Please enable JavaScript.

Coggle requires JavaScript to display documents.

Education Sociologists: - Coggle Diagram

- - - - Ball: selection by postcode
      - Fenstein: cognitive reasoning differences as early as age 2
      - Aviva Family Finances (2013): hidden cost of schooling £1614
      - Connor et al: WC put off HE by fear of debt
      - Waldfogel and Washbrook: children from low income families more likely to live in poor quality housing
      - Gibson and Asthana- highlight correlation between low household income and poor education performance
    - - Douglas: parental encouragement the single most important factor
      - sugarman and Hymen: subcultural values of social class
        
        mc= individualism, future time orientation, deferred gratification
        
        WC= collectivism, fatalism, immediate grat, present time orientation
      - Bernstein: wc can only speak restricted code, mc can switch between restricted and elaborated codes
      - bourdieu: cultural capital
      - Soda and Margo- range of cultural factors create disengagement from school
  - - - Sharpe: girls priorities have changed
      - McRobbie: job market has changed and it expects women to get qualifications and seek employment. Also speaks of Bedroom culture
      - Francis- gals more likely to engage in pro school subcultures
      - Mitsos and Browne- argue that girls tend to spend more time completing coursework and take greater care of schoolwork outside of the classroom.
    - - Barber- boys are overconfident and coast along
      - Oakhill and Petridges: boys need to be interested in the content of reading, girls can read and understanding content despite being uninterested
      - Mac and Ghaill- lack of traditional wc jobs has led to a crisis of masculinity which has led to defeatism in young men
      - ford et al: peer group pressure encourages boys to maintain dominant masculinity identity
  - - - Material Factors:
        
        Gilborn and Mirza- class factors does not override ethnic inequalities- there are differences in achievements between those of the same class but different ethnicity
        
        HoC education select Committee- white British students from most deprived groups have lowest levels of achievement
        
        Palmer- nearly half of all ethnic minority children live in low income families compared with a quarter of white people
      - Language:
        
        Swann Report- language barriers of little consequence
        
        Department for Education- impact declines as children get older
      - Cultural factors
        
        Madood- parental encouragement is an important reason why EM are more likely to enter HE than whites
        
        Bhatti: Bangladeshi, pakistani/indian asian families very supportive of Childs education- however parents lacked confidence
        
        Vincent et al- black MC parents particularly concerned with Childs education (however they are treated as though they know less than white MC parents)
        
        Lupton- lower WC white British families from the most disadvantaged areas had indifferent or negative attitudes towards learning, and low aspirations for children
        
        Swann Report and Pilkington- those from EM backgrounds enjoy greater parental support than others- asian families characterised as close-knit extended families with high aspirations
    - - Racism amongst pupils
        
        Cline et al: racism common in schools- significant proportion of EM students reported race related name calling (can lead to distressing experience of schooling
      - Educational Triage
        
        Gilbert and Youdell- reinforces failure of black students as they are allocated lower sets and their needs are rejected
      - Ethnocentric Curriculum
        
        Troyna and Williams- multiculturalism used to make education system more palatable to EM who experience a culture clash (3 S's to overcome 3 R's)
        
        AKA 'decolonising' the curriculum
      - Labelling:
        
        Wright and Connolly teachers had more positive expectations of asian girls
        
        Wright: media demonisation of young black males leads to perception of school as a racist institution
        
        Bhatti: bangladeshi, pakistani, and indian students ignored in the classroom
        
        Strand- teachers judgement of pupils academic potential distorted by perceptions of behaviour- led to more black students being placed in lower ability groups earlier on in school due to negative labelling
        
        Swann Report- only a small minority of teachers are consciously racist- instead it is unintentional racism which affects students behaviour. Some teachers with racist attitudes gave more attention to white pupils than to black Caribbean students
      - Pupil Responses and subcultures
        
        Hall- culture of resistance amongst black Caribbean youth
        
        Fuller- black girls subject to negative labelling consciously chose to reject labels and prove teachers wrong whilst rejecting school ethos
        
        Wright: black students actively resisted their negative school experiences and wanted to transform their labelling as failures into success
- - - - New Vocationalism and Education Reform Act 1988 are the key pieces of legislation
        
        ERA 1988 introduced league tables and a national curriculum and allowed schools to opt out of local authority control and be funded by central govt
        
        OFSTED established 1992
    - - included both neoliberal and social democratic ideas
        
        focused heavy on work related education- New deal for young people- apprenticeships, vocational gcse and diplomas
        
        increased private sector involvement in education, promoting academies, and contracting out OFSTED inspections and SATS
        
        Education maintenance allowance, Sure Start, Education Action Zone are examples of more social democratic policy (compensatory education)
        
        Introduced specialist schools and faith schools became more widespread
    - - Michael Gove served as education secretary and sought to add rigour to the education system
        
        Ebacc introduced as a performance measure in 2010
        
        EMA scrapped, Sure Start rolled back and tuition fees raised to a maximum £9000
        
        introduced pupil premium 2011
  - - - economic globalisation- refers to trade, production and consumption (much of what is consumed in UK is produced abroad often by transnational companies
      - Cultural globalisation- increasingly rapid spread of ideas and values around the globe- has led to the challenge of national curriculum
      - Increased Immigration- more people around the globe for a variety of reasons- increased migration to the UK from 1950s onwards has led to multiculturalism which has impacted the national curriculum (now teach 6 world religions for example)
    - - Endogenous Privatisation= within education system (schools operating more like private businesses e.g. performance targeting, and marketing)
      - Exogenous Privatisation= outside the education system (e.g. outsourcing to private business, Edexcel largest exam board is owned by Pearsons)
      - schools are now comparing on a global scale- international league tables through PISA, TIMSS and PIRLS
        
        Strengths of international comparisons:
        
        Oates: benchmarking standards internationally
        
        you can see if you are getting value for money: if you are outspending countries relatively and performing worse, you are not getting value for money (beneficial for the taxpayer)
        
        Limitations of international comparisons:
        
        Kelly: education now only has an economic purpose
        
        concerns over reliability and validity of tests
        
        can create moral panics over standards in the education system
        
        policies formed due to international comparisons:
        
        National literacy and Numeracy strategies (new labour): 2hrs on literacy and numeracy everyday
        
        Slimming down national curriculum to core knowledge
      - Hancock- estimates education exports from UK worth £18 billion to the UK economy
      - Alexander- International comparisons means educational policy is increasingly formed in a global context - drawing on comparisons with countries in international league tables