EDUCATION

Durkheim - functionalist

Passing societies culture (secondary socialisation) + building social solidarity and cohesion through value consensus

Parsons - Functionalist

Education works as a bridge between particular abilities + ascribed status → universalistic values + achieved status

Schultz - Functionalist

Education has a role to develop human capital - a trained and qualified workforce in order to benefit society.

Davis + Moore - Functionalist

Role allocation - fitting the most qualifies for the higher jobs (meritocracy)

Feminist view on the role of education

Passes on patriarchal values - disadvantages women

Marxists view on role of education

Passes dominant class values - disadvantages working class

Chubb + Moe - Neoliberalism and New Right

Role of education is to train the workforce

Althusser - Marxists

Ideological State Apparatus - passes on ruling class ideology, selecting pupils for different positions + ensuring they have conformist attitudes → reproduces class inequality by falling each succesful generation

Bourdieu - Marxists

Culture of education = culture of dominant class → middle class have cultural capital (success)

Illich + Preire - Marxists

Schools are repressive, promote conformity + passivity. SOLUTION → abolish schools - deschooling society.

Bowles + Gintis - Marxists

Hidden Curriculum : mirrors culture of adult workplace, e.g: pupils lack authority like workers

Becker - Interactionalist (DEA)

Labelling - teachers judge students according to its resemblance to their “ideal pupil” - m/c students

→ leads to s.f.p of underachievement.

STUDY: Rosenhan + Jacobson (DEA)

Self-fulfilling prophecy: told schools they had 20% of students as high IQ, after a year, 45% of students showed progress. → if child is able, teacher shows motivation

Gillborn + Youdell - Setting & Streaming

A-C Economy: system that rations their time and effort to those with potential → educational triage

Ethnicity: “racialised expectations” → expect black pupils to misbehave

Bernstein - DEA (Social Class)

Language: w/c have restricted code, while m/c have elaborated code → advantage on m/c pupils as they understand books, exam qs…

BEREITER + ENGELMANN : ethnicity

Douglas + Feinstein - DEA (Social Class)

Intellectual Development + Parental Education:

: w/c score lower in tests of ability than m/c

: parental education, parenting style, educational behaviours, use of income, parental education

MOYNIHAN: ethnicity (family structure - black families are conducted usually by lone mothers)

LUPTON: ethnicity (Asian families)

Sugarman - DEA (Social Class)

Attitudes & Values: lack of parental interest reflects subculture values on w/c score lower - fatalism, collectivism, immediate gratification, present-time orientation.

STUDY: Harker - DEA (Social Class)

Material Deprivation: Showed the links between poor housing and education underachievement

PALMER: ethnicity (e.m pupils are more likely to be lower social class due to racism in wider society)

Gewirtz - DEA (Social Class)

Parental Choice:

: privileged-skilled choosers → m/c parents with cultural capital

: semi-skilled choosers → mainly w/c, but are ambitious for their children

: disconnected-local choosers → w/c that lack cultural capital

Mac + Ghail - DEA (Gender)

“Crisis of Masculinity”: Declining opportunities for males, “breadwinner” role has been undermined → no ambition for boys

Forde - DEA (Gender)

Girls are more likely to be in pro-school subcultures, while boys are more likely to be in anti-school subcultures.

Browne - DEA (Gender)

Introduction of coursework favoured girls as they are more likely to be succesful because they are more conscientious and organised.

Francis - DEA (Gender)

School reinforces gender identities → patriarchal control - bullying to those who don’t fit in with male/female stereotypes.

Mitsos + Brown - DEA (Gender)

Teacher expectations: “boys will be boys”, while girls are expected to be quiet + well-behaved.

Stanworth - DEA (Gender) - Feminist

Higher expectations of boys by teachers → more likely to recommend to higher education.

STUDY: Barnyard - DEA (Gender) - Radical feminism

Sexual harassment is not treated as seriously as bullying.

Archer - DEA (Gender - AO3)

Symbolic capital: hyper-heterosexual feminine identities → brings status + avoids being ridiculed (symbolic violence)

Archer - DEA (Ethnicity)

Pupil Identities:

: “ideal pupil”: white, m/c, natural ability

: “pathologies”: asian, ‘deserving poor’, over-achiever

: ”demonised”: black/white w/c, hyper-sexualised, culturally deprived

STUDY: Willis - Marxists (AO3)

“The lads”: pupils often rebel against school, not passive conformists.