Education Sociologists

?
  • Created by: Megnicpip
  • Created on: 14-01-19 14:18
External Factors Language: Hubbs-Tait et al
Where parents use language that challenges their children to evaluate their own understanding, cognitive performance improves.
1 of 92
External Factors Language: Feinstein
Educated parents are more likely to use praise.
2 of 92
External Factors Language: Bereiter et al
The language used in working classes is deficient. It is communicating through gestures, single words or disjointed phrases.
3 of 92
External Factors Language: Bernstein
The restricted speech code and the elaborated speech code.
4 of 92
External Factors Parents Education: Douglas
Working class parents placed less value on education. As a result they were less ambitious for their children.
5 of 92
External Factors Parents Education: Feinstein
Parents own education is the most important factor.
6 of 92
External Factors Parents Education: Bernstein
Middle class mothers are more likely to buy educational toys and books.
7 of 92
External Factors WC Subculture: Sugarman
Four key features as a barrier to education: fatalism, collectivism, immediate gratification and present-time orientation.
8 of 92
External Factors: Keddie
It is a victim blaming situation. They are not culturally deprived just culturally different.
9 of 92
External Factors: Troyna and Williams
It is not the child's language but the schools attitude towards it.
10 of 92
External Factors: Mortimore
They attend fewer parents evenings not because they do not care but because they are put off by a middle class atmosphere.
11 of 92
External factors Diet and Health: Howard
Young people from poorer homes have lower intakes of energy.
12 of 92
External factors Diet and Health: Wilkinson
The lower the social class the higher the rate of hyperactivity.
13 of 92
External Factors Diet and Health: Blanden et al
Children from low income families were more likely to engage in externalising behaviour.
14 of 92
External Factors Financial Support: Tanner
Costs of items place a heavy burden on families.
15 of 92
External Factors Fear of Debt: Callender et al
Working class students are more debt averse.
16 of 92
External Factors Cultural Capital: Sullivan
Those who read complex fiction and watched serious TV documentaries developed a wider vocabulary and greater cultural knowledge.
17 of 92
Ethnic Intellectual and Linguistic: Bereiter and Engelmann
The language spoken by low income black Americans is inadequate. It is ungrammatical, disjointed and incapable of expressing abstract ideas.
18 of 92
Ethnic Intellectual and Linguistic: Gillborn and Mirza
Indian pupils do well despite often not having english as their home language.
19 of 92
Ethnic Family Structure: Moynihan
Many black families are headed by a lone mother, the boys lack a male role model.
20 of 92
Ethnic Family Structure: Murray
High rates of lone parenthood and a lack of positive male role models lead to underachievement in some minorities.
21 of 92
Ethnic Family Structure: Pryce
Asians are high achievers because their culture is more resistant to racism. The experience of slavery was culturally devastating for blacks whereas Asians were not destroyed by colonial rule.
22 of 92
Ethnic Family Structure: Gillborn
It is not peer pressure but institutional racism that systematically produces failure.
23 of 92
Ethnic Family Structure: Lupton
Adult authority in Asian families is similar to the model in schools.
24 of 92
White WC: McCulloch
Ethnic minority pupils are more likely to aspire to go to university.
25 of 92
White WC: Evans
Street culture can be brutal and so you people learn to withstand intimidation. Schools can be a place for power games.
26 of 92
Ethnic: Driver
Ignore positive effects of ethnicity on achievement.
27 of 92
Ethnic: Lawrence
Black pupils underachieve not because of low self-esteem but because of racism.
28 of 92
Ethnic Material Deprivation: Modood
The effects of low income were much less for other ethnic groups than for white pupils.
29 of 92
Ethnic Racism: Mason
Discrimination is a continuing and persistent feature of the experience of citizens of minority ethnic origin.
30 of 92
Ethnic Racism: Rex
Racial discrimination leads to social exclusion and this worsens the poverty faced by ethnic minorities.
31 of 92
Ethnic Racism: Wood et al
Only one in sixteen ethnic minority applications were offered an interview compared to one in nine white applicants.
32 of 92
Ethnic Discipline: Gillborn and Youdell
Teachers were quicker to discipline black pupils than others for the same behaviour.
33 of 92
Ethnic Discipline: Bourne
Schools tend to see black boys as a threat and label them negatively.
34 of 92
Ethnic Discipline: Osler
High rates of official exclusions, black pupils appear more likely to suffer from unrecorded unofficial exclusions.
35 of 92
Ethnic Discipline: Foster
Teachers stereotype black pupils as badly behaved which results in them being in lower sets.
36 of 92
Ethnic Pupil Identities: Archer
Pathologised, demonsied and ideal pupil identity.
37 of 92
Ethnic Institutional Racism: Gillborn
It allows negative stereotypes to influence decisions about school admissions.
38 of 92
Ethnic Institutional Racism: Moore and Davenport
Primary school reports were used to screen out pupils with language difficulties.
39 of 92
Ethnic Institutional Racism: Troyna and Williams
The meager provision for teaching Asian languages as compared with European languages.
40 of 92
Ethnic Institutional Racism: Ball..Stone
Ignores ethnic diversity and promoting an attitude of 'little englandism'...Black children do not suffer from low self-esteem.
41 of 92
Ethnic Institutional Racism: David
National curriculum as a specifically British that largely ignores non-European language, music and history.
42 of 92
Ethnic Institutional Racism: Coard
The image of black people as inferior by teaching colonialisation undermines black pupils self-esteem.
43 of 92
Ethnic Assessment: Gillborn
It is rigged to validate the dominant cultures superiority.
44 of 92
Ethnic Opportunities: Tikly et al
Blacks were more likely than whites to be entered for lower tier GCSE exams.
45 of 92
Gender External: McRobbie
Looked into girls magazines.
46 of 92
Gender Ambitions: Sharpe
Girls are more likely to see their future as independent women with a career.
47 of 92
Gender Ambitions: O'Connors
14-17 year olds, marriage and children were not major part of their life plans.
48 of 92
Gender Ambitions: Beck et al
Individualisation, a career promises recognition and economic self-sufficiency.
49 of 92
Gender Internal: Boaler
Many of the barriers have been removed and schooling has become meritocratic.
50 of 92
Gender GCSE and Coursework: Mitsos
Girls are better at coursework because they are more conscientious and organised.
51 of 92
Gender GCSE and Coursework: Elwood
It is unlikely to be the only cause of gender gap and exams have much more influence than coursework.
52 of 92
Gender Teacher Attention: French
Boys received more attention because they attracted more reprimands.
53 of 92
Gender Teacher Attention: Francis
Boys were more disciplined and felt picked on by teachers.
54 of 92
Gender Teacher Attention: Swann
Boys dominate whole class discussions whereas girls prefer peer work.
55 of 92
Gender Stereotypes: Weiner
Sexist images have been removed from learning materials.
56 of 92
Gender League Tables: Slee
Boys are less attractive to schools because they are more likely to suffer from behavioural difficulties.
57 of 92
Gender Successful WC Girls: Evans
Girls wanted to go to university to increase their earning power.
58 of 92
Gender Successful WC Girls: Skeggs....Archer
'Caring is a crucial part of this identity...Girls showed a strong preference for the local and familiar over the distant.
59 of 92
Gender Verbal Abuse: Parker..Lees
Boys were labelled gay simply for being friends with girls...boys called girls 'slags' if they appeared to be sexually available.
60 of 92
Gender Laddish Subcultures: Francis
Boys were more concerned than girls about being labelled by their peers.
61 of 92
Gender Laddish Subcultures: Epstein
WC boys are more likely to be harassed, labelled as sissies and subjected to homophobic abuse.
62 of 92
Gender Role: Norman
They dress differently, given different toys and take part in different activities.
63 of 92
Gender Role: Murphy et al..Bryne
Girls are more likely to read stories about people...teachers encourage boys to be tough and show initiative
64 of 92
Gender Role: Browne et al
Researched gender domains that are shaped by early life experiences.
65 of 92
Educational Policy Free Schools: Allen
In Sweden, where 20% of schools are free schools, they only benefit children from higher classes.
66 of 92
Educational Policy Comprehensive School: Marxists
Not meritocratic because it reproduces class inequality.
67 of 92
Educational Policy Comprehensive School: Functionalists
Promote social integration by bringing social classes together.
68 of 92
Educational Policy Comprehensive School: Ford
Found little mixing between classes due to streaming.
69 of 92
Educational Policy Marketisation: Gewirtz
Semi-skilled choosers, disconnected local choosers and privileged school choosers.
70 of 92
Educational Policy Marketisation: David
Power shifts away from the producers to consumers. They claim that this encourages diversity, raises standards and gives parents more choice.
71 of 92
Educational Policy Marketisation: Ball and Whitty
Policies reproduce class inequalities by creating inequalities between schools.
72 of 92
Educational Policy Privatisation: Buckingham et al
Many contracts for educational services are sold on to overseas companies. Global multinationals.
73 of 92
Educational Policy Privatisation: Stone
Black pupils do not suffer from lack of self-esteem.
74 of 92
Educational Policy Privatisation: Molnar
Schools by nature carry an enormous goodwill and can thus confer legitimacy.
75 of 92
Educational Policy Privatisation: Ball
Cadbury sports equipment was scrapped after it was revealed the large amount of bars that would need to be eaten.
76 of 92
Educational Policy Privatisation: Beder
UK families spent £110,000 in TESCO in return for a single computer in schools.
77 of 92
Educational Policy Privatisation: Hall
Academies are an example of handling over public services to private capitalists.
78 of 92
Educational Policy Privatisation: Mirza
Educational policy takes a soft approach and does not tackle the actual problem.
79 of 92
Educational Policy Privatisation: Pollack
Flow of personnel allows companies to buy insider knowledge to help win contracts.
80 of 92
Internal Factors Labelling: Becker
Teachers judged pupils according to how closely they fitted an image of the ideal pupil.
81 of 92
Internal Factors Labelling: Dunne et al
Persistently produce working class underachievement because of the labels and assumptions by teachers.
82 of 92
Internal Factors Labelling: Rist
teachers used information about a child's home background and appearance to place them in separate groups.
83 of 92
Internal Factors SFP: Becker
Working class children are more likely to find themselves placed in lower streams.
84 of 92
Internal Factors SFP: Gillborn and Youdel
Teachers are less likely to see working class pupils as having ability. A to C economy.
85 of 92
Internal Factors Subcultures: Lacey
Differentiation and polarisation
86 of 92
Internal Factors Subcultures: Hargreaves
boys in lower streams were triple failures: they had failed 11+ exams, placed in lower streams and labelled as worthless louts.
87 of 92
Internal Factors Subcultures: Woods
Ingration, ritualism, retreatism and rebellion.
88 of 92
Internal Factors Subcultures: Furlong
Many pupils are not committed to one response, but may move between responses.
89 of 92
Internal Factors Identities: Archer
Middle class habitus stigmatises working class pupils.
90 of 92
Internal Factors Identities: Evans
Girls had a strong attachment to their locality.
91 of 92
Internal Factors Identities: Reay et al
self exclusion from the elite universities narrows WC options and limits their success.
92 of 92

Other cards in this set

Card 2

Front

External Factors Language: Feinstein

Back

Educated parents are more likely to use praise.

Card 3

Front

External Factors Language: Bereiter et al

Back

Preview of the front of card 3

Card 4

Front

External Factors Language: Bernstein

Back

Preview of the front of card 4

Card 5

Front

External Factors Parents Education: Douglas

Back

Preview of the front of card 5
View more cards

Comments

No comments have yet been made

Similar Sociology resources:

See all Sociology resources »See all Education resources »