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Sociology- education - Coggle Diagram

- - - - Reay- mothers used cultural capitals to gain advantages for children
- - - - Pakistani parents were invested in their education but have little understanding of schooling process
      - Black Caribbean girls mirror their mother's power by performing better than boys
      - parents lacking confidence avoided teacher interactions, missing important information regarding their children
  - - - main dientity as muslim to conform to masculinity
      - aimed to be the breadwinner of the family
      - high value on family life that sees misogyny as regular of culture
    - - education had power to transform lives, as encouraged by parents
      - both boys and girls welcomed cultural beliefs
      - migrants interested in social mobility as obvious of those searching for asylum
      - Indian have second highest attainment 8 score
- - - - Hall- culture of resistance for Black children when marginalised
- - - - social solidarity- individual more important that unit of society
      - reinforces consensus by internalisation
      - specialsised division of labour whereby education channels students into careers
      - BUT Britain is multicultural so one shared consensus is hard
    - - shifts particularistic values into universalistic values
      - main socialisation agency
      - mechanism for role allocation
      - prioritise achievement and equality to achieve value consensus
    - - social straitification places more able in higher positions for role allocation
      - school is selective agency for status in society (achieved status for adults)
  - - - part of ideological state apparatus
      - creates a false class consciousness
      - generations of workers are reproduced through skills and ideology
    - - found a counter school culture- 'aving a laff'
      - lower class students allocated to labouring roles
      - 12 white boys in 1970s
    - - business takeover of schools for private gain
      - eg universities having international campus' for globalalisation
      - commodification of education
    - - economic, social, symbolic and cultural capitals escape observation so social reproduction continues
      - the more capital, the higher the class
  - - - state education has failed to meet demands of society
      - private schools answer the consumer (parents)
      - marketise schools for more compeittion
    - - impose a framework like Oftsed for public comparison
      - ensure a shared culture is transmitted
    - - Marxists- reinforces class divisions as not seen as equal
      - functionalists- prepare pupils for economy, division of labour
      - new right- encourages globalisation of education as the skills meet gaps in economy and compete with global market
      - feminists- breaks stereotypes of gendered subjects, espcially labour force
  - - - pivotal identity= core identity for teachers as a pivot to interpret normal behaviour
      - creates a lack of progress for deviant students due to negative labelling
    - - ideal pupil= performing well, hard working, listening and confroms to teacher's expectations
      - ideal learner=identity pupils believe makes them the best for teachers
      - poor self perceptions inhibits learning
    - - study in California of two equally able classes
      - one told they are underperforming and one gievn frequent rewards
      - frequently rewarded perfromed better overall due to self fulfilling prophecy
    - - by the 8th day of school, children were grouped on tables based on their ability to conform to the teacher's middle class standards
- - - - self imposed barrier of lower class
      - lower value placed on education
      - fatalism= acceptance of situation
    - - logitudinal study of 5400 babies for 16 years
      - lower class had a 50% drop out rate
      - parental involvement is a big factor
    - - 18 months on a London council estate
      - parents knew importance of working class but less of primary socialisation
      - believe formal learning is only for school
    - - restricted code in lower class families
      - elaborated code use as universlaistic standard in middle class
      - if used by teachers, restricts lower class in school
    - - use psotive discrimnation to recognise deprivation
      - Sure start planned preschool enrichment for children
      - education action zones (EAZ) tagert low income areas , Labour introdue excellence in cities (EIC)
      - BUT does it just ignore faults in education system
    - - interview mothers to find that capitals were utilised to support children's education
  - - - cognitive development gap of 11.1 months between lower and middle class in schools
      - tested 12,700 children
    - - 12% gap in tuition levels between highest and lowest income families
      - cannot afford extra clubs and lack of time for drop offs
    - - Bordieu economic capital discriminates lower class by davluing different interests and grasping embedding meanings
      - Sullivan study of 400 16 year olds proves capital gains