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louisa fallon
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Cards (57)
Function of education
Create
social solidarity
Teach
skills
necessary for
work
Teach core
values
of
society
Particularistic vs universalistic values
Particularistic values
are individual to the child,
universalistic
values are applied to all
students equally
Role allocation
Grades
determine most
suitable
roles in society
Meritocracy
Ensures everyone has
equal
chances and
opportunities
of being assigned to a job
Marxists argue that if education was truly
meritocratic
, there would be no
private
schools benefiting the rich and middle/upper class
New Right view of education
Schools should be run more like a
business
, competing for
consumers
and providing what they want
New Right influenced the
Conservative
government from 1979-1997, introducing
league tables
to help parents choose schools</b>
Marxist view of education
Education passes on
ruling
class ideology to support and reproduce
capitalism
Althusser's view of education
Education is an
ideological
state apparatus that reproduces class inequalities and creates
false
consciousness
Correspondence principle
Similarities between the workplace and school,
preparing
students for
future work
Meritocracy myth
Failure is attributed to lack of
individual
effort rather than
social
class background
Restricted vs elaborated language codes
Working class have
restricted
codes, middle class have elaborated codes that
match
school language
Pupil subcultures
Groups of
pupils
with behaviours/ideas different from
mainstream
school culture
Labeling theory
Labels given to students become part of their identity, creating
self-fulfilling prophecies
Ethnicity and school processes
Black students more likely to be
disciplined
and have low
expectations
from teachers
Gender and school processes
Boys negatively labeled as
disruptive
, leading to
self-fulfilling
prophecies
Class and internal school factors
Labeling,
self-fulfilling prophecy
, setting/streaming,
pupil subcultures
, class identity
Cultural deprivation
Working class parents' restricted
language
codes, lack of education, and present-oriented
subculture
disadvantage students
Rationality
in classical economic theory is a
flawed
assumption as people usually don't act rationally
Marginal
utility
The
additional
utility (
satisfaction
) gained from the consumption of an additional product
If you add up
marginal utility
for each unit you get
total utility
Girls
have
outperformed
boys in education although at certain points this gap has narrowed and bigger as well
Policies introduced to help girls
Equal opportunities policies
Introduction of more women into
science
and
engineering
to motivate girls
Growing employment for
women
providing more
female role models
GCSE
changes
More
coursework
which suits girls who mature earlier and are more
organised
Teachers give more attention to boys as they are seen as
disruptive
, while girls are seen as
cooperative
Challenging stereotypes
- books now portray
women
as strong characters
Girls
are more likely to get into better schools as schools focus on
league table
positions
External factors affecting girls' achievement
Feminist
campaigning
Changes
in the family
Changes in women's
employment
Boys don't like reading as they see it as
feminine
Education is designed to be more
girl-friendly
,
negatively
impacting boys
Lack of
male
primary teachers means boys lack male
role models
Boys form
'laddish subcultures'
to increase their
masculinity
, reducing their achievement
Boys may lack ambition if there are fewer
jobs
available due to more women entering the
workforce
Subject choices by gender
Girls
choose
languages
and humanities
Boys
choose
science
and technology
Gender role socialisation
Girls
socialised to be gentle and
protective
, boys to be adventurous
Teachers construct
pupil identities
based on
ethnicity
, with the 'ideal pupil' being white, middle-class and heterosexual
Pupil
identities are constructed by teachers depending on the pupil's
ethnicity
Ideal pupil identity
White, middle-class, heterosexual, achieves good grades in the normal way (
revising
,
taking exams
, practicing)
Identity of Asian pupils
Usually seen as
asexual
and
conforming
to what is expected of them
Identity of black/working-class pupils
Demonised as very
sexual
,
unintelligent
, and culturally deprived
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