all sociologists for education

Feinstein

parenting styles for both classes are different, mc are more likely to evoke critical thinking and use praise

Bernstein

2 speech codes, elaborated and restricted

Douglas

working class parents place less importance on education

sugarman

4 working class subcultures:
collectivism
fatalism
present-time orientation
immediate gratification

tanner

external cost of education such as travel, equipment and uniforms can place a heavy burden on working class families

flaherty

low income is a reason for low attendance

howard

students from low income households have poorer diets

keddie

myth of cultural deprivation, schools victim blame

callendar and Jackson

fear od debt, wc more likely to avoid going to uni

sewell

lack of father figure for black boys can cause them to role model ‘gang’ members

sewell

indian and Chinese children have support from their parents

troyna and williams

teachers have a speech hierarchy
1. mc speech
2. wc speech
3. black speech

gillborn & mirza

found black students were high achievers in primary then low achievers at GCSE

Mirza

types of teachers:
overt, liberal chauvanist and colour blind

bourdieu

cultural capital within schools, mc values, norms and ideas are favoured

Lacey

how pupil subcultures develop
polarisation- response to streaming , either ‘pro-school’ or 'anti-school’
differentiation- categorising students based on attitude or behaviour

woods

there are other subcultures
integration - like teachers pet
retreatist - daydreaming and mucking about
rebellion - rejecting school completely

Becker

labelling theory
and
studied 60 schools in Chicago and found the middle class were seen as an ideal pupil

gillborn&youdell

educational triage - focus on pupils more likely to achieve a grade C, neglecting the ‘hopeless cases’

gillborn&youdell

black pupils disciplines more harshly

brennan % bhatti

parents of asian boys were more lenient with them compared to asian girls

brennan (study)

found that asian parents made their daughters do more housework like making their beds, dishes - means they can’t focus entirely on their education

mcrobbie

magazines in the 1970 emphasised marriage and being ‘left on the shelf’ now they contain independent women

French

boys get more attention in classrooms

francis

boys were disciplined more harshly and felt picked on by teachers who had lower expectations of them

epstein

laddish subculture

Sharpe

interviews from 1970 to 1990 of girls, found ambitions changed

O’connor

14-17 girls’ ambitions changed, marriage and children not a major part of their plans

mitsos and Browne

more successful with coursework compared to boys

Rosenthal & Jacobson

self-fulfilling prophecy

fuller

black girls went against their negative labels

Althusser

ideological state apparatus
repressive state apparatus

willis

studied wc boys and found they had an anti school subculture, causing them to underachieve and get jobs below the middle class leading to the reinforcement of capitalism

Bowles & Gintis

hidden curriculum & correspondence principle

parsons

focal socialising point

Durkheim

social solidarity and teaches specialist skills

davis & moore

role allocation

Chubb & moe

state schools failed to educate and equip students, argues for marketisation

David

parentocracy

bartlett

silt shifting - ‘good’ schools avoid taking less able pupils to avoid damaging their league table position
cream skimming - ‘good’ schools more selective, taking mainly mc students

gerwitz

types of parental choosers; skilled, semi-skilled and disconnected

ball

marketisation policies has caused more inequality

Mac & ghail

visual aspect of identities , male gaze

banyard

sexual harassment still happens in schools

archer

wc girls gained symbolic capital from their peers by preforming hyper-heterosexual feminine, brought conflict to mc ethos

David (curriculum)

national curriculum is ‘specifically british’ , no non-europeans languages taught, however this is outdated there are some schools/unis

ball (curriculum)

national curriculum ignore ethic diversity and promotes ‘little engladism’

baudrillard

identity is created through consumption