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Education overview - Coggle Diagram
Education overview
Class
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Raey
Mothers cultural capital is the most significant factor - mc mothers have more can help more with choosing schools and homework than wc mothers
Sullivan
Museums and art galleries make no difference to educational attainment but watching documentaries and reading classics do
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Smith + Noble
Material deprivation - wc have less access to textbooks or space to revise or tutors so are at a disadvantage
Douglas
Parental investment most key factor - study found teachers rating wc parents as having lower investment - may be because they are more intimidated by school so do not interact with teachers
Hyman
WC place less value on education and high occupational status and this is spread through socialisation
Sugarman
wc place less emphasis on fatalism and more on immediate gratification because usually have less time to wait for more money later on
Bernstein
Different types of language - elaborated and restricted code - wc only socialised into restricted code so do not do as well recieving exam instructions or from teachers
Bourdieau
Cultural capital - aids mc in things like understanding league tables Habitus - how others perceive your cultural capital which causes things like labelling - more positive for mc
Gender
Skelton
Boys choose subjects that confirm the male gender identity because viewed as harder like physics, econ, maths Girls chose subjects that confirm theirs like english or psychologhy
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Epstein
Working hard is linked to being feminine Boy are afraid of being labelled as gay or nerdy and so do not work hard
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Beck
Risk society for women no longer can rely on men for income and security so have to work hard themselves
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Mac an Ghail
Risk society for men because they no longer have patriarchy to fall back on and so feel insecure in their male identity
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Licht + Dweck
Females are less confident and so underestimate their ability and work overly hard to make up for it - males do the opposite
Subcultures
Lads and ladettes
Carolyn Jacson
Development of laddish behaviojur in boys and girls in response to pressure to be popular and academic - fault of neoliberal marketisation
The lads
Willis
Lads developed counter school subculture - important to have a laff - people who conformed were sissies - accepted that they were going into shop floor culture
The macho lads
Mac an Ghail
All placed in lowest sets and developed normal counter school culture emphasis on looking after mates
The boiz
Michael ward
Came from old mining communities and developed counter schooll culture but still placed some emphasis on education because lack of manual opportunities
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Asian girls
Farza shain
Gang girls - didnt accept school culture because racist Survivors - wanted school quals Rebel girls - defiant bc school sexist Faith girls - honoured religion
Rebel girls
Alexandra Allan - Labelled as underachievers and misbehaviours all mc but believed they lacked cultural capital, downplayed academic achievement as defense mechanism
Academic achievers
Mac an ghail - Placed in top sets, MC, believed in meritocracy and viewed qualifications as the way forward
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Ethnicity
Gilborn + Mirza
Marxists - social class does not override ethnic inequality black carribean do worse than white british in all classes
Moon + Ivins
Parental investment in ethnic minorities higher because parents view it as their responsibility - may be less confident in helping with homework
Modood
Black and asian wc parents did better at getting children who do poor at gfcses to continue education compared to white parents
Mirza
Black girls achievements underestimated do better than black boys - 48% when asked who they most admired answered themselves
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Archer
Muslim boys view themselves as muslim first, like belonging to local brotherhood, draw on black carribean macho masculinity, viewed qualifications as key to success and being breadwinner
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Grouping
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Becker
Teachers label based of what they consider to be the ideal pupil which is heavily influenced by the habitus that mc students have
Rosenthal and Jacobson
Did study on self fufilling prophecies through labelling - told teachers fake iqs of all students randomly assiged and when came back found those with high fake iqs were doing better in the class
Fuller
Fuller's black girls - labelled negatively based on ethnicity, class and gender but instead of becoming a self fufilling prophecy worked harder so that could prove people who labelled them wrong
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Ireson, Hallam and Hurley
45 mixed comprehensive schools in england and found that setting in maths year 7-11 makes little to no difference but setting for all other subjects cause those in higher sets to do better and those in lower sets to do worse
Hidden curriculum
Functionalist view
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Parsons - exams teach the importance of individual acheivement and meritocracy for universalistic standards
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Neoliberal view
Giroux
School places to much emphasis on winning oabove all else and focuses to much on compteting effectively in a global market
instead should be focusing on being taught to think critically, challenging knowledge and power, being a student of the world
Feminist view
Schools reinforce patriarchal ideology through unequal curriculum with women now showing up in history or books, men monopolising space and noise and men underachievement causing panic and not women
Education policies
Conservative
Main view
Choice , economic growth, competition, effective accountability of schools
Changes made
Multi academy trusts - mixed results some good some bad no reason shown for gov to pursue full academisation
Vocational education - modern apprenticeships, specific nvps, general nvps introduced to combat unemployment
Attainment 8 - done so all students matter not just the ones close to a better grade - gets rid of discrimination
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Globalisation - con see global market as key to success through education - global league tables offer little insight but can be used as point of comparison or for new techniques
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Education reform act introduced formula funding, open enrolment, national curriculum and league tables
Labour
Main view
Social democratic principles - state should represent what the public wants, everyone should have equal chance of succeeding
Changes made
Neoliberal changes made - furthered league tables, changed name of vocational education to increase the status of it, introduced specialist schools
Sure start centres - mothers said that made a difference because increased health of children and happiness of home life - results considered modest
Excellence in cities/education action zones - did not improve any results at gcse or key stage 3 so results inadequate
Introduced academies to replace fail comprehensive results mixed some good some bad usually representative of the wealth of the area
Coalition
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Changes made
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Introduced pupil premium money - 34% of headteachers said that money would make up for lack thereof elsewhere - 50% said wouldnt even do that 15% were positive it would make a good difference
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Theories
Marxism
Althusser
Ideological state apparatus within the hidden curriculum to reproduce loyal workers ready for ruling class
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Bowles + gintis
Hidden curriculum to force obedience and to legitimise inequalities forced on them through external influences
EG done through external rewards like point system or merit system to force obedience and discourage individuality
Willis
Lads counter school culture produce it themselves so point against schools producing the labour force for the ruling class
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Functionalism
Parsons
Primary socialisation comes from the family and school provides secondary socialisation to build up sense of belonging and promote meritocracy and particularistic Vs universalistic standards
EG the difference in the way parents and teachers help out pupils and the type of standard of work they expect from them
Davis + moore
Role allocation through social stratification and meritocracy leads to people being in the right jobs for their work ability
Grading systems being based on how everyone does in comparison to each other which is meant to be a reflection of how hard they worked
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