Sociology:education

• Bowles and gintis


  They are marxists and argues the key role of education is reproducing a workforce with the correct characteristics for the capitalist economy eg hardworking ,obedient,willing to accept low play
• Bowles and gintis 


  They did a study of 237 students in new york aswell as findings from other studies.
• bowles and gintis 


  They found in there studies that schools reward obedient students. Students who show independence and creative thinking often get Lower grades.
• Bowles and gintis 


  their Study examines the correspondence principle and the myth of meritocracy
• Correspondence principle


  Schools mirrors work, preparing students for their future jobs
• Durkheim


  He saw that the education system as an agent of secondary socialisation.
• Durkheim 


  Schools teach Norms + values meaning that all students are taught the same culture and this ensures they are unified. He argued this creates social solidarity
• Social solidarity 


  Individuals see themselves as part of the wider community and not as isolated individuals. eg schools teacher right and wrong, subjects like history teach heritage
• Durkheim 


  He saw schools as a society in miniature; preparing students for wider society where we need to work together. It teaches specialist skills needed for the work place
• CONFLICT THEROY WITH DURKHEIM 


  new right thinkers argue that schools are not adequately teaching Norms + values
• Ball 


  He did a participant observation in schools for 3 years and looked at the process of moving form banding to mixed ability classes
• Ball-what he found

  students from higher social classes weres more likely to be in the top sets and social class rather than test scores seemed to play a roles in banding. Therefore he was critical of setting and streaming and argued it should be abolishe.
• Ball 


  he observed differences in behaviour in different groups. teachers has high expectations of top set students and this led to good behaviour in camparison to lower sets.
• ballllll


  Introduction of mixed ability groups, pupils where less obviously polarised but teachers stil Continued to label middle class students as more able.
• ball


  He notes that labelling was reflected in exam result.
• Ball


  He is an internationalist
• Parson 


  He agreed with Durkheim that schools provide secondary socialisation.
• Parson


  He argued that they act as a bridge between the family and society, within families ur status is ascribe.
• Parsons- what he argued


  In schools ur status is achieved and schools therefore judge based on universalistic standards( every student is judged equall) meaning schools are meritocratic
• Parsons 


  Schools socialise children into shared culture which creates values consensus.
• Parsons

  schools promote 2 key values

  • work hard for rewards
  • success is based on fair competition.
• Parson 


  He also saw that schools are sorting students into future work roles called role Allocation
• CONFLICT THEORY 


  marxist disagree that schools teach the values of a shared culture but instead teach capitalist values and meitocracy is a myth
• hidden curriculum 


  Rules,regulation,obedience and respect for the authority
• Social control

  The hidden curriculum is one mechanism of social control that reflects those social controls operating in society at large.students learn to accept the social control while in the education system
• External factor1-social class

  Reid argued the differencea could be class based. Parents of students who underachieve May be offered low paid, working class positions or suffer from unemployment.
• External factors1- social class

  Language barriers,racism or lack of the necessary qualification.
• external factors1-social class

  lead to material deprivation and lack of necessary resource.
• Cultural differences


  Differing cultural norms and values or differing languages spoken at home
• Cultural differences

  Can lead to cultural deprivation
• EAL (English as an additional language)


  Language is a barrier in education as students may not understand their teacher
• Restricted code


  Simple vocabulary used by parents, which can limit student achievements
• Restricted code


  • Language at home is simple and based on slang, which can limit the language developed by children and impact their achievements
• External factor 3


  Parental attitudes
• Some parents from some ethnic groups


  Show less interest in their children's education
• Other parents from some ethnic groups


  Are keen for students to achieve
• British Chinese students


  • Value hardwork and education
  • Push their children to achieve good grades
  • Support their children with homework
  • Socialise their children into a positive work ethic
• Children from other ethnic groups


  May not be socialised into the same values
• There is evidence that the argument about parental attitudes is inaccurate
• Indian parents

  • Put pressure on their children to succeed
  • This positively impacts their children