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Education - Coggle Diagram
Education
Ethnicity
Internal Factors
Pupil Subcultures -
- Sewel - black boys responses to racist labelling
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Labelling -
- Fuller - high achieving black girls
- Mirza - black girls and teacher racism
External Factors
Linguistic Skills -
- Bereiter and Engelmann - poor language spoken by some ethnic minority pupils
Attitudes and Values -
- Fatalistic outlook of black pupils
- Asian families generally place a higher value on education than other ethnicities
Family Structures -
- Moynihan - higher rate of black lone-parent families, particuarly women
Class
External Factors
Material Deprivation -
- Housing
- Diet
- Health
- Educational resources
Sugarman's Barriers -
- Fatalism
- Collectivism
- Immediate gratification
- Present time orientation
Cultural Deprivation -
- Bernstein - speech codes
- Douglas - parental education
- Socialisation
Bourdieu -
- Economic capital can be converted to cultural capital
- (e.g. sending children to private schools, taking them on trips to museums etc)
Internal Factors
Pupil Identities -
- Archer Et Al - 'Nike' identities
Pupil Subciltures -
- Lacey - polarisation and differentiation
- Working class pubils are more likely to form anti-school subcultures (e.g. Willis)
Labelling -
- Becker - middle class pupils are more likely to be labelled as the 'ideal pupils'
Self Fulfilling Prophecy -
Streaming -
- Gillborn and Youdell - working class pupils are typically placed in lower streams
Gender
Girl's Achievement
External Factors
Changes in Woman's Employment -
- Equal Pay Act (1970)
- Sex Discrimination Act (1945)
Changes in Girls Ambitions -
- Sue Sharpe - study of school girls in the 1970s and 1990s showing how their ambitions had changed
Impact of Feminism -
- McRobbie - study of magazine steryotypes
Internal Factors
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Equal opportunity policies -
Boys Underachievement -
- Poor male literacy
- Decline in manual labour
- The feminisation of schooling
- Laddish subcultures
Gendered Subject Choices -
- Early socialisation and gendered domains
- Gendered subject images
- Gender identity and peer pressure
Gendered career opportunities
Education in Society
Feminism -
- Function of education = maintain gender inequality
- e.g. through gendered language and stereotypes (gendered subject choices)
New Right -
- Marketisation
- *Chubb and Moe - private schools / pupil needs
Marxism -
- Althusser - ideological functions of education
- Bowles and Gintis - the 'myth of meritocracy'
Functionalism -
- Durkheim - social solidarity
- Parsons - meritocracy
Social Policy
State Education System -
- The Tripartite System (1944) - 3 types of school:
Grammar (were intended for those who were defined as 'bright' and acedemic - 20% of the school population),
Secondary Modern (majority of children attended these schools. Children were given a basic education, and were not entered for any external exams until their CSEs),
Technical (intended for children who had an interest in technical subjects, the schools placed an emphasis upon vocational skills and training - around 5% of the school population)
- The Comprehensive System - pupils attend the attend the same local comprehensice school. This was introduced by the Labour government (1965-1979) in resopnse to issues with the tripartite system.
Schools were given better facilites and broard cirriculum was to be taught
New Labour Policies (1997-2010) -
Aimed to reduce inequality within education by introducing
- Education Action Zones
- 'Aim Higher' programmes
- EMA for poorer 16-18 year olds
- Increased funding for state education
Marketisation Policies -
- League Tables - good results encourage the best pupils to apply for the school (usually middle class pupils)
- The Funding Formula - schools that recruit the most pupils get the most funding
Education pre-1870:
- Before 1870, only a timy minority of the population recieved formal schooling - typically the children of the righ and powerful who could afford the fees
- They would attend public or fee-charging grammar schools
- The first significant piece of government legislation on education came with the Forster Act of 1870
- The act ensured that free, state-education was available to all children between the ages of 5 and 10
The Fisher Act (1918) -
- Schooling became compusorary and free (unless you had the money to pay for superior education up until the agr of 14)
- The state became responsible for secondary education
The education system was divided along class lines
Butler Education Act (1944) -
- Introduced secondary education for all
- Aimed to abolish class based inequalities in state education
- Tripartite System introduced
- Introduction of the 11+ examination (however unreliable - use of IQ testing was not a good indicator of academic ability)
Functionalist Theories -
- Comprehensive schools promote social intergration by bringing children of different classes together
- HOWEVER, Julienne Ford, found there to be little social mixing between WC and MC pupils because of streaming
- Also see the CS as more meritocratic because it gives pupils a longer period to develop their abilities
Marxist Theories -
- Comprehensives are NOT meritocratic, rather, they reproduce class inequality through the continuation of streaming and labelling
- They continue to deny WC children equal opportunities 'myth of meritocracy' - justifies inequality as makes it appear the fault of the individual not the system