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All Education Sociologists (only sociologists) - Coggle Diagram
All Education Sociologists (only sociologists)
Functionalism
Durkheim (homo)
Society can only survive if there is a certain degree of sameness / homogenity within a community
Education is used to pass on norms and values
Parsons
Secondary socialisation through ed
Davis and Moore
Social stratification and role allocation
Marxism
Althusser (ISA)
Education is an ideological state apparatus
Education allows reproduction of an obedient workforce
Bowles and Gintis (Bowls)
Correspondence theory
(of workplace and education)
Willis (boys)
Boys have "counter school" culture
Non-conformist
Saw through capitalism
Shopfloor culture very similar to counter school culture
Rikowski (Wakowski)
Educational services are constantly being privatised
Expands the links between schools being ran in a business model
Bourdieu (capitals)
Economic capital
Money
Social capital
Network of people
Symbolic capital
Honour
Cultural capital
Mannerisms
These forms of capitals link to SOCIAL REPRODUCTION
Allows the upper class to maintain their power over lower classes
New Right / Neoliberalism
Chubb and Moe (private schools are ruining the education system)
Disadvantaged groups are badly served the education system
Private schools are often better as they actually listen to their paying consumers (e.g parents)
Solution to this problem is to implement a market system for parents to choose schools off
Consumers can then shape schools in their image
Gewirtz and Ball (competition between schools benefits those in the M/C)
Competition between schools benefits parents within the middle class as they can use their various capitals (as discussed by Bourdieu) to select schools which would benefit their children
Cultural Deprivation
Bernstein
Elaborated codes
Used by middle classes, as they can also use restricted codes when talking to their children, have an advantage over the working class children in the school
Restricted codes
Used by W/C children, don't understand what some of their teachers will be saying in the space of the classroom
Hyman (value of education across social classes shifts)
Working class children value education less compared to M/C children
Also are less motivated in education
Sugarman (W/C emphasise these traits)
W/C emphasise traits:
Fatalism
Immediate gratification
Collectivism
Feinstein (parental interest = length of stay in education system)
Main factor influencing educational attainment was degree of parental interest
Douglas +
Parent interest can play a huge role in how well a child is able to do within school
Length of stay within school --> higher ed correlated with social class of the child
Gillian Evans (interviewed W/C mothers as they described how they wanted the best for their children, much like M/C mothers)
Working class estate
M/C mothers better prepare their children for education compared to W/C mothers
Capitals
Bourdieu (tastes and attitudes demonstrated towards teacher, readiness to learn)
Habitus
Values and attitudes held by particular groups
Habitus of dominant class provides advantages in educational system
This is recognised by teachers as they understand that they are ready to learn (
"readiness for school knowledge")
These pupils are often favoured
Sullivan (Sully)
Conducted survey regarding Bourdieu
Students would be more successful if they read complex fiction before their GCSEs
Develop more advanced vocab, this is reflected in their GCSE grades
Student's cultural capital strongly associated with that of their parents
Reay (parents in the M/C are using their "capitals" to their advantage to find good schools for their children)
"It is mothers who are making cultural capital work for their children"
M/C mothers use their cultural capital to greater ability compared to W/C mothers
As W/C mothers had less economic capital it meant they had to spend more time working to get money to support their family, whilst M/C mothers used their money to employ cleaners so that they could help their children learn / support their learning
W/C jobs are a lot more demanding compared to M/C jobs
Ball et al (Bourdieu, capitals across social classes allows those parents to choose different schools for their children)
Different amounts of capitals between classes allow parents from M/C to assess more schools in their area to select the best school for them
In school factors
Ray Rist (RR), (table theory)
A sample of children were placed on different tables supposedly based on how quick they learnt, but actually based on how they looked and their parent's occupations
Cicourel and Kitsuse (Kit = cat), (counsellors in schools)
Decisions of counsellors
Counsellors would often favour children from upper social classes
Described them as "natural college prospects"
Jo Boaler (is setting a negative structure?)
School A
Mixed ability classes
These students had a positive view on school
No differences in social classes' exam results
School B
Placed in 8 different sets
Higher GCSE grades achieved by M/C students
Former students described the lower sets as "PSYCHOLOGICAL PRISONS", and that they "FORMALLY LABELLED KIDS AS STUPID"
Diane Reay (Diane), (students who are W/C are stigmatised compared to M/C who are appreciated)
"CLASS IS LIVED IN THE CLASSROOMS"
Teachers will look down on W/C students, demotivating them and making them feel insignificant
Material Factors
Smith and Noble
Barriers to learning
Insufficient funds to pay for school necessities, e,g school trips and school uniform
Children from low-income families are more likely to suffer from ill health, which can affect attendance of a child
Low income in the household in its entirety can reduce likelihood of having a desk, educational toys etc
Waldfogel and Washbrook
Cognitive development
Amenities such as cars and computers help develop cognitive development of a child
Also going to places of interest and having access to internet can encourage the internal development of a child
Subject choice - Gender
Lobban
Gender stereotyping was found in children's books
Demonstrated that women hold traditional gender roles
Best
Carried out a similar investigation 20 years later and found that nothing had changed regarding the contents of children's books
Skelton (boys and girls would choose subjects based on what would be correct for their gender)
Boys and girls choose subjects which they think is suitable for their gender
E.g English = feminine subject
Mitsos (gendered stereotypes in subjects)
Interviewed year 11 students
Boys did not favour English due to the gendered behavioural stereotypes associated with it
Agrees with Skelton's ideas
Paechter (girls who took P.E were described as "butch" and "lesbian"
PE is typically a masculine subject
Girls who did PE competitively in certain sports were subject to insults
Kelly (male scientists present in textbooks encouraged male students to want to do better in STEM subjects)
Boys often dominated the classroom
In terms of science, they were the first to get the equipment for a practical
Boys were also encouraged to be more involved in science due to the presence of male scientists in textbooks
Colley (used of technology in subjects incentivises boys to take these subjects instead of girls)
Subjects that utilised technology within their courses were favoured by boys
Subjects like music and and IT
Music used to be favoured by girls before technology was involved in its course
Higher Education
Reay, David and Ball (M/C students much more likely to recognise that red brick unis / higher ed is for them)
Habitus acquired in family has influence on higher education choices
M/C children viewed elite universities as right for them
W/C children lacked this and so perceived the universities as unsuitable for people like them
Had insufficient cultural capital
HIGHER ED CHOICES
Bathmaker, Ingram and Waller (M/C students at university are able to recognise how the process works, by expanding their social circle)
Bathmaker suggests that students must build upon existing capitals and generate new forms of capital while they are already at university, it is usually those in M/C that achieve this
These kinds of students will add to their degree by including work experiencee
M/C students will be able to obtain suitable internships (creating social networks of people who they will work with in the future)
Bathmaker described how M/C students were a lot more able to "RECOGNISE AND PLAY THE GAME" compared to those in the W/C, as M/C students were able to use their cultural capital to their advantage
Boy's Underachievement
Forde (boys develop subcultures of masculinity to avoid being academics)
Peer pressure encourages boys to maintain and develop masculine traits, which is developed as a resistance to in-school culture, which does not align with the idea of academic achievement
Boys gain status by not working, and develop an idea that doing work is "unmacho" and "gay"
Epstein (similar to Forde)
W/C boys were bullied and labelled as "gay" if they did their work
Backs up Forde's ideas and his study
Mac an Ghail ("crisis of masculinity")
Argue that the decline in trad male W/C jobs might be the reason why a lot of boys are under-performing in education
Boys lack ambition as they think they only have a limited number of prospects and opportunities, and their view is that obtaining a degree is pointless as it won't help them
Male identity crisis
The trad role of the man being the breadwinner is collapsing, making boys insecure about their role in society, moreso W/C boys
To distract them from their insecurity, boys will act in a "macho" sense as a way of blurring their weak sense of identity
Barber (boys = overestimate their ability, girls = underestimate)
Boys perceive themselves as very able, girls think they are less able than they actually are
Boys will present themselves as bright an capable, but at the same time holding an "anti-academic" outlook on the idea of schools
Francis
Research suggests that boys thought it would be easy to do well in exams, but when they eventually fail, they blame the teachers and not their own academic ability
Gender Identity
Mac an Ghail (male gaze)
Male gaze, girls often discuss how to appear more feminine and the construction of femininity, as a way of pleasing the boys
Boys will construct their masculinity by boasting their sexual conquests
Francis (gender identity in the classroom)
Teachers will encourage the presence of gender stereotypes in the classroom, suggesting that girls who do not conform to the behaviour that is considered acceptable that their behaviour will be penalised more compared to if a boy was to perform the same thing, as boys are expected to not conform to the rules
"Boys will be boys"
Timeline of Education Policy
1944 Education Act
TRIPARTITE SYSTEM
Vocational
Secondary Modern
Grammar
Free compulsory state education
Results of the 11+ would determine which school they would go to
Halsey
Inequalities produced by a free market economy can limit possibilities of meritocracy, as the class system seems to stand in the way of equality of opportunity in education
"education is a crucial type of investment for the exploitation of modern tech
Critiqued by Woolf
"there is no clear link between spending on education and growth of an economy"
Comphrehensive Education (1965)
EPAs
Labour gov introduced comprehensive system
To promote the idea of meritocracy, but, this did not work and there are differences in social class and academic abilities present between social classes
Tripartite system removed, 11+ removed as well
"
wastage of talent
" era
Focused primarily on the academic possibilities of M/C students, neglected W/C
This was because students were not being taught the necessary skills that were needed within industry to promote economic growth
Only the children who went to the grammar schools were seen as successful, compared to vocational and secondary
New Vocationalism (1979)
NVQs + GNVQs
Vocational training introduced in schools, previously only the workplace
As a way of fighting youth unemployment
Influenced the focus of vocationalism in schools today
Four principles of conservation education policy at this time
Education needs to be concerned with promoting economic growth
Encourage comp in ed market
The larger the comp, the larger the incentive for schools to improve
Parents need a way of assessing quality of schools, this is provided by gov inspections etc
Education Reform Act (1988)
Marketisation of schools, parent choice / parents can choose where their children will go to
Introduction of league tables and national curriculum
OFSTED inspections become rigourous
Shift from O-Levels to GCSEs
New Labour (1997)
EAZs + EICs
Education for those who are unemployed
Curriculum 2000, teaching of key skills introduced specialisation
Sure Start
Education and Skills (2005)
Increase choice in school types for young people
More vocational choices
Raising Skills (2006)
Improve skills for industry
Sixth form sector promoted
Conservatives (2015)
Converter and sponsored academies
eBacc
Exogenous and Endogenous privatisation (privatisation from inside the gov and from outside the gov)
Named theorists / sociologists throughout the topics of policy
Ball et al
Study to discover the various effects that parental choice and large encouragement of comp between schools were having on the school's actual performance
Found that schools were
"paying a lot more attention to what parents want for their children's education"
Children viewed as commodities, and also factors which add to their position in the school league table system
Studies three local LEAs (Local Educational Authorities)
Gewirtz
Types of parents who are labelled as choosers and their ability to decide between different schools
Skilled choosers
Want to choose the best possible school for their children
Have the right amount of social capital, able to talk with other parents about the right school
Often M/C
Semi-skilled
Have a "strong inclination", but lack of knowledge to coincide with this motivation
Disconnected
Don't really care about the school
Only really care about distance from home
Often W/C
Finn
Rising unemployment in 70s and 80s
The main reason as to why a lot of young people were employed is because they lack the skills needed to benefit them in the workplace
The implementation of youth training schemes
Keep young employed people "off the streets", away from a life of crime and contributing positively to society and towards economic growth
Provide employers with a source of cheap labour at a time of declining chances of profitability
To reduce unemployment statistics
Gilborn et al
Effects on teaching with the presence of school league tables and the marketisation of schools
Found that teachers will divide students into three groups based on how they thought they would do at GCSE level
"likely to succeed"
"borderline cases"
"hopeless cases"
Tomlinson
"education was subordinated to the economy"
All education = vocatonal education, needs to prepare these students for the future
Labour had attempted to raise educational standards in order for the U.K to actively compete the competition of the global market
Many negative factors which came with the increase in quality of schools
Mostly benefits M/C students, as they had the proper socialisation and capitals to help them in this environment
Trowler
EiC's benefited those in the W/C
Changes in the educational system will never be able to compensate for social inequality within wider society
Nick Clegg
Educational policy has been increasingly based on global perspectives and demands
Education will
"define our economic growth and our country's future"
Theresa May
Implementation of meritocracy
Selective schools
Way of creating a meritocratic society
Grammar schools should take a cohort of students from disadvantaged backgrounds
M/C students often ended up in grammar schools as their parents are willing to get their students tutored to get them into these schools
Kelly
Globalisation has led to a view that education is primarily an economic activity concerned with preparing people for the world of work, and meeting the needs of the employer
Ethnicity (in its entirety)
British Asian Students
Archer (Muslim boys base their idea of masculinity on black men, and not other Asian men)
Muslim boys
Valued HE as parents socialised them to think that good education meant success in life
Wanted to see how they presented their own masculine identities
Wanted to disassociate themselves with the common Asian idea of masculinity, in which Asian men are commonly seen as weak
Took ideas from black ideas of masculinity
Basit (grandparents and authority figures make it clear how important education is for success)
Indian and Pakistani students
Parents and grandparents make it clear how important education is for success
Subcultures
Ward (anti-academic, but, went onto go to university and value ed as a whole)
The boiz
Bullied the "geeks", and wore tracksuits instead of wearing uniform
Compared to Willis' boys, the boiz recognised that they had to complete their education post-16, as some of them went to uni
Mac an Ghaill
Academic Achievers and New Enterprisers
Academic Achievers saw that hard work and having qualifications were the route to success
New Enterprisers saw that vocational subjects were the route to success, in high skilled labour
Allan
Allan's girls
M/C 12 year olds in a high achieving school
Labelled as underachievers
Considered themselves to be different, labelled other girls as "posh"
Downplayed the importance of academic success
Achieved well on a national scale, but not within their own environment
Shain
Asian girls
Faith girls
Prioritised religion
Rebels
Critical of what they saw as unequal gender relations in their community
Gang girls
Opposed culture of school, they viewed as racist
Survivors
Conformed to the main values of school
Black Caribbean Achievement
Sewell
Black Caribbean boys raised in lone-parent families which are headed by women (due to lack of father figure)
Young black men are massively drawn to gang culture as it places huge emphasis on aggression in masculinity
Support from peer group fills in the absent father figure position
4 main groups
Conformists
Innovators
Rebels
Retreatists
Criticisms
Took away the attention from the real problems of black underachievement
Racist society, racist educational system, and economic deprivation
Law et al
Study on some 15 year old Black students
Low expectations of academic attainment
Their work was undervalued and their behaviour was unfairly responded to due to negative stereotypes
Hidden Curriculum
Bowles and Gintis (hidden curriculum rewards students who submit to authority and work hard)
Social reproduction is achieved through this
Schools will produce students who submit to authority and also work hard
Giroux (individualism)
Students are taught to compete as individuals
What should replace the hidden curriculum
Knowledge and power should be up for debate, and students should be able to think critically
Parsons (similar to Giroux, individualism)
Students are taught that individual success is key, and that students are required to do well by themselves
Grouping
Mac an Ghaill (tops sets)
Advantages of top sets
Given the best teachers
Given specialist classrooms
Expected to get good results
Ireson et al (setting = does not mean capped at a certain mark)
"the amount of setting a student experiments does not effect their GCSE attainment"
Mixed comp schools in the U.K
Mixed-ability, partially set and set schools
Gamoran (setting mimics that of social inequality in society)
One possibility of reducing negative effects of setting is to raise the standards within these sets to include incentives to do well
Students in high sets do well
Setting reinforces social inequality in society (W/C in lower sets, M/C in higher sets etc)
Attainment in grades is widening between low sets and higher sets