education sociologists

• Becker 1971 - internal


  He found that teachers judge students based on how well they fit the image of the 'ideal pupil' in a study of 60 teachers. middle class students fit this image better than working class students.

  LABELLING.
• Rosenthal and Jacobsen 1968 - internal


  did an 'IQ test' on primary school children and told their teachers randomly that 20% of the children would be spurters. they came back a year later and found that 50% of the 'spurters' had made significant progress because teachers had positively labelled them.

  SELF FULFILLING PROPHECY.
• Gillborn and Youdell 2001 - internal


  they found that teachers use an educational triage due the pressures of league tables. students were either 'no hopers', 'could succeed with help' or 'will succeed anyway.' Teachers generally assume working class students are 'no hopers'.

  STREAMING.
• Lacey 1970 - internal


  found that students form subcultures based on how they are labelled. differentiation is when the subcultures are only slightly different from each other in status and nature. polarisation is extreme and leads to pro-school and anti-school subcultures.

  SUBCULTURES
• Bourdieu 1984 - external


  middle class students have symbolic capital in school which working class don't have because they are not brought up with the same values as what is taught in schools.

  he also gives three types of capital: cultural capital, educational capital and economic capital

  PUPIL IDENTITIES.
• Berstein 1975 - external

  working class students use restricted code while middle class students use elaborated code so they feel more at home at school.

  CULTURAL DEPRIVATION.
• Sugarman 1970 - external

  some key features of working class subculture makes them less successful at school: fatalism, present time orientation, immediate gratification and collectivism

  CULTURAL DEPRIVATION
• Howard 2001 - external

  students from poorer backgrounds have lower intakes of vitamins and minerals making them more likely to be ill of school, hyperactive and bad behaviour

  MATERIAL DEPRIVATION
• Archer 2008 - internal


  he claims that teachers see pupils in one of three images. the ideal pupil. the pathologized pupil identity. the demonised pupil identity.
• Fuller 1984 - internal


  found that some black girls used their anger about being labelled by racist teachers to be successful in education. they were pro education but anti school. they focused on external exams and didn't seek approval from teachers. self fulfilling prophecy isn't the only response to labelling.

  PUPIL RESPONSES
• Sewell 2009 - internal

  there are four responses black boys will have to labelling:

  1. the conformist

  2. the rebels

  3. retreatists

  4.innovators

  PUPIL RESPONSES
• Murray 1984 - external


  argues that as many black families have single mothers this is why so many black students underachieve in education. they have no positive male role model or male breadwinner

  CULTURAL DEPRIVATION
• Sewell 2009 - external

  the tendency for black fathers to use tough love is the issue rather than the actual absence of fathers. black fathers don't have very high educational expectations of their children.
• Mitsos and Browne 1998 - internal


  girls are more successful in GCSEs and at course work and at oral exams. this is because girls have better language skills, are more organised, better at meeting deadlines and take more pride in their work. this is because they are socialised differently to boys.

  POLICIES
• Sharpe 1970s and 1990s -external


  in the 1970s girl had low ambitions. they wanted marriage, love and children. whereas in the 1990s girls wanted careers and to be able to support themselves.
• Bartlett 1988 education reform act


  he argues that league tables lead to good schools being more in demand so they are able to cream skim and silt shift. the opposite applies for the bad schools. this reproduces class inequalities because the working class students aren't accepted into the good schools.
• Gewirtz


  there are three types of choosers when it comes to parents choosing their children's secondary schools and it depends o the amount of cultural and economic capital the parents have.

  1. privileged skilled choosers

  2. disconnected local choosers

  3. semi skilled choosers
• Durkheim 1903 - functionalist


  there are 2 functions of education:

  1. social solidarity

  2. specialist skills
• Davis and Moore 1945 - functionalist


  schools carry out role allocation and selection using a meritocratic system that sorts people by ability. inequality is necessary to have the best people doing th most important jobs
• Parsons 1960 - functionalist


  education acts as a bridge between family and society. it judges students based of off universalistic and impersonal standards whereas at home they are judged by particularistic standards. they can also reach an achieved status rather than ascribed status.
• Chubb and Moe 1990 - new right


  they argue that state schools fail because they don't teach the skills needed in an economy and they create inequalities. marketisation improves quality, efficiency and choice
• Althusser 1971 - marxist


  the state uses two elements to keep R/C in power.

  1. repressive state apparatus

  2. ideological state apparatus
• Bowles and Gintis 1976 - marxist


  they produced the idea of the correspondence principal . meaning that schools mirror employment to help produce an obedient workforce that will accept inequality. schools reward the traits of a submissive worker.

  they also argue that education promotes a myth of meritocracy.
• Willis 1977 - marxist


  used participant observation to study 12 working class boys. the lads formed an anti school subculture. they find school boring and meaningless and don't like the inequalities between teachers and students so they break the rules and aspire to manual labour work.

  capitalism benefits from the boys not liking school because it means they will fill the manual work that need doing.
• archer (2010)


  she argues that working class girls gain symbolic capital from peers by showing their feminine identities however this conflicts with the middle class values of schools and so prevents them from gaining educational capital.
• what are the features of a working class feminine identity according to Archer


  1. hyper heterosexual femininity

  2. having boyfriends

  3. being loud
• evans (2009)


  she studied working class sixth form girls and found that they want to go to university not for themselves but to increase earning power for their families. they also tend to study for university from home in order to decrease debts and stay with family
• Mitsos and Browne


  they argue that they decline in manual labour jobs in the UK that were traditionally taken by men has led to an identity crisis amongst men. a decrease in motivation and self esteem for men means they are less successful in school.
• Sewell


  he argues that there has been a feminisation of education. schools use feminine qualities such as methodical working and attentiveness but doesnt use masculine qualities such as leadership and competitiveness. he argues that coursework also favours girls.
• Read (2008)


  she criticises the idea that primary schools are feminised despite most teachers being female. she found that teachers either use disciplinary discourse or liberal discourse when telling students off. disciplinary discourse is more masculine and favoured by boys but is used equally among men and women.
• Ringrose


  she argues that there is now a moral panic about boys educational underachievement. there is a fear that working class boys will grow up to be dangerous and unemployable. this has caused as shift as policies are now more focused on boys achievements. this is negative because it ignores class and ethnicity differences in achievement and ignores the problems that girls face at school
• Ball (2013) argues that the coalition government's policies have led to an increase in inequality, with disadvantaged students being disproportionately affected.