social solidarity - education system helps create this by transmittingsharedbeliefs and values from onegeneration to the next
durkheim
specialist skills - education teaches individuals the specialistknowledge and skills they need to play their part in society
parsons
meritocracy - persons status in society is achieved through hardwork
parsons
bridge analogy - education is the bridge between the family and widersociety
davis and moore
role allocation - schools perform the function of selecting and allocating students to workroles based on their talents and abilities
tumin
highlyrewarded jobs are the ones that are seen as important
chubb and moe
state run education has failed in the usa due to not creating equal opportunities and fails the needs of disadvantaged groups
chubb and moe
believes their should be an introduction of a market system that would put the control in the hands of the consumers - the parents
blau and duncan
human capital - modern economy depends for its prosperity on using its workersskills
althusser
education system is an important ideological state apparatus - produces ideologies that make people accept inequality is inevitable + transmitting from generation to generation by failing each successive generation of working class pupils
bowles and gintis
correspondence theory - schooling prepares working class pupils for their role as exploited workers through the hidden curriculum, reproducing class inequality
bowles and gintis
myth of meritocracy - serves to justify the privileges of the higher classes, making it seem like they gained due to success in school, which makes the working class accept ineqaulity and see it as legitimate
willis
the lads - reject the idea that workingclass pupils can achieve middleclassjobs through hardwork , believe they are destined for unskilledwork that capitalism needs someone to perform
Hubbs-taitetal
Cognitive performance improves when parents use language to challenge their children to evaluate their abilities
Feinstein
Educated parents are more likely to use language which is challenging and allows for cognitive improvements
Bernstein
Restricted code - informal and simple language used by working class
Bernstein
Elaborated code - formal and grammatically correct language used by the middle class
Sugarman
Four working class features that act as a barrier to educational achievement
presenttime orientation - no long term goals
immediate gratification - seeking pleasure now rather than saving for later life
fatalism - believing in fate snd thinking there can be no status change
collectivism - being part of a group is priority
Howard
Children from the working class are more likely to have less energy due to poor nutrition, leading to a weaker immune system and having more absences at school which affects educational achievement
Smith and Noble
Poverty acts as a barrier to learning
Tanner
Costs of items within education place a burden on working class families
Blanden and Machin
children from low income families are more likely to experiencefights and temper tantrums within school, which can then lead to exclusion
Wilkinson
children from lower income homes have a higher likelihood of having high behavioural problems
Reay
workingclass students were more likely to apply to local universities so they could save on travel costs, but then there options became limited
Keddie
Culturaldeprivation is a myth - working class children have differentvalues and are culturally different
Troyna and Williams
the schools attitude towards the children’slanguage is the problem
Francis
Middle class tend to be more confident and self assured due to exposure to socialising and networking activities
Bourdieu
Middle class possess culturalcapital and they are socialised by the family
Becker
Conducted a study with 60Chicago high school teachers and found that they judged pupils according to how close they were to the ’ideal pupil’
Dunne and Gazeley
Labelling in secondary schools - teachers normalised the underachievement of the workingclass
Rist
Labelling in primary schools - teachers used information about the child’s background and appearance to place then groups - gave the working class no encouragement and saw no potential
Rosenthal and Jacobson
conducted a test in school to identify pupils that would spurt ahead
chose 20% of children at random and called them spurters
a year later, 47% of the labelled spurters made progress - self-fulfillingprophecy
Gillborn and Youdell
streaming is based on teachers stereotypical notion of 'ability' - working class students tend to be negatively labelled
Lacey
subcultures emerge as a consequence of streaming or a reaction to labelling
differentiation - being labelled by teachers based on ability, attitude and behaviour
polarisation - how students respond to behaviour - join pro-school or anti-school subcultures
Ball
when schools abolished banding, anti-school subcultures declined
class inequalities still existed due to teacher labelling persisting
education reform act - trend towards streaming and school diversity and changes in curriculum
Woods
pupils respond to teacher labelling by:
intigration - teachers pet
ritualism - staying out of trouble
retreatism - mucking about
rebellion - outright rejection of school
Furlong
many pupils are not committedpermanently to any one response, and will change based on different teachers
Archer
working class have symbolic violence as their lifestyles and desires are viewed as tasteless in the eyes of the educationsystem
Douglas
working class parents place less value on education, causing them to underachieve
Archer
Nike identities - working class seek alternative ways of creating self-worth and identity