Sociology - Education Socilogists

60 chicago High School teachers judge based on how closely pupils fit the image of 'ideal pupil'- usually m/c

Howard Becker

W/C Aspen primaries see behaviour as more important in ideal pupil, but M/C Rowan schools see personality and ability as important

Hempel-Joergensen

Schools reproduce w/c underachievement by normalising it

Dunne and Gazeley

American kindergartens- tigers and clowns/cardinals

Rist

Spurters chosen at random. Studied a year later and found to have made progress due to self-fulfilling prophecy

Rosenthal and Jacobson

Teachers use stereotypical notions of 'ability' to stream pupils, and this links to league table competition- a-c economy.

Gillborn and Youdel

Educational triage

Gillborn and Youdel

Subcultures develop by whose ideas of differentiation and polarisation?

Lacey

A comprehensive school got rid of banding, so no basis for polarisation but differentiation still occured

Ball and banding

Ingratation, ritualism, retreatism, rebellion

Woods

Pupils move between responses

Furlong

Pupil class identities and the school

Archer

Symbolic capital and symbolic violence

Bordieu

W/C boys who got in to a grammar school found conflict between conforming to their school's m/c habitus, and their neighbourhoods w/c habitus

Ingram

21 w/c girls studying for A-Levels- reluctant to apply for elite unis, and attached to local area

Evans

Where parents use evaluative phrases in speech, cognitive performance improves.

Hubbs-Tait

More educated parents use more evaluative phrases and praise more

Feinstein

Language used in lower classes is deficient

Bereiter and Engelmann

Restricted and elaborated codes

Basil Bernstein

w/c parents place less value on education so are less ambitious for their children

Douglas

W/c parents are often less educated and so can't help their kids as much

Feinstein

Fatalism, collectivism, immediate gratification and present time orientation as barriers to w/c educational success

Sugarman

Cultural deprivation theory is victim blaming

Keddie

Problem is not children's language, but school's attitude towards it

Troyna and Williams

Poorer children have lower intakes of energy, vitamins and minerals, and poor nutrition leads to poorer health and energy

Howard

Among ten year olds, the lower the social class, the more hyperactive

Wilkinson

Lower income families engage more in externalising behaviour

Blanden and Machin

Costs of free schooling

Bull

Material deprivation has the biggest effect

Mortimore and Whitty

People who read complex literature, go to the theatre and watch documentaries etc have better vocabularies and cultural knowledge

Sullivan

Selection by mortgage

Leech and Campos

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

Bereiter and Engelmann

Because many black families are headed by a lone mother, the children are deprived of adequate care, because she has to struggle financially in the absence of a male breadwinner, and there are a lack of male role models for the boys

Moynihan

High rate of lone parenthood and lack of role models leads to underachievement amongst some minorities

Murray

Low achievement levels of some minorities as a result of failure to embrace mainstream British culture

Scruton

Heritage is an issue for black Caribbean families, whose ancestry was linked to slavery- lost cultural heritage then

Pryce

Fathers, gangs and culture- not lack of male role model, but lack of fatherly nurturing and tough love, so boys cant overcome issues of teenagehood and turn to gangs etc.

Variety of boys responses- rebels, conformists, retreatists and innovators.

Racism is present but not centred or powerful enough to create underachievement

Sewell (Ethnicity)

Adults have authority in Asian families, mimicking hierarchy of school

Ethic minorities more likely to see education as a way up in society

Lupton

Ethnic minority pupils more likely to aspire to go to uni than white british

Mculloch

Cultural deprivation theory ignores positive effects of ethnicity on achievement. E.G. black caribbean family provides girls with good role model

Driver

Challenges Pryce- black pupils underachieve not because of low self-esteem but because of racism

Lawrence

Almost half minority children live in low-income households, as against a quarter of white children, and are 2x as likely to be unemployed.

Palmer

Discrimination is continuous and experienced by all ethnic minorities

Mason

Racism can lead to social exclusion, worsening poverty experienced by ethnic minorities

Rex

Only 1 in 16 ethnic minority applications to jobs were offered interveiws, as against 1 in 9 British

Wood (ethnicity)

Teachers quicker to discipline black pupils for same behaviour because of racialised expectations.

Secondary schools are increasingly using old-style intelligence (IQ) tests to allocate students to opportunities

Gillborn and Youdell (ethnicity)

There are also higher rates of unofficial exclusions and internal exclusions for black pupils

Osler

Teachers' stereotypes of black pupils as badly behaved leads to them being placed in lower sets than others of similar ability

Foster

Asian pupils can also be victims of labelling, because despite claiming to offer equal opportunities, schools held ethnocentric views

Wright

Teachers dominant discourse defines ethnic minority pupils' identities as not ideal, but pathologised or demonised.

Even minorities who perform succesfully are pathologised

Archer

Group of black year 11 girls in London comp, untypically high achievers and found that they channelled their upset at being negatively labelled into working hard, without seeking teacher approval

Fuller

Studied black and Asian A-Level students, and found that students who had been labelled negatively didn't necessarily accept this label

Mac an Ghaill

Three types of teacher racism- colour blind, liberal chauvinist, overt racist.

Black girls studied by her spent a lot of time avoiding racist teachers, and got on with their own work. High self-esteem but fewer opportunities.

Mirza on racism

Institutional racism is less overt and identifiable racism from centre of respected social forces

Carmichael and Hamilton

Institutional Racism is locked-in inequality, from years of going unchanged

Roithmayr

Ethnic inequality is so deep-rooted that it is inevitable in education.

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Gilborn

Marketisation gives more scope to allow negative stereotypes to influence decisions about admissions etc.

Gilborn

Rigged assessment game which validates dominant culture's superiority.

Gilborn

Whites are 2x more likely than black Caribbeans to be identified for Gifted and Talented regimes.

Gilborn

When the teachers are asked to judge potential, they favour white people.

Gilborn

New IQism- teachers see potential as fixed, and make false assumptions about abilities and potential. No fixed measurement of knowledge.

Gilborn

Successes of Chinese and Indian pupils are used as an ideological function to make the system seem not-racist

Gilborn

Selection procedures lead to ethnic segregation, with minorities failing to get into better secondary schools due to discrimination

Moore and Davenport

Ethnocentric curriculum seen in meagre provision for teaching Asian languages compared with European

Troyna and Williams

National Curriculum as specifically British, ignoring non-European lang, lit and music

David

National Curriculum ignores ethnic diversity, promoting attitude of 'little Englandism'

Ball (ethnicity)

Ethnocentric history. Whtie British presented as heroes, and blacks as inferior

Coard

In 30 schools in aiming high initiative to raise black Caribbean achievement levels, black people were more likely than whites to be entered for lower GCSEs

Tikly et al

To fully understand relationship between ethnicity and achievement, we need to look at it in relation to gender and class

Evans

Studied 5 and 6 year olds and found that pupils and teachers construct masculinity differently based on ethnicity. Black boys seen as threatening and un-academic and Asian seen as more academic and passive, and therefore effeminate

Connolly

Meritocracy and school as focal socialising agency.

Everyone judged by same standards.

Parsons

School is society in minature, assigns to roles.

Creates social solidarity.

Durkheim

Schools act as method of role allocation based on aptitude and ability.

Inequality is necessary to ensure more important roles filled by most important ppl.

Sifts and sorts.

Davis and moore (perspectives)

Human capital depended on by economy. Meritocratic education enables each person to be allocated to a job that best suits abilities.

Blorn and Duncan

Davis and Moore put forward circular argument

Tumin

Vouchers and competitive education

Chubb and Moe

ISA and RSA

Althusser

Correspondence principle.

Bowles and Gintis

Inequality legitimated stopping rebellion.

Bowles and Gintis

Giant myth-making machine

Bowles and Gintis

12 w/c lads showed that, even if you rebel against capitalism, you end up working for it

Willis

Marxists take 'class first' approach and ignore other inequalities

Morrow and Torres (and feminists)

Found little social mixing between classes, largely due to streaming

Ford

Marketised education is parentocracy, where power goes to consumers not producers

David

Marketisation policies reproduce class inequalities by creating inequalities between schools

Ball and Whitty

Good schools can cream-skim and silt-shift

Bartlett

Privileged-skilled choosers, disconnected local choosers and semi-skilled choosers

Gerwitz

Education system needs to be based on free-choice of school, but parentocracy is a myth.

Ball

Promoting academies and free schools leads to fragmentation and centralisation.

Ball

Companies involved in privatisation work expect to make up to 10 x as much profit as they do on other contracts.

Ball