sociology- education 30 markers

evaluate sociological explanations of the role of education in transmitting ideas and values.

1)Marxism- serve capitalism

Althusser- education part of ideological state apparatus,

e.g myth of meritocracy in tests

evaluation- policies like bursary aim to reduce inequality

legitimize inequalities

2)Feminism- promote norms and values supporting gendered subjects

stereotypes transmitted, women into lower paying jobs

evaluation- Sue Sharpe- study (girls in 90s value career over family compared to 70s) so ideas less patriarchal

3)functionalist- transmits norms and values for consensus, secondary socialization

Parson- meritocracy for role allocation and social solidarity

Durkheim- focal social agency builds bridge between home and real world

evaluation- Marxists argue hidden curriculum is for WC conformity (authoritarian nature of school)

4)Interactionist- labelling

Becker- self fulfilling prophecy

e.g teacher language

5) New Right- transmit norms and values and prepare for working world

e.g competition, conformity, key working skills,

evaluate the view that the education system is meritocratic

1)functionalism

all pupils have opportunity to succeed

parsons: status is achieved

pupils rewarded through effort and ability helping to prepare for workforce

(promotions)

evaluation: glass ceiling (feminism), social class is a factor as MC children can afford tutoring

2) Marxism- myth of meritocracy

capitalist society means no meritocracy

proletariat persuaded into false consciousness as rich and powerful are said to earn their place through work

Bowles and Gintis: education system ingrains myths reproducing class inequalities

evaluation: WC may not achieve due to anti school culture rather than class

3)

assess the extent to which it is home background that is the main cause of differential education achievement by social class

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assess the Marxist view of the role of education in society

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assess the view that the main aim of education policies since 1988 has been to raise overall standards in education

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assess the claim that the ethnic difference in educational achievement are primarily the result of school factors

1) speech codes

Sewell- Asian work ethic (Indian and Chinese pupils benefit from supportive family)

socialization using elaborate speech codes for academic growth (cultural capital)

2) material deprivation-

Palmer- research found 50% of Pakistani and Bangladeshi workers earn under £7 (25% white) .

evaluation- Keddie- labelling children as culturally deprived is victim blaming (culturally different as ethnic minority

3) lack of fatherly nurturing

Sewell- it's not absence of fathers as role models it's lack of fatherly nurturing leading to black boys underachieving. they look to gangs for fatherly nurturing qualities (gangs anti-school qualities)

4) institutional racism in school

ethnocentric curriculum and labelling, ethnic minorities routinely disadvantaged by racial bias

Gilborn and Youdell- negative stereotypes of black pupils abilities so teachers put in lower sets. self fulfilling prophecy

assess the view that in-school processes, rather than external factors, are the most important in explaining differences in educational achievement

tutor2u essay link

https://www.studocu.com/en-gb/document/holcombe-grammar-school/anatomy/aqa-sociology-essays-education-30-marks/23911576

evaluate the usefulness of functionalist views of the education system in society today

1)social solidarity

cohesion between individuals for stability

Durkheim

2) role allocation

selecting talented individuals and allocating them most important roles

evaluation-

3) meritocracy

parsons- reward allocated based on talent and achievement

4) core values

5) secondary socialization

parsons- bridge theory schools acts as bridge between family and society

parsons- socialization theory- primary at home secondary in school

evaluate the view that the main purpose of recent education policy has been to create an education market

1) marketisation- 1988 reform act

schools function like businesses

Ball- marketization creates parentocracy

competition, standards raised

evaluation- myth of parentocracy market not accessible to all

2)national testing

produce individuals fit for workforce, competition in differing schools,

evaluate the view that the main role of the education system is to serve the needs of the economy

1) Althusser- Marxists see system as part of ideological state, reproduces inequality, fails successive generations of WC students, trains children to see inequality as inevitable

evaluation:

2) Bowles and Gintis- capitalism needs workforce who accept low pay, system rewards submissive compliant worker traits, provides workers, punishment

evaluation:

3)correspondence theory Bowles and Gintis- school parallels capitalist work, ingrained acceptance of low paid jobs, both have hierarchy, gets children used to work

4) myth of meritocracy- believing hard work achieves positions in society prevents rebelling,

5)

evaluate the view that differential education achievement by social class is mainly due to in school factors

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evaluate the effect of globalization on education

1) technological developments

greater access to information

2)increased competition for careers

evaluation- widened gap in social inequalities

more specialist skills needed to compete in global market

3)cultural development

greater interconnection

e.g languages, history

evaluation- ethnocentric curriculum, westernization

shallow vs deep diversity

4) migration in education

global ranking raises standards, increased competition for university

e.g PISA rankings

evaluation - higher university fees

evaluate the view that the main purpose of education policy since 1944 has been to reduce inequality

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evaluate sociological explanations for gender differences in educational achievement

1)liberal feminism- girls are doing better in modern schools

e.g equal pay act 1970 so girls see vast opportunities open to them in work place so motivation increases

McRobbie: 70s magazines emphasized marriage etc but modern ones show assertive dominant women increasing self esteem and motivation

evaluation: Marxist feminists would see class differences as outweighing this as WC girls are more likely to accept gender stereotypical roles

2)labelling

educational achievement and appearing ambitious was considered unattractive so prioritized marriage

girls now understand link between education and career so aimed higher

Sue Sharpe: study showing girls being more career driven in 90s than in 70s

3) interactionism- modern society has developed prospect of being independent

career promises women of recognition and economic self sufficiency

more women recognize need for good education so willing to learn more

evaluation: Marxist feminists say WC girls may not have access to same resources as MC to get higher education, lack of cultural capital

4)subcultures

evaluate the view that the main aim of educational policy over the past 25 years has been to improve outcomes for working class pupils

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evaluate the view that educational policy is aimed at expanding the education marketplace

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evaluate the view that the main purpose of educational policy has been to prepare pupils for employment.

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evaluate the view that the main purpose of educational policy has been to facilitate social mobility.

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evaluate the claim that education policies since 1988 have increased equality of educational opportunities

1)parentocracy

no academic selection through 11+ or catchment

evaluation: myth of parentocracy: only MC benefit

Gerwitz: privileged skilled, semi skilled and disconnected local choosers

2)marketisation- competition

formula funding means more schools compete for funding by attracting more pupils

schools try to excel in league tables to attract parents

evaluation: cream skimming can occur where schools are selective of high achievers leaving failing schools to WC

3)new labour policies

addressed inequalities through EMAs and aim higher

evaluation: new labour paradox- private schools were not abolished and increased tuition fees discouraging WC from higher education

4) coalition- academies and free schools

academies reduce state control not inequalities

evaluation: free schools have selection process benefiting MC

5) gender policies

national curriculum means equal opportunities

removes gendered subject image