education

• functionalist durkheim


  helps to maintain society by socialising young people into key cultural values such as achievement, competition, equal opportunity. Education teaches the skills by modern industrial society such as literacy and numeracy.
• marxism althusse


  is an ideological state apparatus which reproduces and legitimises class inequalities in wealth and power by transmitting capitalist values as common values e.g. competition and private enterprise
• functionalist davis and moore


  allocates people to the most appropriate job for their talents using exams and qualifications
• marxist bowles and gintis


  creates workers with the qualities that a capitalist society needs e.g. being hardworking, disciplined and obedient. Education corresponds the workplace and prepares students for the workplace in a capitalist business. The hidden curriculum prepares a docile workforce which includes informal messages and lessons that come from the way schools are organised - based on hierarchy, encouraging conformity, external rewards, motivation and fragmentation of knowledge.
• functionalist parsons


  Education acts as a bridge between the home and wider society by socialising children to adapt to a meritocratic view of achievement. He argues the education system is meritocratic.
• feinstein


  he argues that having financial depravation had some effects on achievement, but cultural depravation were much more significant. The cultural factor was the extent to which parents encouraged and supported their children. This largely determined how well they did.
• goodman and gregg


  They found that there were a number of factors that contributed low educational achievement amongst poor children. These included quality of mother to child interaction, ammount of time parents spend with their children, how often parents read with their children, parents attitudes to education.
• bernstein


  He argues that speech shapes educational achievement. He used the restricted and elaborate codes to prove this. Schools and exams use the elaborate code so the middle class are always at an advantage.
• Bourdieu marxist cultural and social reproduction


  4 forms of capital - social, economic, cultural and symbolic. The greater the amount of capital the individual possesses, the higher their position in the class system. He argues that cultural capital is key to high educational attainment and that educational success depends mainly on the culture learnt during a childs early years. Children of a higher class automatically have an advantage.
• Postmodernism


  Schools are more consumerist and have involvement of marketisation. Education has become more individualised as teaching has more variety. Education is more diverse e.g. specialist schools or faith schools.
• New right/ neoliberal


  Based on the idea that the state should not provide services such as education, health and welfare. They argue that the value of education lies in how well it enables the country to compete in the global marketplace. They claim that this can only be achieved if schools become more like businesses, making parents and pupils consumers and using competition between schools.
• Ball beachside comprehensive


  W/c students were more placed in to the middle band of sets. In year 9 the top band developed a pro school subculture whereas the middle and low band had developed an anti school subculture.
• Willis secondary schools in the midlands


  Found w/c boys rejected the education system because of their social class. They did not value education because they expected to go into manual labour like their fathers. Labelling and streaming made little difference.
• Becker


  labelling theory - Teachers make an assumption about pupil ability based on how close they fir the 'ideal pupil'. Students internalise their negative label called the self fulfilling prophecy or can be known as the halo effect if they have a positive label.
• sewell black boys


  black boys form restraint against the education system as they see the school system as 'against them'.
• madood cultural capital


  The jobs of these groups after migration are much lower in pay and status to than what they may have had before. Therefore have a 'reserve' cultural capital from earlier occupations.
• Archer


  Nike identities - w/c would wear branded sportswear that would differentiate them from middle class pupils. The w/c would see themselves as nike compared to m/c as gucci
• fuller 


  Rejects beckers view of labelling and argues that a student may not always embrace their label. They may be labelled negatively and prove it wrong
• ingram


  Masculinity and social class. Educational success and the working class identity. School and the working class values did not align which meant that working class pupils who were succeeding didnt feel like they fit in within the school or with a working class identity anymore as they were successful.
• Ringrose 


  Did a study on working class girls in school. Being 'popular' was centralised to girls identities. They had to balance two identities being an idealistic feminine identity, being kind and hardworking, but also a sexualised identity where they would involve themselves with boys. Girls would be excluded form the peer group is they were more one identity then the other such as being labelled as a 'slag' or 'teachers pet'.
• Mac an Ghail


  There is a crisis of masculinity as there are limited labouring jobs leading to boys becoming more vulnerable to anti-school subcultures. Labelling doesnt always result in a negative pattern for ethnicity and subcultures. He found that institutional racism lead to ethic students have a different experience of school than white students. He argues that anti-school attitudes were a response to the racism. He blames the school rather than the students.
• Francis 


  Argues that the classroom is a gendered place. Found that the classroom is where hegemonic identities get reinforced. Boys become more dominate in the classroom by shouting out and taking teacher attention while girls are docile and used as buffers to prevent boys from misbehaving.
• Gilborn


  Found that while the vast majority of teachers tried to teacher students equally they tended to see black african-carribean children as a threat. Despite that teachers rejected racism their ethnocentric perceptions meant that their actions were racist in consequence.
• Mizra


  Found that teachers had stereotypically low expectations of black girls and therefore didnt push them too hard in lessons and entered them for lower exams. The girls responded badly to their teachers negative label by appearing to not care about school.
• Callender and Jackson 


  There is a 'fear of debt' with increasing fees for education puts working class students off from attending uni as they cannot afford it .
• Bartlett


  Cream skimming and silt shifting criticises league tables as schools will manipulate their league table position. This is because they choose how they select what pupils attend their school.
• Gilborn


  Schools try to boost their position in the league table through educational triage. They divide the pupils in to three groups and they give all their attention to the boarder line students/groups to up their grades while not pushing the more academic.
• Gerwitz 


  Criticises open enrollment of schools as the middle class benefit more by being able to move in to catchment areas of good schools. They are the privileged skilled choosers.
• mcrobbie 


  bedroom culture. Girls are socialised in to staying at home doing work and chatting while boys go out and do physical activity. The bedroom culture prepares girls for school to stay quiet and work hard but for boys it creates a dominance and disruption in the classroom. Girls chatting away can also link to them having an elaborate code
• Wilkinson 


  The genderquake meant there was a rise in opportunity for girls in society to get better jobs. There were changes to the workplace which meant an increase of girl wanted to do well to have good jobs.
• dugglas


  w/c parents place less value on education so the children dont value education and therefore dont achieve
• sugarman


  Immediate gratification (want rewards immediatly) , differed gratification (will rather wait for better rewards), fatalism (what will be will be), collectivism (being in a group is more valued than being an individual like the middle class) this all effects educational achievement
• Rosenthaw and jacobson 


  Did a study in a primary school about what students will make the biggest ammount of progress. All students did an iq test but at the end of the research they picked a ransom group of students who were supposedly do better. The teacher helped those students who were 'supposedly' going to do better just by knowing that they would improve the most.
• sue sharpe


  Did a study on girls attitudes towards school. In 1970 she found that girls focused on wanting a husband and a family and didnt prioritise a career. In 1990 she asked another group of girls the same question and found that girls prioritised a career over having a family and children.
• Oakley


  Educational policy favours boys. For example, coursework was overthrown to be more exam based to favous boys as they did better in exams than in coursework. She also argues that there are gendered subjects which hinder subject choice and achievement.
• heaton and lawson


  The hidden curriculum taught patriarchal values in schools. The textbooks emphasised that there were female teachers and male managers which automatically down graded women in the workplace