Please enable JavaScript.
Coggle requires JavaScript to display documents.
Education - Coggle Diagram
Education
education policy and inequalities
the tripartite system
made in 1944 in the Educational Act in order to promote meritocracy
they made 3 different schools
grammar school for those who were not going to have manual jobs. this provided the best academic curriculum and were fore people who passed the 11+ exam
secondary modern schools offer 'practical' or vocational education these were for people who failed the 11+ exam
and technical schools which didn't really exist
comprehensive school system
1965 comprehensive schools were encouraged and 11+ exam was abolished and the tripartite system to make education more meritocratic
in order to
marketisation
parentocracy
the myth of parentocracy
league tables and cream-skimming
finding formula
they are about to choose their own customers
schools that do bad have limited option for their choices and have to take those not selected like working-class awho are achieving poorly
leading to
schools that do well on the league table are more likely to choose pupils from middle -class who are high achievers so they get good results and good funding
reproduction of unequality
leads to
Gweritz: parental choice
new labour and inequality
academies
lead to fragmented centeralisation
fragmentation is the many different types of school leading to differences in education
inequality of opportunities for education
2010 all schools were encouraged to leave the control of the local authorities and become academies
by 2017 over 68% secondary school became academies
free schools
reduce inequalities in class
Class differences in achievement (internal factors)
labelling
streaming
streaming A - C economy
they only help the people that can get a C but are not there yet and need the support. Other groups like those already getting As and those that are too far bellow a C and will not make the grade anyway are not given as much support
this leads to most of the working class getting rejected
marxists believe that this pressure from the government leads to streaming in schools and the neglect of the working class students
in secondary
in primary
this impacts them a lot
_
did a study on children aged 8, they told the teacher that 20% of the students picked at random had high IQs, and then they came back to test all the children to see if their IQs had improved 6 months later and 1 year later, and it was evident that the children that had been labelled with a larger IQ had actually improved a lot while the other children's had not improved as much.
this suggests that labelling had happened, however, it had not been mention exactly how that 20% of students had been treated differently and therefore it could be argued that the teacher's labeling did not impact their IQ
other studies also investigated the same things and concluded that there was not much differences in the way that the children were treated
therefore it could be argued that this is not a good reason for the divide between the middle and working classes in terms of educational achievement
teacher's use their housing to make judgements on the skill of the child and normally, people of similar class backgrounds are put together.
those in lower classes are told to do easier group work and read together, giving them few opportunities for one-on-one learning or opportunities to do well on their own, meanwhile in the upper class groups, they are given harder work, encouraged to do better and given time to shine.
this leads to a class division already reproducing class inequalities
marxist
pupil's identities with the school
habitus
symbolic capital
they gain symbolic capital from their peers which can protect them from bullying or isolation. However conforming to the school's rules conflicted with their symbolic capital
symbolic violence
the school's rules clashed with the working class culture so they were labelled by teachers and often picked on
clash with working class identity and educational success
self-exclusion
nike identities
pupil's sub-culture
self-fulfilling prophecy
teacher expectations
teacher's have certain expectations of their students
when a person is only expected to reach a certain level and is therefore not encouraged to do more, they can only reach that level and fulfill the expectations of them due to a lack of support and encouragement.
ethnic differences in achievement
external
language
it is argued that because more black low income families use more broken english which is not used in school it is harder for them to understand the education system as the broken english is not as capable of expressing abstract ideas
there is also a concern that people who do not speak english at home have disadvantages to those who do
this is not the case, people who speak a different language at home are 3.2% ahead of those who do when it comes to GCSEs and gaining at least 5 A-Cs
attitude
family structure
more black families have lone single parent mother
which they believe leads to underachievement of black boys in education
Sewell thinks that black boys lack the tough love a father gives to help them manage puberty and their emotions leading to disruptive behaviour which holds back their learning.
critics
some sociologists criticise him for ignoring women and it is not peer pressure but institutional racism
1 more item...
Geoffrey Driver argues that they are not paying attention to the benefits of ethnic differences
keddie argues they are victim blaming and that ethnic minority children are culturally different not deprived. She believes they underachieve because schools are ethnocentric
1 more item...
some sociologists like Moynihan believe that this means there is a lack of role models for black men and so they turn to the perverted love from other missguided black men from gangs. this sort of culture is encouraged by rappers and singers and MTV shows
new right would also agree this leads to the underachievement of black boys
however black girls tend to do better than their white counter paths
perhaps due to the strong female role model they have that shows them the importance of working hard
family expectations
asian families put more pressure on their children to do well academically
Ruth Lupton argues that the authority dynamics between asian parents and children simulates that of the school and children
therefore they are able to do better in school
sewell thinks the biggest challenge facing black boy is peer pressure Sewell thinks that blacks boys are subject to lots of peer pressure to reject education due to their culture differences, education and being success if seen as more of a white thing
Material deprivation
Why are ethnic minorities at greater risk of material deprivation
Some sociologists believe that poverty is caused by racism, people of ethnic minorities are commonly discriminated against in a job search or attaining housing
___ did a study where they did 3 application for 1000 jobs. one where the applicant was white and 2 that were of ethnic minorities still, the white applicants had a 1/9 chance of getting the job while the ethnic minority groups had a 1/16 chance of getting the job
this proves the institutional racism in wider society as ethnic minorities remain more likely to not receive housing or jobs leading to lack of resources for their children which means it is harder for them to succeed academically.
High unemployment rates
This is because
They are more likely to live in deprived areas economically that have lower wages and high unemployment
Cultural reasons might stop them from doing certain work
Racial discrimination in the labour market and housing
Lack of skills/qualifications recognised by the UK
this normally applies to refugees
Low pay
Low income
bad housing
interal
Labelling
pupils responses to labelling
inventors
rebels
conformists
rettreatist
streaming
pupil subcultures
may reject the system and their teachers but still want to work hard as they know in the end their paper is going to be marked anonymously
institutional racism
ethnocentric curiculum
this can be seen in the lack of acknowledgement in the role of other ethnicities in music, literature, history and others
a curriculum that is centre around only one ethnicity
marketisation
with increased marketisation school's get to choose who they allow and negative racial stereotypes influence these choices and therefore less ethnic minorities group manage to get into good schools
this is supported by Moore and Davenport's American research where is selection lead to ethnic minorities being abandoned (1990)
the primary school reports were used to screen out people that had languages difficulties without considering that the application process would be difficult for those who were not native english speakers
gilbourn argues this
the commission for Racial Equality (1993) identified similar patterns in the UK
in the uk, chinese students do the best followed by indian students, bangladeshi, white british, black african, pakistani, black caribbean and then roma (they leave school early)
Class differences in achievement (external factors)
material deprivation
financial support and cost fo education
housing
diet
cultural deprivation
language
working-class subculture
parents education
cultural capital
bourdei
He thought of the idea of 3 different capitals
Education
Degrees/Qualifications
Cultural
Knowledge of the arts and society and its history and vocab
Gained from books, theatre, museums TV
Economic
How much money you have
The three capital are meant to be interlinked
Reading increases vocab which can be used in English exams therefore increasing chances for educational achievement
Wealthy parents can convert their economic capital into educational capital for their children by sending them to private schools
Therefore due to working class’ lack of economically capital its hard to give their children good educational capital or cultural capital
Therefore they do worse in education
Alice Sullivan researchers this by giving questionnaires to over 400 people in 4 different schools
Results: people with higher cultural capital were most likely students from graduates and were more likely to succeed
1 more item...
However those with the same cultural capital but different social status, middle class still did better because they had the economic capital
1 more item...
role of education in society
New right
Marketisation of education
Chub and Moe’s idea
They believe that this will lead to better results in education
The state-funded education is not successful in meeting the needs of it’s pupils as it does not help disadvantaged pupils and does not create the workers needed for this community
Because the school is not dependent on the pay from the parents who are invested in receive excellent education for their children schools do not take feedback or advice from their costumers
Therefore if school are marketised then they would fulfill the needs of the children locally as those would be their paying clients and if they weren’t satisfied they would leave
School would also improve education as they would want to compete against other schools to be the best so they can get the most students
2 roles of the state
to provide a national curriculum for education where each school teaches the history of the country and the religion of the majority of the area.
In order to socialise the next generation to the customs of the nation
They believe education should affirm the national identity
provide somewhere for schools to compete like league tables
Marxism
Functionalist
gender differences in education
reasons for increase in girls achievement (exo)
more iniciatives to increase women's participation in school
WISE and GIST they encourage girls to pursue careers in stem
laws like the discrimination act that make discrimination against gender in the work place illegal, equal pay act made it so that more women are paid equal amounts for the same work
encouraged more women to work
in 2024 72% of women work
more role models for girls to follow to inspire them to do well in education
individualisation
women realise that they can do more than just be a wife and society values start to tend more towards fulfilling your own needs women start to place education first and therefore value education more
makes them feel independent
more ambitions
they are no longer satisfied by being just a mother
motherhood and marriage are no longer a focus on young women's lives
perhaps due to feminism and their advocacy for more freedom and roles for women in society
the family
there are higher divorce rates and single parent families
this suggests to girls that they should get their own independence and that marriage will not be enough
more girls work harder to get jobs and to do that they have to succeed in school
marriage is not their only options are are not the only means to fulfillment
education is another option as it leads to careers that can be fulfilling
women are now doing more than just being a mother. They are also working
again supports to girls that they can do more and they also aspire for other things like careers
change in employment
there are now more opportunities for part-time jobs which allow flexibility for women to work and still attend to family
more women work now and the pay gap between men and women has reduced by half
pupil's sexual identities and subculture
doing schoolwork is seen as feminine so boys don't like to do it
boys that do are made fun of by their peers if they work hard at school
verbal abuse