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paper 1 - Coggle Diagram
paper 1
internal factors of girls achievemnt
teacher expectations - Swann, boys are more boisterous and attract teachers focus more than girls, boys dominate the class disscusion teachers respond more positivley to girls as they see them as more cooperate
challanging stereotypes in the curriculum - removal of gender stereotypes from textbooks.
Mitsos + Browne - girls are more successful than boys at coursework due to their maturity
weiner - teachers present girls with more positive images of what women can do
GCSE + coursework - Gorard, gender gap is product of the changed system rather than general failing of boys
selection and league tables - Jackson, introduction of league tables, self fulfilling prophechy girls are more likley to be recruted by good schools.
positive role models - increased female teachers primary schools have been feminised, gender domain
boaler - barriers have been removed making it more meritocratic
kelley - helps equalise opportunity
slee - boys are liable sudents, obsticles to the school improving its leauge table scores
equal opportunity policy- GIST and WISE encourage young girls, National curriculum removed gendered subjects everyone had to do the same.
Marxist : Bowels and Gintis
AO2 - New York high school students
capitalism requires workforce with attitudes for alienated and exploited workers willing to accept the minimum
AO3 - postmodernists reject the correspondence principle
Correspondence principle - education system mirrors wider society, preparing students for workplace
Hidden curriculum - lessons learnt in the education system that aren't directly taught
reproduces obedient workforce
school helps reproduce and legitimize the capitalist system
tripartite system
1944,education shaped by meritocracy
The Education Act 1944 introduced the tripartite system, selected by ability in the 11+ exam
3 seperate schools
grammar schools, secondry modern, technical schools
childrens class and background greatly affected their chances of success at school
girls had to gain a higher mark to get into the grammar schools creating gender inequality
the 3 schools offered different types of unequal opportunity
Functinalist : Parsons
school is a focus socialisng agency in modern society acting as a bridge
Particylaristic stands - within family, rules that only apply yo a particular child
Achieved status - gained based on own individual effort
Universalistic standards - school and society where the same laws apply to everyone
Ascribes status - given at birth
meritocratic education system
the comprehensive system
streaming - put into groups based off ability, labelled, leads to self fulfilling prophecy. Douglas
labelling - ball, teachers continue to label working class pupils negativley
however this system continued to reproduce class inequality
legitimises inequality through the myth of meritocracy
introduced in 1965 aimed to overcome class divide and make education more meritocratic
myth of meritocracy - blaming themselves for failure rather than the corrupt capitalist system
marketisation and parentocracy
reducing direct state control over education
increasing both competition and choice
parentocracy- david, ruled by parents
2010 coolition goverment introduced acadamies and free schools, favoured by the new right
1988 education reform act, marketisation promoting diversity and choice treating eduction system like a buissness
league tables, ofsed, formula funding, competition and choice, free schools, local authority control, open enrollment, tuition fees for higher education
Chubb and Moe : Consumer Choice
private schools deliver higher quality of skills as they are paying consumers
state has failed to create equal opportunity for disadvantaged groups
AO2, pupils from low income families do around 5% better in private schools than state schools
state fails to produce skills needed
market system - control in hands of the parents allowing consumers to have choice. each family will recieve a voucher to buy education at school of their choice
external factors in gender achievement
changes in the family since 70s increased divorce rate and single parents. women may have taken on the breadwinner role, new role models for young girls
changes in women's employment - 1970 equal pay ac, 1975 sex discriminations act breaking the glass ceiling
Angela McRobbie - compared girls magazines in 1970 and 1990. the focus for women has dramatically changed
change in girls ambition - sue sharpe, educational success, girls ambition study found that girls now wanted to have a career instead of just wanting to have a husband and a family when they grow up
impact of feminism - challange stereotypes of women being mother/housewife. nuclear family. feminists say they have not yet reached full equality but have made considerable success. it has raised wmens expectations
internal factors
symbolic violence - denied status
archer et al - working class pupils experience as alien and unnateral
symbolic capital - a status
nike identities - working class pupils will form a counter culture to reclaim their status/culture
Habitus - learned ways of thinking or acting e.g. lifestyles, middle class have power to define thier habitus which generates:
Functionalism : Durkheim
Education system acts as a society in miniature prepping for life in wider society
social solidarity- transmitting societies cultural views from one generation to another
2 main functions of education: social solidarity and special skills
specialist skills - must have skills to perfrom a role in modern industrial economic devision of labour
The New Right
give pupiks a single set of traditions and cultural values
should affirm national identity, curriculum should emphasis british history/literature and christianity
oppose multicultural education
AO3 - Gerwitz and Ball competition between schools benifits the middle class using economic capital to gain access to tops schools
Davis and Moore : Role allocation
selecting and allocating pupils to their future work roles, inequality is necessary to ensure roles in society
sifts and sorts students according to ability, giving entry to highly rewarded positions
human capital - modern economy depends on works skills
meritocratic system does this best as makes effective use of talents to maximize their productivity
boys achievement
girls tend to have a bedroom culture centered on staying in and talking with friends while boys play sports and games
globalisation has led to a decline in male jobs
DCSF - boys poor literacy and language skills. parents spend less time reading to sons
mitsos and browne say this has led to an identity crisis for men, undermines motivation and self asteem
cultural dep, barry sugarman
colectivism - caring more about being part of a group more than succeeding as an individual
immidiate gratifacation - seeking pleasure now rather than making sacrifices in order to get rewards in the future
fatalism - what will be will be, you can do nothing to change your status
present time orientatiin
Marxism : Althusser
repressive state apparatus and ideoogical state apparatus
education reproduces the class system
education legitimises the class system
gender factors
moral panic - Ringrose, panic underachieving working class boys will grow up to be dangerous and threaten society
francis- boys are more concerned about being labelled as a threat to their masculinity
laddish subcultures - epstein, working class boys are likley to be labelled as sissies and subject to homophobic abuse
feminisation of education
gorard - coursework should be replaced with final exams and a greater emphasis on outdoor adventure in the curriculum
shortage of male primary school teachers
tony sewell - boys fall behind as education has become feminised school don't reward masculine traits
pupil subcultures
differentiation - process of teachers catagorising pupils based on how they pecieve their ability. those seen as "more able" are given a high status by being placed in a high stream. those deemed less able are placed in a lower streams and given inferior status
polarisation - pupils respind to streaming by moving towards the opposite. streaming polarised boys into a pro school culture or anit school culture.
Lacey 1970
external factors
language - Basil Bernstein, identifies two speech codes, elabortate speech code, used by middle class and restricted speech code by working class
attitudes and values - parents, douglas, working class parenrs placed less values on education. as a result the children had lower levels of achievement motivation. feinstein, lack of interest from parents
interlectual development - working class lack educatinal resources to stimulate a childs development, Douglas, parebts are less likley to support