Save
Busy. Please wait.
Log in using 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
share
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

Soc Edu Thry 5

AQA Sociology Education Theory 5: Relationships & Processes in Schools

SummaryTheoristYear
Subcultures are not always coherent groups with shared values, as Willis, Hargreaves, etc. suggest. Identities are an amalgamation of a variety of influences. Woods 1983
There are five different male subcultures: 'macho lads', 'academic achievers', 'new enterprisers', 'real englishmen' and gay students. Mac an Ghaill 1994
There has been a 'remasculisation of the vocational curriculum'. Although girls dislike the masculinity of 'macho lads', most sought boyfriends. Mac an Ghaill 1994
Young black women have a positive attitude towards success; however, some view teachers as racist, leading to a lack of respect for schools as institutions. Mirza 1992
Muslim boys often drew upon aspects of Black culture, though their own academically-driven culture sometimes clashed with the hyper-masculine ideals, and they still tended to work hard. Archer 2003
Young working class White women aren't as rebellious as the 'lads' in Willis' study. They formed friendships and deviance took a sexual nature rather than trouble-making. Women entered work for markets of labour, sexual relations or marriage. Griffin 1985
Teachers ascribe low ability to working class pupils. Becker 1971
Teachers systematically discriminate against working class pupils by failing to recognise their intelligence. Gillborn and Youdell 1999
Inaccurate teacher expectations lead to long term effects and a self fulfilling prophecy, particularly for children in lower-income families. Sorhagen 2013
Grouping is not always only based on attainment; often behaviour is taken into consideration, which can negatively affect working class pupils. Ireson et al 2002
Though structural influences are important in ned/chav culture, a lot of middle class pupils choose this identity because it obtains them social status among peers (agency-based influences). Young 2012
The hidden curriculum puts emphasis on efficiency and value for money over equality, Cotton, Winter & Bailey 2013
Working class anti-school subcultures are found in bottom sets and are caused by labelling. Hargreaves 1967
Created by: lottieball17
 

 



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