Education 1

Vocabulary practice flashcards covering sociological theories, internal and external factors affecting education, and major empirical studies from AQA A Level Sociology.

Social Solidarity (Durkheim)

Emile Durkheim's concept that education functions to create a shared sense of belonging and teach the values, norms, and specialist skills necessary for individuals to function in society and the workforce.

Universalistic Values (Parsons)

Talcott Parsons's concept of standard values taught by schools that bridge the gap between particularistic family values and wider society, judging individuals on meritocratic principles.

Role Allocation (Davis and Moore)

The system where education sifts and sorts individuals based on merit, allocating people to positions in society according to their abilities.

Ideological State Apparatus (ISA)

Louis Althusser's term for institutions like schools, churches, and media that spread and reinforce ruling-class capitalist ideology to keep workers compliant and accepting of the status quo.

Correspondence Theory

Bowles and Gintis's theory stating that the structure of the education system mirrors the workplace, using the hidden curriculum to train submissive, obedient workers.

Learning to Labour (Willis)

Paul Willis's study demonstrating how working-class boys formed an anti-school counterculture that resisted formal schooling, yet still led them into working-class jobs and perpetuated class inequalities.

Market-based Approach (Chubb and Moe)

A New Right proposal to eliminate state monopolies in education by introducing privatisation and school competition for students, giving choice to parents.

Hidden Costs of Schooling (Bull)

Bull's (1980) concept identifying non-tuition expenses—such as transport, materials, and extracurricular fees—that create academic barriers for economically disadvantaged children.

Poverty Penalty (Smith and Noble)

Smith and Noble's (1995) concept that material deprivation leads to educational barriers, preventing access to high-quality schools and necessary resources.

Working-Class Subcultures (Sugarman)

Barry Sugarman's (1970) identification of distinct working-class values—fatalism, immediate gratification, collectivism, and present-time orientation—that reduce academic aspirations.

Elaborated Code (Bernstein)

Basil Bernstein's (1971) term for the complex speech code used by middle-class pupils that matches the language used in textbooks, exams, and by teachers.

Cultural Capital (Bourdieu)

Pierre Bourdieu's concept referring to the knowledge, skills, language, and cultural experiences passed down by middle-class families that give their children an advantage in the education system.

Residual Cultural Capital (Modood)

Tariq Modood's (2004) term for the cultural assets derived from former and current parental occupations that ethnic minority parents pass on to support their children's achievement.

Model Minorities (Archer and Francis)

Archer and Francis's (2007) term describing how Chinese and Indian pupils are stereotyped as high achievers due to high representation in higher education and top occupations, leading teachers to give them more attention.

Bedroom Culture (McRobbie)

Angela McRobbie's (1991) term for the home-based, domestic leisure activities of girls (such as reading and talking) that build literacy skills and improve academic performance compared to boys.

Crisis of Masculinity (Mac an Ghaill)

Mac an Ghaill's (1994) term for the loss of male purpose and identity caused by the decline in traditional manufacturing jobs, leading working-class boys to disengage from education.

Genderquake (Wilkinson)

Helen Wilkinson's (1994) term describing a fundamental shift in young women's attitudes, prioritising personal independence, careers, and educational success over traditional marriage.

Ladette Culture (Jackson)

Carolyn Jackson's (2006) term for a subculture where girls adopt assertiveness, rebelliousness, and other traditionally male traits while continuing to achieve academically.

Ideal Pupil (Becker)

Howard Becker's (1971) term for the middle-class student prototype preferred by teachers, which leads to working-class pupils being negatively labelled and subject to low expectations.

Educational Triage (Gillborn and Youdell)

Gillborn and Youdell's (2001) concept describing how schools categorize students to focus resources primarily on boundary cases who can boost league table statistics, writing off lower-stream working-class students.

Differentiation and Polarisation (Lacey)

Colin Lacey's (1970) terms for how schools categorize students by ability (differentiation), leading students to respond by forming pro-school or anti-school subcultures (polarisation).

Teacher Racist Typologies (Mirza)

Heidi Mirza's (1992) categorization of teacher attitudes toward Black students: colour-blind (ignoring racism), liberal chauvinists (having low expectations), and overt racists (openly discriminatory).

Four Responses to Schooling (Sewell)

Tony Sewell's (2009) typology of Black Caribbean boys' subcultural adaptations in response to racism: conformists, innovators, retreatists, and rebels.

Ethnocentric Curriculum (Coard)

Bernard Coard's (1971) term for a curriculum that focuses predominantly on white history and culture while presenting non-white cultures as inferior, damaging the self-esteem of Black pupils.

A-to-C Economy (Gillborn and Youdell)

Gillborn and Youdell's (2000) concept where school streaming decisions prioritize students capable of achieving C-grade equivalents to improve school league standings, systematically penalizing Black students based on racialised expectations.