Education 30 markers

• Applying material from Item B and your knowledge, evaluate the view that marketisation policies have increased diversity and choice in the education system. (30 marks)

  
  

  'competition has grown between increasingly diverse types of schools'


  AO1: Growing competition between schools e.g. through league tables

  
  

  AO2:

  
  

  AO3:
• Applying material from Item B and your knowledge, evaluate the view that marketisation policies have increased diversity and choice in the education system. (30 marks)

  
  

  'every parent is free to choose the best school for their child'


  AO1: Increased choice in the type of schools to send your child to

  
  

  AO2:

  
  

  AO3:
• Applying material from Item B and your knowledge, evaluate the view that marketisation policies have increased diversity and choice in the education system. (30 marks)

  
  

  'marketisation policies may reinforce existing inequalities in educational achievement'


  AO1: M/C benefit more from marketisation than W/C and ethnic minorities

  
  

  AO2:

  
  

  AO3:
• Applying material from Item B and your knowledge, evaluate the view that the education system is meritocratic. (30 marks)

  
  

  'the education system is based on meritocratic principles'


  AO1: Functionalists say the system is meritocratic

  
  

  AO2: Parsons - schools function on a meritocracy

  
  

  AO3:
• Applying material from Item B and your knowledge, evaluate the view that the education system is meritocratic. (30 marks)

  
  

  Pupils are 'objectively assessed through the examination process'


  AO1: Pupils are put through examinations to assess their abilities

  
  

  AO2: Role allocation

  
  

  AO3:
• Applying material from Item B and your knowledge, evaluate the view that the education system is meritocratic. (30 marks)

  
  

  'ensures that existing social inequalities are reproduced in each generation'


  AO1: The role of capitalism in maintaining class inequalities

  
  

  AO2: Bowles and Gintis - reproduces obedient workforce

  
  

  AO3:
• Applying material from Item B and your knowledge, evaluate sociological explanations of gender differences in educational achievement. (30 marks)

  
  

  External factors 'such as socialisation and parental attitudes towards education'


  AO1: Gender socialisation

  
  

  AO2: Gender domains (Browne and Ross) - tasks seen as 'female' and 'male' territory, which children are socialised into at home

  
  

  AO3:
• Applying material from Item B and your knowledge, evaluate sociological explanations of gender differences in educational achievement. (30 marks)

  
  

  'Changes in wider society'


  AO1: 'Genderquake' (Wilkinson) - transformed attitudes means girls now want to achieve high success

  
  

  AO2: Wilkinson - girls more ambitious than their mothers

  Sharpe - girls have more opportunities (e.g. GIST)

  
  

  AO3: Wider opportunities make girls more enthusiastic about their futures so they put more effort into education
• Applying material from Item B and your knowledge, evaluate sociological explanations of gender differences in educational achievement. (30 marks)

  
  

  'the way schools are organised and the social interactions that take place within schools'


  AO1: Environment; labelling; subject choice

  
  

  AO2: Girls labelled more positively than boys

  Gendered choice (Colley) - girls tend to study humanities and arts, boys STEM

  
  

  AO3: Boys become disengaged with school while girls attain good grades
• Applying material from Item B and your knowledge, evaluate sociological explanations of differences in educational achievement between ethnic groups. (30 marks)

  
  

  'some sociologists focus on the role of the home and family life'


  AO1: Family structure

  Intellectual/language skills

  
  

  AO2: Bereiter and Engelmann - language of W/C black families is disjointed

  
  

  AO3:
• Applying material from Item B and your knowledge, evaluate sociological explanations of differences in educational achievement between ethnic groups. (30 marks)

  
  

  'factors within schools are more important' - Ethnocentric curriculum


  AO1:

  
  

  AO2: David - lack of focus on non-European topics

  Troyna and Williams - lack of Asian languages

  
  

  AO3:
• Applying material from Item B and your knowledge, evaluate sociological explanations of differences in educational achievement between ethnic groups. (30 marks)

  
  

  'factors within schools are more important' - Teacher expectations

  AO1:

  
  

  AO2: Jasper - white female teachers have 'racialised expectations' of black boys

  
  

  AO3:
• Applying material from Item B and your knowledge, evaluate sociological explanations of social class differences in educational achievement. (30 marks)

  
  

  'factors outside school' - Material deprivation


  AO1: W/C may not be able to afford the educational resources that M/C can

  
  

  AO2: Difference in capital
• Applying material from Item B and your knowledge, evaluate sociological explanations of social class differences in educational achievement. (30 marks)

  
  

  'factors outside school' - How parents socialise their children


  AO1: Language codes used at home

  
  

  AO2: Bernstein - W/C use restricted code, M/C elaborated

  
  

  AO3: Affects how different classes interact with their teachers and peers; W/C at a disadvantage
• Applying material from Item B and your knowledge, evaluate sociological explanations of social class differences in educational achievement. (30 marks)

  
  

  'factors internal to the education system' - Materially deprived schools


  AO1: Poorer schools can't afford to upgrade technology or buy educational resources

  
  

  AO2:

  
  

  AO3:
• Applying material from Item B and your knowledge, evaluate the view that ethnic differences in educational achievement are primarily the result of factors within the school. (30 marks)

  
  

  'factors that occur in school' - Teacher labelling

  AO1:

  
  

  AO2: Gillborn and Youdell - Afro-Caribbean boys more likely to be disciplined in school

  Jasper - white female teachers have negative expectations of black boys

  
  

  AO3: Black boys start to rebel in class and not focus, leading to low grades; also subjected to unconscious bias

  
  

  Fuller - Black girls rejected their labels and studied hard to get good grades
• Applying material from Item B and your knowledge, evaluate the view that ethnic differences in educational achievement are primarily the result of factors within the school. (30 marks)

  
  

  'factors that occur in school' - Bias in the curriculum

  AO1: Ethnocentric curriculum

  
  

  AO2: David/Troyna and Williams - curriculum ignores non-European languages and art

  Coard - disengagement/low self-esteem due to unrelatable curriculum

  
  

  AO3: Mirza - black girls the highest achievers compared to black boys and white pupils
• Applying material from Item B and your knowledge, evaluate the view that ethnic differences in educational achievement are primarily the result of factors within the school. (30 marks)

  
  

  'factors outside of the school are more important'

  AO1: Different cultures have their own views on education

  
  

  
  

  AO2: Basit/Archer - Asian/Chinese families placed high value on educational pursuit

  ME groups not 'ideal pupils'

  
  

  AO3: Less important than internal factors