Education key names

Durkheim

identified 2 key functions of education: social solidarity (transmitting shared beliefs) and specialist skills (equipping individuals with skills for labour)

Parsons

argued education was a "focal socialising agency" between the family and wider society. Schools are based on meritocracy

Davis and Moore

Education performs role allocation, by sorting and shifting individuals into the roles they are most fitted to

Althusser

The state uses force (RSA) through the police and army to maintain exploitation. The state also uses ideologies (ISA) to control and legitimate exploitation

Bowles and Gintis

School mirrors the work place (correspondence principle), the hidden curriculum indirectly teaches students conformity needed for wider society

Willis

found that boys formed a counter culture to school, as they wanted to follow in their dad's manual labour jobs. An example of a self fulfilling prophecy

Chubb and Moe

New Right sociologists that believe in marketisation of education

Berieter and Engelmann

They claimed that language used in WC homes was deficient as they use gestures and disjointed sentences

Bernstein

He identifies 2 speech codes: the restricted speech code (WC) and the elaborated speech code (MC)

Douglas

WC parents placed less value on education than middle class parents, they were less ambitious for their child, resulting in low levels of achievement

Sugarman

WC subculture has 4 features that act as a barrier: 1) fatalism - life is pre-determined2) collectivism - placing more value on being in a group than individual achievement3) immediate gratification - preference for instant rewards rather than long term success4) present time orientation - focus on the present rather than planning for the future

Keddie

Cultural deprivation is a myth, WC children fail to a cultural difference

Howard

Children from poorer homes have lower intakes of vitamins and minerals, resulting in low energy in school

Callender and Jackson

WC students are more worried about debt when applying for universities, therefore putting them off

Bourdieau

Developed 3 types of capital the MC has and the WC dont:1) cultural capital2) economic capital3) educational capital

Becker

Carried out research in a chicago high school; teachers judged pupils based on the "ideal" pupil

Rist

Teachers labelled students due to information about their backgrounds - the "tigers" were sat at the front, whereas the WC "clowns" were sat at the back of the classroom

Rosenthal and Jacobson

Teacher expectations can produce a self fulfilling prophecy - teachers randomly labelled students as "spurters" and they achieved more

Gillborn and Youdell

Teachers are less likely to stream WC in the top streams (A to C economy)

Lacey

Teachers use differentiation (categorising pupils based on percieved attributes) and pupils respond with polarisation (either pro school or anti school)

Ball

Researched a school that abolished streaming, polarisation and anti school subcultures declined, but differentiation continued

Woods

Found other pupil responses to labelling:1) ingratiation (teachers pet)2) ritualism (staying out of trouble)3) retreatism (messing around)4) rebellion (rejection of all values of education)

Archer

The MC has the power to influence its habitus on the education system

Evans

Studied WC girls doing A levels, they were reluctant to apply for elite universities due to not fitting in

Bereiter and Engelmann (ethnicity)

Language spoken by low-income black families is inadequate for educational success as it is ungrammatical

Moynihan

Family structure - many black families are headed by a lone mother - children are deprived of a male role model and breadwinner

Sewell

There is a lack of fatherly nurturing for black boys, this encourages gang behaviour and anti-school subcultures. Asian work ethic

Mcculloch

Survey of 16,000 pupils finding that ethnic minorities are more likely to go to university more than white british pupils

Driver

Criticises the ethnic cultural deprivation theory as it ignores the positive effects of ethnicity in achievement

Palmer

Material deprivation in ethnic minorities - 1/2 of all ethnic minority children live in low income households

Rex

Racial discrimination leads to social exclusion and worsened poverty - ethnic minorities are given worse housing, job applications are more likely to be declined

Gillborn and Youdell (ethnicity)

Teachers are quicker to discipline black pupils than others for the same behaviour - "racialised expectations"

Archer (ethnicity)

Identified 3 identities pupils are given:1) ideal pupil - white middle class2) pathologised pupil - asian deserving poor3) demonised pupil - black working class

Fuller

Found that black girls in YR11 rejected negative labels and chanelled anger in order to avoid self fulfilling prophecy

Mac and Ghaill

Studied black and asian students at sixth form, they didnt accept labels, however the response depended on the ethnic group

Mirza

Identified 3 types of teacher racism:

Colour blind - teachers who believe everyone is equal, but allow racism to go unchallenged

Liberal chauvinists - teachers who believe black students are culturally deprived

Overt racists - teachers who believe black students are inferior

Sewell (pupil responses)

Identifies 4 pupil responses to teacher racism/labelling:

The rebels - minority group with most influence, reject all school values

The conformists - largest group who accepted all school values

Retreatists - Isolated from school values and education

Innovators - Those who rejected the school values but pursued educational success

Gillborn

Marketisation allows negative stereotypes to influence decisions about school admissions

Ball (ethnocentric curriculum)

He criticises the National Curriculum for ignoring ethnic diversity (history)