.

- 'One size fits all'

- Said to offer a 'parity of esteem'.

Front 229

Describe the National Literacy Strategy.

Back 229

Helps teachers with writing in reception year through KS1.

Front 230

Describe the Reading Champions Scheme.

Back 230

- Aimed at getting more boys reading.

- Recruits reading champions who encourage other boys to read.

- Can nominate boys for bronze, silver and gold awards.

Front 231

Describe the Dad's & Son's Campaign.

Back 231

- National awareness campaign.

- Aimed at fathers of boys aged 11-14.

- Launched 2002.

- Eg, helping them with their homework.

Front 232

Describe the Raising Boys Achievement Campaign.

Back 232

- 4 year project (2000-2004).

- Boys at KS2 and KS4.

- Over 50 primary, secondary and special schools in England.

- Making a difference to boys learning, motivation and engagement with their schooling and more consequently to raise levels of academic achievement.

Front 233

Describe the Playing for Success scheme.

Back 233

- Focused on raising literacy, numeracy and ICT standards among demotivated KS2 & KS3 pupils.

- Holds out of school hours, study support centres at football clubs and other sport grounds.

Front 234

Describe the WISE policy.

Back 234

- Inspires girls to study and build careers using science and engineering.

- Established 1984.

- Can boost the talent pod from classroom to boardroom and drive economic growth.

- To highlight the career opportunities for girls and women.

Front 235

Describe the GIST policy.

Back 235

- Action research project which took action to improve girls achievement in Science and Technology.

- To reduce stereotypes of girls/boys.

- Strategies included making sure there were pictures of women on worksheets etc.

Front 236

How successful have the GIST and WISE policies been?

Back 236

From 2014-2015:

In Engineering and Technology the number of women has increased by 0.1%.

In Mathematical Sciences the number of women has decreased by 7.7%.

In Physical Sciences the number of women has decreased by 7.3%.

- wisecampaign.org.uk

Front 237

What are Education Action Zones?

Back 237

Designation some deprived areas as EAZ and providing them with additional resources.

Front 238

What is the Aim Higher Programme?

Back 238

To raise the aspirations of groups who are under-represented.

Front 239

What is the Education Maintenance Allowance?

Back 239

Payments to students from low-income backgrounds to encourage them to stay on after 16 to gain better qualifications.

Front 240

Describe the 1988 Education Reform Act.

Back 240

Policies were introduced by the conservative government of Thatcher relating to the marketisation of the education system.

Front 241

Marketisation Policies were criticised for increasing class inequalities, explain how the New Labour (from 1977-2010) introduced policies to reduce class inequalities.

Back 241

- EAZ

- Aim Higher

- EMA

- National literacy Statdefcgvjbnkmniiknj

Front 242

Explain how the 2010 Coalition 'Academies Bill' limited the reduction on class inequality.

Back 242

Whereas Labour's original city academies targeted disadvantaged schools and areas, the coalition government, by allowing any school to become an academy removed the focus on reducing class inequality.

Front 243

Explain how the 2010 Coalition 'Free Schools Bill' limited the reduction on class inequality.

Back 243

Allen (2010) argues that research from Sweden where 20% of schools are free schools shows that they only benefit children from highly educated families. Other critics claim that free schools are socially diverse and that they lower standards - Sweden's international education ranking has fallen since their introduction.

Front 244

Describe pupil premium (2011).

Back 244

Money allocated to children who:

- looked after by the local government,

- those who've been eligible for FSMs at any point in the last 6 years,

- children whose parents are in the armed forces.

Aimed at closing the differential gap between them and their peers.

Front 245

Describe free school meals.

Back 245

Set up by other institutions, funded by the government.

For poorer families to help ensure children have a nutritious meal for lunch.

Front 246

What was one of the main reasons for free education?

Back 246

Industrialisation increased the need for free education.

Front 247

Define educational policy.

Back 247

A social policy specifically designed to aid education.

Front 248

What were the differences in schooling depending on your social class (1800's)?

Back 248

MC pupils were given an academic curriculum to prepare them for careers in the professions or office work.

WC pupils were educated to equip them with the basic numeracy and literacy skills needed for routine factory work.

Front 249

Describe the conservatives.

Back 249

- Promotes free enterprise and private ownership.

- Traditional party.

- Promotes marketisation (survival of the fittest).

- Support capitalism.

Front 250

Describe the conservative view of education.

Back 250

- Protects school budget.

- Raising standards and restoring discipline.

- Attracting top grades for teaching.

- Invested £8mil for new schools.

Front 251

Describe the labour party.

Back 251

- Represents the interests of the working people.

- Work with unions.

- Progressive with equality.

- Socialist.

Front 252

Describe the labour party's view on education.

Back 252

- Invest in education so all young people have the same chance to succeed.

- Restore sure start.

- Smaller classes for 5/6/7 year olds to achieve better.

- Young people receive face to face career advice.

Front 253

Which party enforced the Butler Act (1944)?

Back 253

Conservatives.

Front 254

Describe Grammar schools.

Back 254

- Academic curriculum,

- Access for non-manual jobs and higher education,

- Pupils were mainly MC.

Front 255

Describe secondary modern schools.

Back 255

- Non-academic 'practical' curriculum,

- Access for manual work,

- Pupils were mainly WC.

Front 256

Describe technical schools.

Back 256

- Teach mechanical, scientific and engineering skills to serve industry and science.

- Few were ever built.

Front 257

Describe a strength of the tripartite system.

Back 257

Brightest children went to grammar schools so all bright children were all working together creating a stimulating environment.

Front 258

Describe the weaknesses of the tripartite system.

Back 258

- Reproduced class inequality by channelling two social classes into two different types of schools.

- Reproduced gender inequality by requiring girls to gain higher marks than boys in the 11+.

- Justified ideology that ability is born (argued that ability could be measured early in life.

Front 259

Which party enforced the Comprehensive system (1965)?

Back 259

Labour

Front 260

Why was the comprehensive system introduced?

Back 260

To overcome the class divide of the tripartite system and make education more meritocratic.

Front 261

Describe the strengths of the Comprehensive system (1965).

Back 261

Late developers could flourish rather than relay on the 11+.

Front 262

Describe the weaknesses of the Comprehensive system (1965).

Back 262

- Councils could opt out; grammar schools still operated, reproduced class inequality.

- Settling and streaming (high/low) reproduced inequality (indirectly)>

Front 263

Define parentocracy.

Back 263

'Rule by parents' (parents become consumers).

Front 264

What was the aim of the New Vocationalism?

Back 264

Youth unemployment was the result of the school's failure to teach appropriate work skills. The New Vocationalism's aim was to address the skills crisis and reduce unemployment levels, by increasing the skills of young people and make them more aware of the world of work.

Front 265

How did the New Vocationalism fulfil this aim?

Back 265

1) Youth training schemes (apprenticeships).

2) Work experience

3) National Vocational Qualifications (NVQs)

Front 266

Why did the New Vocationalism not work?

Back 266

- Provided cheap labour for employees and kept the pay rates of young workers low.

- Hidden political agenda, it reduced embarrassing unemployment rates.

- Skills taught to YTS were mainly unskilled, insecure and low paid.

Front 267

How does Gerwitz claim inequality is passed on through marketisation?

Back 267

- Said marketisation creates an unfair system because not all parents are equally able to make the most of the system.

- Found that there are privileged choosers, semi-skilled choosers and disconnected choosers; different levels of motivation and skills.

- Privileged choosers tend to be MC and both motivated and able to take advantage of the system, whereas disconnected choosers lack both motivation and skills required.

- Semi-skilled choosers are somewhere in the middle, with one but not the other.

Front 268

How does Bartlett and Grand claim inequality is passed on through marketisation?

Back 268

- Found that marketisation led to the best schools cream-skimming and silt-shifting.

Front 269

Define cream-skimming.

Back 269

The best schools are likely to be oversubscribed so they can then choose from the applicants - they can choose the pupils most likely to be the best and 'cream-skin' the rest.

Front 270

Define silt-shifting.

Back 270

Where pupils seen as low achievers are left behind to to to less successful schools (WC).

Front 271

How does Gillborn and Youdell claim inequality is passed on through marketisation?

Back 271

- League table position is based on the number of pupils who achieve 'good' GCSEs..

- Suggested that marketisation led to the A-C economy where teachers focus on those they label as able to get at least a C grade. This is at the expense of the other pupils.

- MC are most likely to be positively labelled, so again WC children are at a disadvantage.

Front 272

Which sociological perspectives support marketisation and why?

Back 272

New Right

- View private schools as the most effective type of schooling.

- Marketisation policies model private schools.

- By promoting choice and competition, there will be an increase in standards in state-schools.

Front 273

Why could the education system not operate as a market?

Back 273

Parents are not paying for education.

Front 274

Instead of a market for competition and choice, what did the marketisation policies create?

Back 274

A quasi market (artificial market), league tables in particular provided schools with incentive to manipulate results (eg, not entering pupils for exams).

Front 275

What were the main aims of the New Labour (1977)?

Back 275

When they rose to power under Tony Blair, they said their top three priorities were 'education, education, education.'

Front 276

What sociological perspectives were the New Labour influenced by?

Back 276

Influenced by marxist ideas, Labour governments like to support the working class.

However they were also influenced by post-modernism as they liked to promote diversity and celebrate differences so education would be tailored to individual needs. Did't like the 'one size fits all' approach.

Front 277

Why did New Labour believe we needed marketisation?

Back 277

To maintain high standards.

Front 278

Which sociological perspectives would support New Labour policies on diversity and why?

Back 278

Post-modernism

- Argue that no longer do your class, gender, ethnicity act as a barrier.

- People can be who they want through what they buy, they can create a new identity through what they buy - consumerism.

- They claim cultures have come together in a multi-cultural society.

Front 279

Why didn't the New Labour policies work?

Back 279

Whitty - the changes made to the conservative agenda by the New Labour are 'cosmetic', they only covered up the imperfections (smoke screen) as opposed to actually changing anything.

Benn (2012) 'New Labour paradox', New Labour kept marketisation policies but tried to help the working class.

New Labour also neither abolished fee-paying private schools nor removed their charitable status (estimated to be worth over £165 million a year).

Front 280

Provide one example of the New Labour Paradox.

Back 280

Introducing EMA's to encourage WC pupils to go on to higher education but also introducing tuition fees for HE to deter them from going to uni.

Front 281

What were the aims of the 2010 coalition government?

Back 281

1. A focus on traditional education - 'back to the future'

2. Increased competition and choice.

Front 282

What was the aim of the Academies Act 2010?

Back 282

Made it possible for all state schools to become academies, still state funded but with autonomy in things like wages and following the national curriculum.

Front 283

Why has there been an increase in the number of academies in England?

Back 283

Lots of outstanding schools applied - these were fast tracked to academy status as it became easier to become an academy.

More schools are becoming academies due to lack of funding from central government.

Front 284

What are the strengths and limitations of academies?

Back 284

+ Gives schools more freedom to manage themselves.

+ Arguably they are best able to use that freedom to improve standards.

- Could reproduce class inequality with better schools getting more freedom to improve standards and scope to select (cream-skimming and silt-shifting).

Front 285

What does Ball say the increasing academies will lead to?

Back 285

Ball argues that promoting academies and free schools has led to increased fragmentation (increased privatisation means greater inequality in opportunities) and increased centralisation (no middle man, private companies work directly with the government, reduced LEA control).

Front 286

What other policies have the Conservative party enforced?

Back 286

- Scrapped EMA (students do not know when applying for post-16 education whether they will receive a bursary and if so what is value would be - reduced opportunities for WC).

- Introduced ROSLA (fewer teenagers classified as unemployed).

Front 287

Define privatisation.

Back 287

Involves the transfer of public assets such as schools to private companies.

Front 288

Define ESI.

Back 288

Education Services Industry - where education becomes a source of profit for capitalists.

Front 289

What services do the ESI provide for schools?

Back 289

- Building schools,

- Providing supply teachers,

- Work based learning,

- Careers advice.

Front 290

Why are more companies getting involved with schools?

Back 290

Many of the activities are highly profitable; according to Ball (2007) companies involved in such work expect to make up to 10x as much profit as they do on contract.

Front 291

Explain how globalisation has impacted education.

Back 291

1. Global league tables,

2. Increase in foreign exchange,

3. Increase in overseas students at universities (high fees),

4. Produce worker that can compete in global markets,

5. Increased migration leads to a rise in multi-cultural curriculum.

Front 292

Define 'cola-isation' of schools.

Back 292

Private sector is also penetrating education indirectly. Eg, through vending machines on school premises and the development of brand loyalty through displays of logos and sponsorships.

Front 293

Provide two examples of cola-isation' of schools.

Back 293

Ball (2007) -

A cadburys sports equipment promotion was scrapped after it was revealed that pupils would have to eat 5,440 chocolate bars just to qualify for a set of volleyball posts.

Beder (2009) -

UK families spent £11000 in Tesco in return for a single computer for schools.

Front 294

Define league tables.

Back 294

Policy of publishing each schools exam result in a table.

Front 295

Define Ofsted.

Back 295

Inspection reports that rank each school according to its performance.

Front 296

Define formula funding.

Back 296

Schools are allocated funds by a formula based on how many pupils they attract.

Front 297

Define parental choice.

Back 297

Power shifts away from the producers (teachers & schools) to the consumers (parents).

Front 298

Define open enrolment.

Back 298

Removal of the catchment area.

Front 299

How do league tables promote choice/competition?

Back 299

Parents are attracted to those with good league table rankings.

Bartlett (1993) - Cream skimming/silt-shifting.

Front 300

How does Ofsted promote choice/competition?

Back 300

Gives parents the information they need to choose the right schools, parents are attracted to schools with better Ofsted results.

Front 301

How does formula funding promote choice/competition?

Back 301

As a result popular schools get more funds and so can afford better-qualified teachers and better facilities. Their popularity allows them to be more selective and attracts more able or ambitious (generally MC) pupils.

Front 302

How does parental choice promote choice/competition?

Back 302

Schools sell themselves to the parents rather than the pupils.

Front 303

What are the strengths of league tables?

Back 303

+ Drives low achieving schools to raise standards.

+ Provides parents with information to select schools who achieve consistently high results, creates a parentocracy.

Front 304

What are the strengths of formula funding?

Back 304

+ Makes schools work harder to raise their standards in order to secure funding.

+ It provides extra funding to those schools that deserve it through their high attainment and standards.

Front 305

What are the strengths of Ofsted?

Back 305

+ Provides parents with information to select schools who achieve consistently high results, creates a parentocracy.

+ Puts plans in place for schools in order for them to raise standards.

Front 306

What are the strengths of Open enrolement?

Back 306

+ Parents know their children, it is right they have the power to choose the right education for their own child.

+ This gives power to parents so schools can't assume they get pupils. Therefore they must get better in order to attract pupils, standards increase for pupils.

Front 307

What are the weaknesses of league tables?

Back 307

- All about league table position, schools focus on those who can achieve 5 A*-C GCSEs (Gillborn & Youdell).

- Pupils categorised in perceived levels of ability (labelling - hopeless cases).

Front 308

What are the weaknesses of formula funding?

Back 308

- Unpopular schools will lose their income and therefore find it more difficult to match the teaching skills & facilities of their successful rivals which will disadvantage the pupils.

- With the best schools selecting 'the best' pupils there will be an increasing divide between WC and MC pupils being selected by the popular schools.

Front 309

What are the weaknesses of Ofsted?

Back 309

- Subjective-based on the decisions made by Ofsted inspectors who are more likely to MC themselves.

- Offers only a snapshot of the schools performance.

Front 310

What are the weaknesses of open enrolement?

Back 310

- MC parents are at an advantage as they have more economic and cultural capital (money & MC values) and are thus more able to take advantage of the choices available (eg, move closer to better schools or research the market).

Front 311

Define faith schools.

Back 311

A school intended for students of a particular religious faith.

Front 312

Define specialist schools.

Back 312

Secondary school which specialise in certain areas of the curriculum to boost achievement.

Front 313

Define academies.

Back 313

Independent state-funded schools who receive their funding directly from central government rather than local authority.

Front 314

How do EAZ reduce class inequality/increase diversity?

Back 314

- Provides poorer areas with resources to equate them to MC.

- Allows more WC the opportunity of MC pupils.

Front 315

How does the Aim Higher Programme reduce class inequality/increase diversity?

Back 315

- Allows pupils of WC to access HE.

- More representation in HE.

Front 316

How does the EMA reduce class inequality/increase diversity?

Back 316

- Promotes more people who wouldn't normally go onto HE onto HE.

Front 317

How does increasing university fees to £3000 a year increase class inequality/prevent diversity?

Back 317

- Prevents WC pupils from going onto HE.

Front 318

How do faith schools increase class inequality/prevent diversity?

Back 318

- Stops people from other faiths going to that school.

- Segregated.

Front 319

How do specialist schools increase class inequality/prevent diversity?

Back 319

- Only selects certain pupils to suit their curriculum.

- Ethnocentric curriculum.

Front 320

How do academies reproduce class inequality/increase diversity?

Back 320

- Allows schools to help disadvantaged pupils as they have more freedom in order to improve league table position.

- More selective (cream-skimming/silt-shifting).

Front 321

Evaluate EAZ.

Back 321

Additional resources do not equate to the same opportunities as MC.

Do not get the similar opportunities/education tailored to MC needs.

Front 322

Evaluate the Aim Higher programme.

Back 322

Raised aspirations do not equate to the same opportunities to MC.

Front 323

Evaluate EMA.

Back 323

EMA's encouraged poorer students to stay in education but tuition fees may deter them from going. (Benn 2012, New Labour Paradox).

Front 324

Evaluate faith schools.

Back 324

Prevents diversity which contradicts the New Labour policy of catering to every individual need.

Front 325

Evaluate specialist schools.

Back 325

Prevents diversity which contradicts the New Labour policy of catering to every individual need.

Front 326

Evaluate academies.

Back 326

Benefits the academy directors more than the actual pupils.

Front 327

Define free schools.

Back 327

Funded by the state but set up and run by parents, teachers, faith organisations or businesses rather than the local government.

Front 328

Define the English Baccalaureate (EBacc).

Back 328

Schools performance measure which allows people to see how many pupils get a grade C or above in core subjects at KS4.

Front 329

Define pupil premium.

Back 329

Money that schools receive for each pupil from a disadvantaged background.

Front 330

How do free schools reduce class inequlaity/increase diversity?

Back 330

Gives parents opportunity to improve child's education if normal school in that area isn't as good.

Front 331

How does the EBacc reduce class inequlaity/reduce diversity?

Back 331

- Helps schools league table position.

Front 332

How does increasing university fees to £9000 per year reproduce class inequality/prevent diversity?

Back 332

- Further restricts WC from going onto HE.

- Only allows a certain type of person to go to uni (usually MC).

Front 333

How does giving free school meals to all children in reception-year 2 reduce class inequality/increase diversity?

Back 333

- Removes the issue of stigma around free school meals.

Front 334

How does the pupil premium reduce class inequality/increase diversity?

Back 334

- Allows WC pupils to have an equal opportunity.

Front 335

Evaluate free schools.

Back 335

- Unqualified teachers.

- May not be receiving the same quality education as everyone else.

Front 336

Evaluate the EBacc.

Back 336

- Plays to the MC

- Highlights subjects that certain people do better in so schools may encourage pupils to take those rather than the subject they actually want to take.

Front 337

Evaluate the increase in university fees to £9000 per year.

Back 337

- Don't pay anything up front.

- Payments are minimal.

- Student loan allows WC to still go to Uni.

- Only pay back once you earn over a certain amount.

Front 338

Evaluate free school meals for all children from reception to year 2.

Back 338

- Lack of food options.

- Does it really target real issues?

Front 339

Evaluate the pupil premium.

Back 339

- Only certain people qualify

- Difficult to know if money is actually being given to those pupils.

Front 340

How are Neo-liberal and the New Right similar to functionalism?

Back 340

Share the view tat education must be meritocratic and must promote social integration.

Front 341

How are Neo-liberal and the New Right different to functionalism?

Back 341

They are critical of the role of the state in performing these functions. They argue that the states involvement leads to bureaucratic self-interest, the stifling of initiative and low standards. To overcome this education must be marketised.

Front 342

What is the Marxists view of the marketisation of education?

Back 342

Hall (2011) - Coalition government policies are part of the 'long march of the neo-liberal revolution'.

See academies as an example of handing over public services to private capitalists.

In a marxist view the neo-liberal claim that privatisation and competition drive up standards is a myth used to legitimate the turning of education into a private profit.

Front 343

What does it mean when 'education has become a commodity'?

Back 343

Education is being turned into a 'legitimate object of private profit making'a commodity to be bought and sold as an education market. (Ball).

Front 344

Due to the privatisation of education the state is now reduced to two roles which are?

Back 344

1.Commission education services, putting them up for contract and deciding which private bidder gets the contract.

2. Acts as a regulatory setting targets and monitoring performance to ensure that private providers met certain standards.

Front 345

List policies that reproduce inequality.

Back 345

- Faith schools

- Specialist schools

- Ofsted

- League tables

- Forula Funding

- Providing funding directly to schools themselves rather than through LEA.

Front 346

List policies that reduce inequality.

Back 346

- EMA

- EAZs

- Compulsory literacy

- Academies

- GIST

- WISE

- New deal, scheme to get unemployed people back to work.

Front 347

List policies aimed at promoting competition and raising standards.

Back 347

- Ofsted

- League tables

- Faith schools

- Formula funding

- Academies

Front 348

List policies aimed at promoting diversity.

Back 348

- EMA

- EAZs

- GIST

- WISE

- MCE

- Compulsory literacy/numeracy hour