socio education

• Balls Bowes + Gintis what do they study

  Marketization of schools + parental choice
• +ive of Balls, Bowes, Gintis marketisation of school study

  pupil premium - low income students give the schls more funding to invest in them for activities to benefit them
• Halsey Heath and Ridge what did they do


  a study on how social class affects education - 800 males in the 1900s of diff social class based on their dad's job
• how education effected social class -Halsey Heath and Ridge

  found that

  • 16 yr old - service class was 4x more likely to stay schl
  • 17 yr old - service class was 8x more likely to
  • 18 yr old - service class was 10 x more likely to stay in schl
  • service class was 11 x more likely to go to uni
• criticism of Halsey Heath and Ridge study


  they didn't look at females
• Bowles + Gintis what did they look at


  how schl served/ gave power to the capitalistic society by reproducing labor
• how schl served C society - Bowles + Gintis

  • correspondence principle - schl reflects work - uniform, punctuality, obeying authority
  • hidden curriculum - schl teaches us values that benefit the capitalistic society - make us accepting to exploitation for role allocation
  • myth of meritocracy + schl legitimizes inequalities - schl is a MC system so benefits MC more, economically MC has ↑ of an advantage bc ↑ opportunities. WC material deprivation. so when role allocation occurs it is ↑ based of social class
• criticism of Bowles + Gintis

  • gets us used to work - when we get jobs we can move up the social class - social mobility
  • schls try to reduce material deprivation in the LC bc they provide free schl meals + free resources for those who need it.
• M of school + parental choice - B B G 


  League Tables - allowed parents to make decisions on which school is the best to send their child to, pressure on schls bc they wanted to get ↑ on LT so ↑ funding. impact on childrens education bc...

  • CREAM SKIMMING - bc M benefitted the MC they would send the dumber lower class + ethnic minorities to other less funded schls →they would look better on LT. this class divide was mirrored in COMPREHENSIVE schls.
  • BANDING - grp together ppl based on their abilities + give ↑ focus to the smarter ppl so that they would look better. -ive effect on WC
• Parsons -what he says

  • SCHL IS A BRIDGE BETWEEN FAM + SOCIETY
  • successful agent of socialization
  • meritocratic system - rewarded students based on their hard work + judged off of universalistic values
  • maintains value consensus- maintains the goals we work towards in society
  • schl is important for role allocation
• criticisms of Parsons

  Marxists

  • ignored material deprivation
  • teaches us to obey authority
  • 7% OF PPL IN PRIVATE SCHL FILL POWERFUL POSITIONS
• what veiw was Parson

  functionalists
• Durkheim

  1. schl give us norms and values
  2. creates social cohesion in schl which is a microcosm of society
  3. we learn how deviant actions have consequences
• what view Ball SJ

  interactionalist
• Ball SJ - study

  went to diff schls to study the effect of setted + mixed ability classes
• Ball SJ - explain the study

  • setted class- lower ability classes- negative labelling, ↑ bad behavior,
  • found that social class had an impact on the where the students were set
  • mixed ability classes- although behavior improved, there was still informal setting of smarter+ dumber students. -ive consequences occurred
• Paul Wills -study to see y WC students got WC jobs

  • anti schl students - made up of ↑ WC students felt they were better than teachers + conformist students - WC students got manual jobs
  • pro schl students- made up of ↑ MC students - MC students got good jobs
• Paul Wills what did he say

  • MARXIST + INTERACTIONALIST
  • there was no connection between the economy + schl.
  • Schl was bad agent of socialization
  • study to see y WC students got WC jobs