-Functionalist -Education serves as a bridge between family & society (secondary socialisation) -Meritocratic and allows students to gain any achieved status despite ascribed status
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Durkheim
-Functionalist -Education transmits societies norms and values allowing for social solidarity, which is integral for society's function (consensus theory)
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Davis and Moore
-Functionalist -Education is for Role Allocation - finding the best students and allowing them to enter the best jobs
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Hargreaves
-Functionalist -Schools focus too much on the individual which undermines social solidarity - should promote universalistic values
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Althusser
-Marxist -Ruling class maintain their authority through repressive state & ideological state apparatus (education) -Education justifies the position of the WC through myth of meritocracy
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Bowles and Gintis
-Marxist -Correspondence theory -School mimics the workplace and produces ideal workers for the ruling class to manipulate -Hidden Curriculum - Teaching of values that make students manipulatable
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Bourdeiu
-Marxist / Class -Cultural Capital -WC Faliure is not their fault as it is only MC Culture deemed worthy enough to be taught in schools -MC kids with pre existing knowledge do better
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Boudon
-Marxist -Cost of persistence -It's harder for the WC to enter HE as they may have to move away from home and lose their job / too expensive
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Willis
-(Neo)Marxist -Learning to Labour -Studied 12 WC boys and found they developed an anti learning subculture as they saw education as irrelevant for their future in manual jobs
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Ball
-Class/Interactionist/Social Policy -Banding lead to the stereotyping of students which negatively influenced their behaviour -Myth of parentocracy (not all parents have ability to choose) -Education service industry prioritise money
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Rosenthal and Jacobson
-Class/Interactionist -Labelled 20 students as 'spurters' and recieved more teacher attention / higher expectations -This lead to higher improvement despite them actually being average
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Becker
-Class/Interactionist -Students were labelled based on how close they were to the 'ideal pupil' (white MC) -This influenced behaviour
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Fuller
-Class/Interactionist -Studied Black girls in a london comprehensive and found they actually tried to defy their negative labels
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Hargreaves et al
-Class/Interactionist -How teachers type and classify students (Speculation = hypothethising, Elaboration = hypothesis confirmed or contradicted, Stabilisation = Permenant image)
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Rist
-Class/Interactionist -3 tables in a classroom based on ability "clowns" vs "tigers" -Those labelled better worked better
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Archer
-Class/Gender/Race -Nike identities -WC use symbolic/material items to gain status -WC girls use looks/makeup to gain status -Teacher discourse creates 3 stereotyped identities (ideal, pathologised, demonised)
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Bernstein
-Class -WC use 'Restricted Code' which is less developed -MC use 'Elaborated Code' which is more developed and used in formal situations -MC understand both codes
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Sugarman
-Class -WC are fatalistic and present time orientated, seek immediate gratification and are focused on collectivity
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Douglas
-Class -MC get more parental attention/support
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Keddie
-Class -Myth of cultural deprivation -Said cultural deprivation is victim blaming
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Gerwitz
-Class -3 types of parents (privileged skill choosers, disconnected local choosers and semi skilled choosers)
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Gillborn and Youdell
-Class/Marketisation/Ethnicity -Schools have an A-C Economy and have to compete for funding -They sort students into 3 categories and only focus on the ones who have potential to get Cs -Schools filter out those with language difficulty -Teachers quicker to discipline black pupils
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Spender
-Gender -In schools boys got 60% of the teachers attention
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Sharpe
-Gender -Interviewed girls in the 70s and 90s and found priorities had changed from family/marriage to study/careers
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McRobbie
-Gender -Looked at magazines in the 70s and 90s, in the 70s they promoted family and looks wheras in the 90s they depicted successful careers -Rise in 'girl power' & role models
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Mitsos and Browne
-Gender -Introduction of coursework meant girls did better as they're more organised -Reading seen as a feminine activity
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Mac an Ghaill
-Gender -Crisis of masculinity: loss of traditional jobs/roles means men don't know their place in society -Male laddish subcultures: WC underachievers 'Real Englishmen', Hardworkers 'Dickhead Achievers' -Male teachers tell boys off for behaving like girls -'Male gaze' - girls seen as sexual objects
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Harris et al
-Gender -Boys and girls are socialised differently which affects educational achievement -Girls are taught to be still and play = better focus -Boys are taught to run around / be energetic = less focus
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Barber
-Gender -Boys are generally overconfident in themselves so they do less work and underachieve
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Lees
-Gender Identity -Double standard for boys and girls -Girls who were sexually active "slags" and those who are unactive "drags"
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Kelly
-Gender subject choice -Science seen as a male subject due to male dominated teachers and textbook imagery
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Paetcher
-Gender subject choice -Peer pressure when choosing subject -Double standard, girls who like sports dubbed "butch" / "lesbians"
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Norman
-Gender subject choice -Boys and girls are socialised differently (toys, clothes etc) which creates gender domains
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Woods
-Subcultures -4 pupil responses to labeling: Ingratiation (compliance), Ritualism (staying out of trouble), Retreatism (mucking about) and Rebellion (rejection of everything)
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Lacey
-Subcultures -Streaming in schools causes development of Subcultures: through Differentiation (teachers categorising pupils according to their perception of their ability/behaviour) and Polarisation (pupils responding by moving toward two opposite extremes)
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Sewell
-Ethnicity/Subcultures -Stereotyping of black students leads to the development of 4 subcultures: rebels (live up to negative label, go against education), conformists (avoided the stereotypes, keen to do well), retreatists (disconnected from school and subcultures) and innovators (pro education but anti school)
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Murray
-Ethnicity/New Right -Some ethnicities have higher IQs (bell curve) -Generally regarded to be biased/racist
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Palmer
-Ethnicity - 1/2 of ethnic minorities come from low income families
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Holland
-Ethnicity -Lack of black male role models leads to poorer attitudes to education / less attention
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Ballard
-Ethnicity -Asian family values promote their children's success
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Noon
-Ethnicity -Minorities more likely to face unemployment -Evans vs Patel study
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Wright
-Ethnicity -Teachers assume Asian girls are passive/quiet with poor English
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Hatcher
-Ethnicity -Racism is institutional / inbuilt to the education system
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David
-Ethnicity -The curriculum is ethnocentric (british focused) -Can be seen in MFL, Humanities, Sports etc
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Gillborn
-Ethnicity -Marketisation has created segregation and selection (cream skimming)
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Swann Report
-Ethnicity -1985 - Said how the curriculum was ethnocentric -Said some ethnic minorities get better parental support -Afro-Carribean Families have a higher % of single parents
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Bartlett
-Social Policy -Marketisation leads to more popular schools who cream skim (find the high ability) and silt shift (ignore those with learning difficulty) students
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Chubb and Moe
-Social Policy -Proposed a voucher system where each parent gets a voucher to buy education
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1944 Policy
-Social Policy -Introduced the Tripartite system and 11+
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Comprehensivisation
-Social Policy - 1965- Your school was determined by your area -Kept private and independent schools
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1988 Policy
-Social Policy -Focused on Marketisation -Schools managed their own budget -The money they received was based on the number of pupils that went there (formula funding) -OFSTED and League Tables
-Social Policy - 1997 -Introduced EAZ, EMA payments, Aim Higher, Sure Start, National Literacy scheme to try improve class gap -Introduced HE tuition and academies
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Coalition Gov.
-Social Policy - 2010 - Introduced more academies, 3x HE Fees, Free Schools, National Curriculum reform, New OFSTED criteria - Introduced Free school meals, pupil premium and increased school leaving age to 18
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Howard
\-Class
\-Poor diet among the WC leads to educational underachievement