Save
Busy. Please wait.
Log in with Clever
or
show password
Forgot Password?
Don't have an account?  Sign up 
Sign up using Clever
or
Username is available taken
show password


Make sure to remember your password. If you forget it there is no way for StudyStack to send you a reset link. You would need to create a new account. Your email address is only used to allow you to reset your password. See our Privacy Policy and Terms of Service.

Already a StudyStack user? Log In

Reset Password
Enter the associated with your account, and we'll email you a link to reset your password.
focusNode
Didn't know it?
click below
 
Knew it?
click below
Don't Know
Remaining cards (0)
Know
0:00
edit
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.

  Normal Size     Small Size show me how

education

sociologists aqa a level sociology

TermDefinition
Bernstein-external cultural deprivation external,cultural deprivation, restricted vs elaborated code
Sugarman-external, cultural deprivation external, cultural deprivation, fatalism, collectivism, immediate gratification,present time orientation
Troyna and Williams- criticism, external,cultural deprivation criticises external cultural deprivation explanation, the school's attitude towards the child is the problem not the child's language
Bull- material deprivation, external material deprivation, external, financial restrictions,books,equipment etc. and costs of free schooling
Becker-internal,class labelling internal factors, class labelling, image of ideal pupils , m/c end up higher in sets/streams
Rosenthal and Jacobson- internal,class labelling internal factors, class labelling, self-fulfilling prophecy, teachers told some students they were brighter, they achieved better
Lacey-internal,class labelling internal factors, class labelling, pupil subcultures emerge in response to labelling, can create success or failure
Ball-internal,class labelling internal,class labelling, compared banded and mixed ability, m/c focused on, teachers feared they were being left behind
Gillborn and Youdell- marketisation of education schools need high achieving students in order to attract funding and a high league table position, educational triage
Murray- external,cultural deprivation, ethnicity external, cultural deprivation, ethnicity, lack of role models
Sewell- external,cultural deprivation ,ethnicity external, cultural deprivation, ethnicity, lack of tough love black boys, hypermasculinity
Swann Report-external,ethnicity,cultural deprivation criticism of external factors of cultural deprivation, ethnicity, found language was not a barrier in education
Flaherty - external,Material deprivation,ethnicity ethnic minorities are more likely to face poverty and material deprivation
mason- external,racism, ethnicity poverty is the product of racism
Gillborn and Youdell- internal,ethnicity,labelling racialised expectations, quicker to discipline etc.
Sewell- internal,labelling,ethnicity teachers often stereotyped black boys so they responded differently, grouped into rebels,conformists, retreatists and innovators
Fuller- internal,labelling,ethnicity black girls challenged negative labels, they worked hard but didn't seek teacher approval
Gillborn- institutional racism racism in education is inevitable
Troyna and Williams- internal,ethnicity ethnocentric curriculum,curriculum is priority to white culture and language
Gillborn-internal,ethnicity assessment rigged to favour dominant culture
Gillborn-internal,ethnicity,access to opportunities gifted and talented favours white students
Sharpe-gender,external ambitions in 1974 related to children and being a housewife, in 1990s ambitions related to careers
Mistos and Browne-internal,gender,gcse's girls are better at coursework as they're more conscientious, they mature earlier and they're better at deadlines
Spender-internal,gender,teacher attention teachers spend more time with boys than girls
Swann-internal,gender,teacher attention gender differences in communication, boys dominate discussions, girls prefer paired/group work
Weiner-internal,gender,stereotypes in the curriculum 80s teachers tend to challenge stereotypes, so books created a more positive and less sexist image of women
liberal feminists-gender,evaluation celebrate girls success so far and claim girls will continue to progress, meritocratic view
radical feminists-gender evaluation more critical,system remains patriarchal
Mistos and Browne- external,gender decline in traditional men's jobs, crisis of masculinity
Francis- gender,internal laddish subcultures,concern over being labelled a swot etc.
Epstein-gender,internal working class boys reject schoolwork,they believe it's 'gay', fearful of being bullied
Oakley-gender,subject choice gender roles are learnt,impacts what you study
Durkheim functions are social solidarity and teaching of specialist skills
Parsons bridge between home and work, particularistic and universalistic standards
Davis and Moore role allocation, selects students for future work roles
Bowles and Gintis- functionalism evaluation myth of meritocracy, not an equal opportunity for success
Chubb and Moe failed to create equality of opportunity, doesn't produce the correct skills for economy, they support marketisation/consumer choice
Ball, Bowe & Gerwitz criticise new right, competition benefits m/c as they can understand and effectively use league tables
Bowles and Gintis Correspondence principle, hidden curriculum and myth of meritocracy
Willis w/c pupils resist indoctrination, counter culture slots them into unskilled jobs and the culture that surrounds them
Bowles and Gintis evaluation deterministic,assume that students passively accept school routines
Willis evaluation romantics w/c culture, not generalisable
Jane Elliot brown eyes,blue eyes anti-racism experiment field experiment told her class that blue eyed people were superior separated, brown eyed could only use paper cups,given a blue collar blue eyed first to lunch placed in a higher group started fighting-brown eyed, insult swapped ability changed
Rosenthal and Jacobson oak school, America IQ test, told teachers this created a top 20% ,but actually this was random, these were labelled 'spurters' in the end the top group outperformed the other groups e.g biggest improvement
Harvey and Slatin university students asked to label students into categories using just a picture of the student, investigating the ideal pupil and teacher labelling
Charkin et al 48 university students asked to teach a lesson to a ten year old boy, either told to have high or low expectations or weren't told anything ( control), observed how behaviour of boy and attitudes of teachers changed
Created by: emsteel
Popular Social Studies sets

 

 



Voices

Use these flashcards to help memorize information. Look at the large card and try to recall what is on the other side. Then click the card to flip it. If you knew the answer, click the green Know box. Otherwise, click the red Don't know box.

When you've placed seven or more cards in the Don't know box, click "retry" to try those cards again.

If you've accidentally put the card in the wrong box, just click on the card to take it out of the box.

You can also use your keyboard to move the cards as follows:

If you are logged in to your account, this website will remember which cards you know and don't know so that they are in the same box the next time you log in.

When you need a break, try one of the other activities listed below the flashcards like Matching, Snowman, or Hungry Bug. Although it may feel like you're playing a game, your brain is still making more connections with the information to help you out.

To see how well you know the information, try the Quiz or Test activity.

Pass complete!
"Know" box contains:
Time elapsed:
Retries:
restart all cards