educational policies

Bernstein

speech codes - restricted & elaborate

Douglas on parents education

wc parents place less value on education: less ambitious, less encouraging, less interest, last visit, less discussion

Feinstein

MC parents are better educated and socialise children that way through their parenting, style, educational behaviours, income, and parental education

Sugarman

fatalism, collectivism, immediate gratification, present- time, orientation

Keddies evaluation of cultural dep

cultural deprivation, theories, blames and insults wc people they are not culturally deprived, but rather culturally different

howard

Young people from poor homes, have lower intakes of energy, which leads to illnesses and absences from school

cultural deprivation evaluation from Blackstone and mortimore

working-class parents do care about the child’s education but have longer working hours, are put off by the atmosphere of the school and lack the knowledge to help

tanner

The cost of transport, books, computers, calculators and sports music or art equipment, place heavy burden on poor families

Bordieu

mc possess, economic, educational and cultural capital ( habitus)

rist

the tigers and the clowns

rosenthal and jacobsen

self fulfilling prophecy , ‘spurters’

gilborn and youdell

teachers are less likely to see working-class and ethnic minorities as having ability, therefore, placing them in lower streams

lacey

Pro school and anti school sub cultures

archer symbolic capital

symbolic capital is status from teachers as they have the same values of the school. Symbolic violence is a process in which schools with hold symbolic capital from working-class students as they see their taste as being inferior.

Archer - nike identities

gaining capital from peers through designer clothing

evan’s on self exclusion

studied working-class girls from south London, who were reluctant to apply to elite University such as Oxbridge out of fear they would not fit in.

Beriter and Englemann

The language spoken by low income black American families is inadequate for educational success. Children who do not speak English at home we be held back.

Gilborn and Mizra

from the Indian pupils do very well despite not having English as their first language

moynihan

Many black families are headed by alone, mother, where she struggles financially in the absence of a male breadwinner, and therefore boys not have a male role models look up to

sewell

it’s not the absence of fathers, but the lack of ‘Tough-love’ black fatherless boys are presented with media- inspired role models of anti-school black masculinity.

gilborn criticisms for sewell

not peer pressure but institutional racism within the system. Failure of black boys.

sewell - asian families

benefit from an ‘asian work ethic’ and achieve

driver

Cultural deprivation ignores The positive effects ethnicity can have on achievement. in black Caribbean Families girls are provided with positive role, models of strong independent woman.

lawrence

Black pupils underachieve, not because of low self-esteem, but because of racism

wood et al - racism in wider society

only 1 and 16 ethnic minority applications received an interview compared to one and nine white applications.

gilborn and youdell - teacher racism

teachers are quicker to discipline black pupils as a result of teacher racialised expectations, teaching pupil conflict was the result of racial stereotypes rather than actual behaviour.

wright - asian pupils

teachers held ethnocentric views and assume the Asian pupils would have a poor grasp of English and left them out of group discussions Asian pupils therefore isolated when teachers disapproved of the customs or miss pronounced their names

archer - pupil identiies

ideal - white mc

pathologised - asian feminised

demonised - black or white wc, hyper sexual

archer - chinese pupils

seen to have achieve success in the wrong way through hard, work, conformism and not a natural ability.

fuller - SFP criticism

Group of year 11 black girls high achievers in school as they change their anger into achieving educational success

sewell - boys responses to labelling

rebels - anti school, ‘black macho lad’

conformists - keen to succeed

retreatists - disconnected from both black and school subcultures

innovators - pro edu but anti school

moore and davenport - marketisation (ethnicity)

Selection procedures can lead to ethnic segregation with minority groups failing to get into better secondary schools in favouring white pupils

david

ethnocentric curriculum

ball

‘little-englandism’

gilborn - access to opportunities (ethnic)

‘gifted and talented’ programs whites were over two times more likely is black Africans to be identified as gifted and talented.

sewell - criticisms of gillborn

States we should focus on external factors, such as boys anti-school attitudes. He rejects the idea of racism in schools being powerful enough to prevent individuals from achieving.

sharpe (girls)

interviewed girls in the 70s in the 90s there was a major change from prioritising Love to prioritising career.

fuller - girls attitude

found educational success became a part of girls identity, believed in meritocracy and aimed for professional jobs to enable them to support themselves.

gorard- coursework

The gender gap from achievement was fairly constant from 75 to 89, a sharp increase the girls as one GCSEs and coursework were introduced.

Girls achieve higher in oral exams due to better linguistic skills.

francis - boys

boys were disciplined more harshly and felt picked on by teachers who had low expectations.

swann - boys

boys dominate class discussions were as girls prefer paperwork in group. Work girls work better at listening cooperating and take turns. Wheras boys interrupt one another.

weiner

since the 80s teachers challenging stereotypes and sexist images removed from textbooks

jackson - selection

High achieving girls are attractive to schools. Where is Low achieving boys are not.

archer - pupil identities

hyper heterosexual identity

sewell - feminisation of education

boys fall behind because the curriculum is feminised in schools don’t nurture masculine traits such as competitiveness or leadership

epstein

laddish subcultures ‘swots’

browne and ross

gender domains

kelly

gendered subject choices , science

dewar

giels seen as ‘butch’ or ‘lesbian’ if they engaged in sport

lees

double standards in boys and girls sexuality

connell

verbal abuse that reenforcesgender stereotypes in school

Mac and ghaill

male gaze

willis

male anti school subcultures encourage educational underachievement as they are teased for doing well

haywood and mac and ghaill

boys told off for ‘behaving like girls’ but teachers ignored boys verbal abuse and blamed giels for attracting it

david - parentocracy

marketisation supporters athue it encourages diversity and gives partners more choice + raises standards

bartlett

league tables mean schools can ‘cream skim’ for ideal pupils

gerwitz

skilled privlidged choosers, semi skilled choosers, disconnected choosers

ball - myth of parentocracy

parents don’t actually have full choice

leech and campos

mc parents can move into the catchment zones of better schools

allen - free schools

in sweden only 20% are free schools which shows they only benefit children from highly educated families

molnar cola-isaton

Schools are targeted by private companies because schools legitimise the product

durkheim on education

social solidarity - society in miniature

teaching specialist skills - complex division of labour, high skill workforce

parson - focal socialising agency

particultralistic standards- applies to family and individual

universalistic standards - same laws apply to everyone, status is achieved

parsons - meritocracy

schools prepare us to move from homes to wider society, same access to opportunity

davis and moore

role allocation - sift and sort pupils into roles best suited for them

chubb and moe

Believe that state run education in America has failed, because it is not created equal opportunity and has failed disadvantaged groups.

Propose a voucher system. Each family would be given a voucher to spend on the child’s education. Schools would be forced to compete and try and attract consumers.

althusser

repressive state apparatus RSA - maintain rule by threat (police)

ideological state apparatus - maintain rulle by controlling ideas

marxists - function of education

reproduces class inequality, transmits it from one gen to the next

legitimised class inequality and poeduces ideologies that serve capitalism and accept subordination

bowels and gintis

correspondence principle

hidden curriculum

willis - learning to labour

Students are not just indoctrinated into the myth of meritocracy. Instead, his study shows that people can resist such attempts to indoctrinate them.