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SOCIOLOGY REVISION COGGLE (2 - Differential educational achievement of…
SOCIOLOGY REVISION COGGLE
1 -
The role and functions of the education system, including relationship to the economy and to class structure*
Funtionalist
Durkheim
Founder of sociology
People must be part of single body not pursue selfish desires -
Social Solidarity
^ To do this; shared culture through history (in school) and heritage
Prepare pupils for wider society -
Society in Miniature
^ E.g. Get on with non-family. School/work based on impersonal rules for all
Family relationships =
affective relationships
(support through love)
Work relationships =
instrumental relationships
(support due to mutual self interest)
Parsons
Meritocracy
Schools =
focal socializing agency
and a bridge
Family =
Particularistic standards
> status ascribed (given)
Work =
Universalistic standards
> status achieved
School / society =
Meritocratic principles
Davis & Moore
Role allocation
School
allocates and selects
pupils for future work roles
^ assess individuals aptitude and ability
Inequality = essential
^ important roles only by talented ones
Edu = like
sieve and sifts and sorts
so highest qual get highest reward
Human Capital
= Meritocracy is essential to use its workers skills
Chubb & Moe
Marxist
Althusser
Ideological state apparatus (ISA)
Bourgeoisie control SA thus remain in power
ISA
= control through ideology
Repressive SA (RSA)
= Control through force (police/army etc)
Education reproduces
class inequality
^ by generation to generation
Education Legitimizes
class inequality
^ making WC accept as subordinate > not challenge capitalism
Bowles and Ginits
Capitalism requires workforce willing to do
alienating work
, low pay and hard work
Role of Edu = Create obedient workforce
^ they think
Inequality is inevitable
Correspondence principle and Hidden Curriculum
^ Similarities in school / workplace
We taught to accepts: rules, hierarchy, competition, rewards
Myth of Meritocracy
= if WC realized they exploited they rebel
^ state of anomie
To prevent ^ schools say "society is meritocratic"
^ this means people believe they fail it's their fault
Willis
Learning to labor
WC boys accept label and create anti school sub culture
Norms / values of sub culture = they not successful, will remain WC
2 -
Differential educational achievement of social groups by social class, gender and ethnicity in contemporary society
Explaining Class Differences
Barely a third of pupils on FSM get 5 A*-C
MC children; get better GCSE, stay in edu longer, go to uni
7% of population go private schools, they = 50%of pupils in OxBridge
90% of failing schools are in deprived areas
Exclusion/truancy rates are higher for WC
External Factors : Cultural / Material Deprivation
Speech Codes : Bernstein
Restricted code (WC)
Disjointed sentences, limit vocab, short and simple sent
Use single words or gestures
Context bound
Elaborated Code (MC)
Wide vocab, long, grammatical
Communicate abstract ideas
Context free
Schools; teachers and textbooks use elaborated code -> Easier for MC
Parent's Edu : Douglas
WC parents place less value on edu
Less ambition, encouragement, less interest in edu
Cultural Capital : Bourdieu
MC children are more likely to grasp abstract ideas, be intellectually interested and see the value in school.
Educational and Economic Capital: Send children to private school, houses in catchment area
Internal Factors
Labeling : Becker
Teacher have"Ideal Pupil"
Based on work, conduct and appearance
Teachers normalize underachievement of WC
Label parents as uninterested in their child's edu
MC pupils get extension work and enter higher exams
Pupil Subcultures : Lacey
Polarization
: Pupils respond to streaming by creating separate 'poles'
Differentiation
: Teachers categorize pupils based on perceived ability -> Streaming and extension tasks
Pro School Subculture
: