sociologists

Organic analogy, secondary socialisation, social solidarity and skill provision

Durkheim (Functionalist)

Meritocracy

Parsons (Functionalist)

Role allocation

Davis and Moore (Functionalists)

Repressive and ideological state apparatus

Hegemony - reproduce r/c ideology

Myth of meritocracy

Althusser (Marxist)

Correspondence principle

Bowles and Gintis (Marxist)

Anti school subculture - not passive puppets - earoles and the lads

Paul Willis (Neomarxist)

Formula funding and parentocracy

Chubb and Moe (new right)

PSC, DLC, SSC and cultural and economic capital

Myth of parentocracy = B

Gewirtz and Ball (Marxist)

Cream skimming and silt shifting

Barlett (Marxist)

Colarisation - schools are targeted by private companies

Molnar 2003

Best predictor of ed achievement is type of neighbourhood pupil lives in

Webber and Butler - ext material

M/c have higher levels of economic capital

Bourdieu (ext material)

Hidden cost of free schooling

Bull and Tanner

Pupils in poorer homes have lower intake of nutrients

Howard (ext material)

Attitude to debt most important when deciding on uni

Callender and Jackson (ext material)

Children in lower classes take on jobs which impacts studies

Ridge (ext material)

Speech codes

Bernstein (ext cultural)

Working class subculture - fatalism, PTO, immediate gratification, collectivism

Sugarman (ext cultural)

Parents own education leads to their attitude and this impacts achievement in kids

Douglas (ext cultural)

Children have advantages depending on socialisation even before school

Feinstein (ext cultural)

Kids in lower streams at 8 suffered decline in IQ at 11

Douglas (internal)

Pro/anti school subcultures

Lacey (internal)

Top groups saw mid as boring and mid saw top as arrogant - furthers SFP

Ball (internal)

Labelling - ideal pupil

Becker (internal)

Spurter study

Rosenthal and Jacobson (internal)

Habitus - working class think oxbridgr not for them

Bourdieu (internal)

Working class more likely to be placed in lower sets so widens gap

Gillborn and Youdell (internal)

Boys in lower streams are triple failures

Hargreeves (int)

4 out of 21 girls in London planned to move away for uni and saw barriers in way

Evans 2009 (internal)

Working class exclude themselves and think to succeed have to change themselves - habitus

Archer (internal)

gender - external factors (girls): impact of feminism and how girls magazines have changed like Jackie showed importance of getting married - 1990s showed women as more independent with new ambitions

McRobbie (gender)

Girl’s changing ambitions since 1970s with girls priorities being more career driven

Sharpe

GIST and WISE have encourahed girls to pursue careers

Boaler

the gender gap in education is the product of a changed system of more coursework / girls seen to be better organised and can meet deadlines

Goard / Mitsos and Browne

AO3: exams hold more weight than coursework

Elwood

League tables improve opportunities or girls as they are attractive to good schools

Jackson

Successful w/c girls - although they think about family they wanted to go to uni and saw it as a way of gaining economic capital

Evans

little to no evidence that the feminisation of teaching has an adverse effect on boys

Carrington et al

Symbolic capital brings conflict between w/c fem identities (hyper heterosexual feminine identity)

Archer

Boys fall behind because education is feminised and don’t nurture masculine traits

Sewell

Girls in girls schools took more male domains - all about the way they are promoting it

Leonard

From an early age boys and girls dressed differently and taken to different activities

Norman

verbal abuse such as negative labels like ‘gay’ helps shape gender identities as they will police their sexual identities

Paetcher

Hegemonic masculinity

Connell

Macho-lads would call m/c boys who worked hard ‘dickhead achievers’

teachers see girls as sexual objects and make judgements on appearance

Mac and Ghaill

institutional racism / black pupils fall behind quickly / teachers are quicker to discipline behaviours and call them challenges and threatening

Gillborn and Mirza / Strand / Gillborn and Youdelll

Black people have higher unofficial exclusions / EM aren’t seen as the ideal / did a study on Asian girls

Oster / Archer / Shain

Black girls reject labels and found many teachers are racist / intersectionality / masculinity dependent in ethnicity

Mirza / Evans / Connolly

racism is why black pupils may lack self esteem / white brits are less aspirational / lang in EM can be inadequate

Lawrence / McCullon / Bereiter and Englemann

Finland and Singapore have very different systems but are on top of PISA scale / different tests and samples in these measures means the reliability cannot be held highly

William / Torrance