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education
sociologists aqa a level sociology
| Term | Definition |
|---|---|
| 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 |
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emsteel
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