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Soc Thry 1.Class/Eth
Sociology Education Theory Topics 2 (Class) and 3 (Ethnicity)
| Sociologist(s) | Theory | Year |
|---|---|---|
| Webber and Butler | Neighbourhood is the best predictor for educational attainment. | 2007 |
| Jerrim | Wealthy intelligent are 2.5 years ahead of intelligent poor children. | 2013 |
| Smith and Noble | The barriers to learning are money, resources, access to good schools and childcare duties/jobs. | 1995 |
| Washbrook and Waldfogel | 31% of test score differences explained by material deprivation. | 2010 |
| Ball | Working class children were more likely to be lower banded than middle class even with the same achievement levels. | 1981 |
| Keddie | Lower streams taught with restricted codes and higher streams with elaborated codes, which reinforce class differences outside school. | 1971 |
| Willis | An anti-school subculture developed with a leaning towards manual labour. This then goes on to reproduce class inequality. | 1977 |
| Mac an Ghaill | Lower sets - macho lads Middle sets - new enterprisers (vocational focus) Highest sets - academic achievers. | 1994 |
| Strand | Longitudinal study; African Caribbean pupils did worse age 14 even taking cultural and material deprivation into account. They were less likely to aim for higher GCSEs. | 2012 |
| Gillborn and Youdell | A-C economy; those aiming for Cs get the most focus, leaving behind students deemed to be too stupid. | 1999 |
| Ranson | School boards are underrepresented with regards to class and ethnicity. | 2005 |
| Gillborn | African Caribbean students fit the labels of delinquency because they get angry at the unfair treatment from teachers. | 1990 |
| Connolly | South Asian boys get less punished for their delinquency than Black boys. | 1998 |
| Connolly | The achievement of young Black girls is likely to be underestimated, and the success of Asian girls is down to high expectations and self concepts. | 1998 |
| Fuller | Rejection by the school motivated black girls to become educationally successful. | 1984 |
| Coard | Curriculum ignores Black culture, further developing Black anti-school subcultures. | 1971 |
| Kynaston | 7% of pupils attend private schools and <1% go on a full scholarship. | 2014 |
| Sutton Trust | Private school students are 55x more likely to get into Oxbridge than FSM state school children. | 2010 |
| Britland | Middle class students are advantaged because parents can pay tutors and buy houses in catchment areas for good schools. | 2013 |
| Sugarman | Working class pupils don't believe meritocracy can work for them. | 1970 |
| Feinstein | Cultural deprivation has more of an impact than material deprivation. | 2003 |
| Bourdieu | The four factors that shape opportunity are economic capital, cultural capital, social capital and symbolic capital. | - |
| Gillborn and Mirza | Class is not that important a factor because, of the same class, Black students do worse and Asian students do better. | 2000 |
| Basit | Asians value education highly because they believe there are better opportunities here than in home nations. | 2013 |
| Connor et. al | In year 13, Black African students had the most positive attitudes to education. | 2004 |
| The Wanless Report | African Caribbean boys are: - more likely to be excluded - 1.5x more likely to be identified with behavioural issues - disproportionately placed in bottom sets - less likely than average to be identified as G&T. | 1997 |
| Sewell | Problems in educational attainment come from outside factors such as the higher proportion of Black students raised in lone parent households. | 1997 |
| Modood | Ethnic minorities have the highest proportion of working class students in higher education, for example, 2/3s of BME entrants were working class. | 2004 |
| O'Donnell | Black pupils get angry at labelling, whereas Asian pupils use it to their academic advantage. | 1991 |
| Cotton, Winter and Bailey | The hidden curriculum places a high value on efficiency and value for money over equality. | 2013 |
| Hargreaves | Lower-set pupils' delinquency is a way to get respect from peers because they can't get it from teachers. | 1967 |
| Peter Woods | Pupils don't always conform to one subculture and may use a variety of influences. | 1983 |
| Mirza | Black women have a positive attitude to success but may not respect schools as institutions because of racism. | 1992 |
| Young | Some young people choose the 'Ned' lifestyle because it earns them respect from peers - agency factors. | 2012 |
| Sorhagen | Incorrect teacher expectations negatively impacted the working class more. | 2013 |
| Giroux | Schools are places of ideological struggle; teachers may teach ideas contradictory to the hidden curriculum. | 1984 |
| Woods | The 8 ways children may adapt to schools are: ingratiation, compliance, opportunity, ritualism, retreatism, colonisation, intransigence and rebellion. | 1983 |
| Madood | The effects of low income on achievement were much less for ethnic minority groups than white children. | 2004 |
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lottieball17
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