education

functionalist view on education

serves needs of economy

selection- davis and moore

facilitate social mobility- parsons

encourages social cohesion- durkheim

secondary socialisation- parsons

social control

examples of this

prize giving

detentions

rewards scheme

uniform

british values

functionalism ao3

ignores negative effects of education like bullying

assumes we live in a homogeneous society

assumes it socialises all individuals

is there really a meritocracy?

marxist view

part of the ISA- althusser

reproduces a FCC

bowles and gintis correspondence prinicple

aim is to reproduce an obedient and efficient workforce through a hidden curriculum

school corresponds with the workplace to help maintain capitalism

bowles and gintis ao2

submission to authority

external rewards

that if there is inequality in society it is fair and justified

bourdieu

school has a middle class habitus

cultural/economic/symbolic capital

aspects of cultural capital

speech

dress

tastes

hobbies

ao3 of bourdieu

func= there is a meritocracy

deterministic

doesn’t say how cultural capital leads to better qualifications

new right

social perspective- individuals should take responsibility for themselves

neo-liberalism

economic perspective= strong advocates for the free market capitalist system

society should be run according to the logic of the market place

aims for economic growth

chubb and moe

parentocracy

performativity

innovation

era 88

curriculum and tests should be standardised

league tables

teachers and schools should be assessed

neo-liberalism ao3

you can only enrol in your area meaning parentocracy is limited

selection by schools

assumes aren’t motivated to support their students regardless of competition

social democrat view

want to reduce inequality in school

want every member in society to have an equal chance of being successful

education is a way to achieve equality of opportunity along with economic growth

11+ exams/tri-partite system

comprehensive education

tri-partite policy

11+ exams

academic ability=grammar schools (20%)

aptitude for engineering=technical schools (5%)

those who fail go=secondary modern (75%)

social democrat policy

comprehensive schools

one type of school for all students= equality of opportunity

hoped to reduce class inequality

social democrat policy ao3

class inequalities still existed

better education doesn’t lead to a more equal society

new right policies

National curriculum

Open enrolment

Formula funding

League tables

Independence

Vocational education

Ball and Gerwitz- marketisation

NOFLIV ao3

selection by mortgage

teaching to test

tried to get low achieving students out of the school

new labour policies

EAZ

EIC

sure start

academisation

specialist schools

new labour policies ao3

class gap still grows

tuition fees

private schools

coalition policies

further academisation

free schools

pupil premium

increase tuition fees

policies since 2015

further academisation

Ebacc

Progress 8

return of grammar schools

academisation ao3

usually low-performing schools

prone to mis-management

ebacc ao3

less room for other subjects

vocational subjects get devalued

not suitable for every student

progress 8 ao3

poorer students more likely to miss out on top grades

blames schools/teachers for under achievement rather than poverty

grammar schools ao3

strengthen class inequalities

sink schools

globalisation policies

pisa rankings

Ebacc introduced

education more commodified

more multi cultural

selective schooling

area, religion, income

pupil premium

covert selection

selection by mortgage

discouragement of w/c parents

cultural deprivation theory

attitudes and values:

w/c parents are less interested (Douglas, Feinstein)

w/c value immediate gratification, are fatalistic and collectivist (sugarman)

cultural deprivation theory

places blame on w/c kids and parents

m/c habitus makes it harder for w/c

material deprivation (waldfogel and washbrook)

cognitive development of children in poverty when they started school was nearly a year behind that of middle income children

material dep (sutton trust)

extra curricular activities can have a positive impact on achievement

smith and noble

low income leads to bullying and isolation due to lack of resources, ill-health, lack of space at home and going to a less effective school

labelling theory- Becker

hard-working, concentrating, listens

teachers judge and label based on appearance and conduct

m/c was most likely to be ideal pupil

rosenthal and jacobson

students who were labelled as spurters made greater progress than other group in IQ tests and teachers reported that they had made greater progress in reading too

led to a self-fulfilling prophecy

setting and streaming

sutton trust- m/c tended to be in top sets

anti-school subcultures typically form between those placed in lower sets

mac an ghalill- teachers give higher priority and respect to those in higher sets

ao3 of labelling theory

fullers study- black girls in london were expected to fail but resented this and proved it wrong by working hard and achieving high

resilience factors in ethnicity

ethnic minorities were more resilient than white british students having a more positive attitude

risk factors

black caribbean students are more likely to be expelled

pakistani students are more likely to have extended absence from school

white british are most likely to be truant

teacher expectation

black caribbean seem to be particularly negatively impacted by teacher expectations compared to other groups

class

being from a low income background primarily impacts white british students the most

recent immigration

may explain the high attainment from low income minority ethnic groups compared to white british

parental factors

in general ethnic minority parents are more likely to have a positive attitude towards education than white british education

moon and ivins

pakistani and bangladeshi parents were less confident in helping their children with homework largely because they lacked the cultural capital to do so

modood

parental support and aspiration working class asian parents are more successful than their white british equivalants at getting their children to stay onto higher education

internal factors affecting black achievement

racism

black masculinities in school

ethnocentric curriculum

external factors

lone parent families

positive self-esteem of black girls

gillborn and youdell

students labelled less able were mainly w/c and black

black pupils were expected to be disruptive

institutional racism

sewell

black boys are drawn to street culture

lone parent families

macho masculinity

law et al

racism does not tend to effect black students majorly

family changes- early socialisation

toys and games- early canalisation occurs

dolls/action men- attitudes develop

reinforces gender roles

feminist movement

improved rights of women as well as self esteem and women are no longer restricted

changes in economy

mitsos and browne- growing service sector has created more feminised career opportunities for women

equaly pay act

sex discrimination act

equal opportunities policies

system is more gender aware

fights stereotypes

gender neutral language

gcse and coursework

gorard- gcse and coursework allowed for girls to achieve better

better organisation and planning

francis- girls have better working habits

male underachievement

poor male literacy

feminisation of education

decline in manufacturing

shortage of male primary school teachers

laddish subcultures

over estimating ability

external factors leading to girls achieving well

changes in family

womens movement

changes in labour market

individualisation of society

internal factors

equal opportunities policies

GCSE and coursework

reading in school

teacher labelling and attention

positive role models in school

crisis of masculinity

many boys feel like they need to live up to a particular masculine ideal

boys are now unsure of how to become a man

jackson

laddish behaviour= hegemonic masculinity

laddish masculinity= rejection of effeminate school= under performance

failure= threat to masculinity

mac an ghaill on masculinity crisis

rapid decline in traditional jobs= limited prospects for w/c boys

they do not know how they will gain a sense of masculinity

only way is to join laddish subcultures

gender socialisation and subject choice

childrens books often have women doing traditional domestic roles and men as main breadwinner

creates gender domains

subject images

male/female dominated subjects

pe/english

teaching styles

discouraged from certain subjects

teacher expectations

career advice may be carried out by people who have their own stereotypes

differences are more pronounced in vocational subjects

WISE

women in science and engineering

increase participation of women in stem subjects

hidden curriculum

messages and ideas that the school does not directly teach but which children learn and which are part of the normal routines of the organisation

examples of hidden curriculum

hierarchy

uniform

assemblies and messages

set up of classroom

marxist view of hidden curriculum

bowles and gintis

correspondence principle

giroux

func view on hidden curriculum

schools teach you that if you work hard you get rewarded, you need to learn this in order to survive and thrive in society

fem view

transmits a patriarchal ideology

girls and women are absent from textbooks

boys subject choices tend to lead to highest paying jobs

fails to recognise sexual harassment