Education

Education contributes to secondary socialisation, passing on core values Education to role allocation Education teaches specialist skills needed in the work and by the economy Education is an agency of socialisation that bridges the gap between ascribed particularistic values in the family to achieved universal standards in education and wider society.

Education, passes on norms and values in order to integrate individuals into society. Education helps create social order based on cohesion and value consensus, strengthening social solidarity.

It is a bridge between family and wider society, socialises kids and selects kids for their future roles in society. (status based on merit, and therefore is achieved not ascribed).

Role allocation (education) - school selects the most talented people and gives them access to important roles within society

Evidence of differential achievements in terms of social class, gender and ethnicity suggests that education is not meritocratic (Barry Sugarman) Role allocation is not as important due to connections in order to be able to get a job

New right theorists believe in the power of individual choice - preferred over state intervention.

Claim role of school should be more like role of a business competing to attract customers and providing customers with what they want and need

Use of state schools causes poor standards as they do not have to compete for their customers

Acceleration of the creation of an education market

Too deterministic, assumes all pupils are passive and accept norms and values

State education has failed to create equal opportunity as it does not respond to needs.

Education Legitimises inequality Education passes on ruling class ideology that supports capitalism Education prepares children for the world of work by giving them skills and values employers need

There is a correspondence between pupil experiences of school and adult work. Pupils are prepared for the world of work by the school system:

• Pupils are taught to accept hierarchy at school. Work also has a hierarchy

• Pupils are motivated by greased to do boring work. Workers are rewarded with pay to do boring work

• The school day is broken down into small units, so is the work day

• At school and work, subservience is rewarded

The hidden curriculum also prepares people for work as it teaches students things they will need in adult life

Views education is a tool for capitalism, which is used to pass on belief that society is fair - legitimising inequality. Education is a part of the 'ideological state apparatus'. Education produces a docile and obedient workforce, who will not challenge authority

Education does not turn out an obedient workforce as some kids form an anti-school subculture and cope with school and then adult work by messing about.

Bowles and Gintis argue role allocation isn't based on merit, but social class, 'old school tie' network ensures top jobs go to upper middle class, legitimates economic/class inequalities.

Bourdieu used the concept of cultural capital (language,skills,knowledge and attitudes) to explain how MC children generally go to the higher pay, higher status jobs.

1. Marxism assumes people are passive victims. It exaggerates how much working-class students are socialised into obedience. Willis showed how students actually resist authority

2. Most people are aware of the inequality in education, and don't think that this inequality is legitimate

3. Marxism ignores the impact of gender and ethnicity in educational achievement

4. Althussers research is outdated as it was conducted in the 70s

5. Willis research has researcher bias due to participating in his own study

6. There is little empirical evidence supporting Althussers study

The education system is patriarchal.Some feminists argue that the hidden curriculum unofficially reinforces gender differences. There are still gender differences in subject choice in schools. Gender stereotyping may still exist. Girls are now outperforming boys at school - but boys still demand more attention from teacher. Men dominate top positions in schools (head teacher, dep head) and even more in unis.

Want equal access to education for both sexes

There should be female centered education for girls

Wish to consider gender inequalities combined with inequalities of class and ethnicity.

People make judgements about others and label them accordingly. Rosenthal and Jacobson believe peoples can bring their self image and behaviour in line with Teacher stereotypes and expectations, known as the self fulfilling prophecy.

An expectation that causes you to act in ways that make that expectation come true.

Difficult to shake off label. Maybe labelled if you achieve low exam scores or you perform badly in a particular class.

Stanford graduates, who posed as a Californian, high school student, without anyone knowing who he was, was told by one teacher that he will never amount to anything

Students are sorted into classes, according to ability, saying, for all most subjects

Students assaulted into classes, according to ability, on a subject by subject basis.

Students are sorted regardless of ability

Tested theory of self fulfilling prophecy using a field experiment. Gave teachers false information about IQ schools in Estates primary school in California. Pupils were selected at random, but teachers were told about one group was particularly bright, the other having low IQ schools. Results showed in general, peoples performed in line with the (false) information given to the teachers.

Peoples divided into three groups, based on predicted performance by schools. Will succeed, might succeed with help and 'no hopers ' have no hope of success. Encouraged by the pressures of teachers to obtain results for the school league table.

Informal teaching done in schools passes on sets of social norms and values to students. Also referred to as school ethos.

Held by teachers like 'bright or slow learner' = making wrongful assumptions

Argues students become deviant because certain labels are attached to their behavior by teachers

Labelling in Secondary Schools - Teachers judge pupils by their natural ability/intelligence but by how closely they fit the image of an "ideal pupil" - e.g. social class, appearance, speech, personalities, attitudes, behaviour.

Found that many pupils share a similar stereotype of the 'ideal learner'.

Carried out a case study of four primary and secondary schools, finding that teachers labelling pupils as either normal, average or deviant types has implications on teacher interactions. This could lead to conflict between teachers and students in the form of confrontation of pro and anti school subcultures

Stereotypes are influenced by a range of features; dress,behaviour and likeability, which conform to middle-class standards of teachers, while disadvantaging WC pupils, particularly boys and ethnic minority groups.

Both streaming and setting can lead to low self-esteem for those in the lowest ability classes. Ball found that pupils in higher sets and streams were 'warmed up', whilst lower streams and sets were 'cooled out' to encourage them to follow lower status courses.

can encourage self-fulfilling prophecy, I am including the development of anti-school subcultures. Keddie found that pupils were not given the same access to knowledge as those in higher streams, leading to further under development.

A group who share ideas and behaviour patterns which are different from the mainstream culture.

Pro-school subcultures are positive about school. They accept the rules and conform. They gain status from the school, from adults and from their friends by working hard and achieving highly. They tend to be middle class

A group of people/peers who have norms and values that go against the schools expectations, e.g. they misbehave, truant, do not complete work

The process by which people are ranked and categorised into different streams or sets

when people become divided into opposing groups or polls; top - stream conformist, higher achievers and low stream failures

Range of responses between pro-and anti-schools of cultures would change over time as people move through different stages of schooling; maybe difference in terms of gender, class and ethnicity.

Working-class children are more likely to start school being unable to read. Working-class children are also less likely to get places in the best state schools and are also less likely to go onto high education. Working-class children are also more likely to be placed in lower sets and streams, and may take up vocational courses instead of A-levels, Less than one third of working-class children get 5 A*- C

A hierarchical way of stratifying society on the basis of peoples social and economic status.

Material deprivation, - due to poverty, low wages, diet, health and housing. middle-class students have access to private tutors, stationary, books etc

Poorer diets and higher levels of sickness in disadvantaged homes may mean that students will turn up tired at school, making learning more difficult. More absences from school and failing to Keep up with the lessons also affects their attainment.

A range of social problems and poor role models for young people may encourage them to negatively alter their behaviour at school.

Working-class parents may have had a negative experience of education, so they may not encourage their children to obtain high results

Middle-class parents tend to be better educated and understand the education system more. Working-class parents may feel less confidence in dealing with teachers and exam choices.

Working class of cultures have values which lead to lower achievement

Seeing the present as more important than the future, no long-term goals or plans.

It is what it is

Seeking pleasure now, rather than making sacrifices for the future

Bonding, streaming and setting Educational triage Pupil identities Teacher expectations, stereotypes and The Halo Effect Teacher labelling leading to the self-fulfilling prophecy

Teachers judge and label pupils according to how closely they fit the 'ideal' pupil. Middle class teachers ideal pupil is middle-class; polite, smart, well dressed, and has an elaborate speech code.

Told students they would be a quick learner due to having a high IQ. This was tested in a fake test, but the students themselves were not aware that the test was fake. 47% of ' 'bloomers' have made significant improvements due to increased teacher attention and feedback.

Teachers tend to evaluate pupils in comparison to run imaginary ideal student, by looking at their social class. (as well as appearance, personality and speech.

found the people in the top stream is tended to be from higher social classes - there is a strong correlation between sets that students were placed in schools and occupational backgrounds of the parents.

Argued that there are lots of different reactions to school, but non-conformist reactions were more likely to come from working class students. argued that some pupils may adopt positive adaptations, whereby they accept the school aims for academic success.

girls mature earlier - more focused on work now and are in preschool peer groups girls are labelled as the ideal pupil - self-fulfilling prophecy (Rosenthal and Jacobsen) coursework - girls typically take subjects which require coursework Feminisation of education - more female teachings and learning styles

girls literacy is more supported through childhood - gender role socialisation Sue Sharp - aspiration change of the future McRobbie - change in women's magazines Change in job market in the tertiary sector Equal pay act Discrimination act Employment laws Feminism and the feminist movement - brought in equal opportunity policies The national curriculum GIST & WISE

1. changes to employment structure, leading to a 'crisis of masculinity' (Epistein) - I decline in heavy industry, give them little motivation to get qualifications for a job

2. Mac An Ghaill - boys, lack motivation and ambition as they feel they have been limited in prospects - slow as their expectations, South - image, answer, esteem - more insecure about their masculine role

3. Boys literacy - reading viewed as a feminine activity and boys leisure interest do not encourage language and communication schools

4. Masculinity and anti- school subculture - ( Jackson) peer group pressures on boys to demonstrate their masculinity by being in anti-school subcultures. Jackson found that laddish behaviour had important students seered popular - could be a response to fear of failure and appearances.

1. lack of motivation does not explain why middle-class girls outperform middle-class boys

2. it is difficult to generalise across all males - middle class boys are less likely to experience issues with the literacy.

1. Racism in schools (cline) racial harassment face by ethnic minority peoples has been found to be common among people is in school. Name-calling and derogatory language load self-esteem of ethnic minority groups.
   

2. Ethnocentric curriculum (Troyna and Williams) - British curriculum prioritises, white culture and the English language. For example through holidays in mind, the Christian calendar and focus on white leaders in history. Schools using the 3 S's (Saris,Steel Bands and Samosas) to deal with the 3R's (resistance,rebellion and rejection)- education more palatable for ethnic minorities

3. 3)Teacher stereotypes, and the labelling theory, leading to the self fulfilling prophecy (Gilborn and Youdell) - found about teachers had radicalised expectations of black pupils and behaviour seen as threatening and expected more discipline problems - more likely to be punished for bad behaviour than white pupils.

Mirza - found about black girl, strategies for dealing with Teacher racism still a disadvantage to them - they would not ask for help. However, I fully found high achieving black girls, maintain a positive self image by rejecting their teachers stereotypes.

Wright - found that Asian girls in primary schools were stereotyped and treated differently - teachers spoke in simple English and pronounce their names incorrectly

4. Pupil subcultures (Mac An Ghaill) - black Caribbean girls comply with school rules, but do not engage with school. Black Caribbean boys will challenge school culture directly and will therefore be more likely to be excluded.

1. material deprivation (Howard) - young people from poor homes, had lower intakes of energy, vitamins and minerals. Poor nutrition equals absences from schools call.

Waldfogel & Washbrook - children in low income families are more likely to live in damp, crowded accommodation, that may be unclean or unsafe. This can lead to tiredness, and lack of a quiet place to study.

2. Language (Bereifer and Engelman) some pupils have another language as their language. Black Caribbean language is ungrammatical and disjointed. Cannot convey abstract ideas.

3. Family structure - high rates of loan, parent families in Black ethnicites. Typically, how did violin mother in many black and family is due to a lack of a male role model.

Swann Report and Pilkingtion - asian family life, underachievement, characterised by extended families, which have high aspirations for their children. Combined with cultural attitudes that encourage high levels of achievement.

1. Gilborn + Mirza I argue that class does not completely override ethnicity - white British middle-class, will perform better than black Caribbean, middle-class

2. DFEs 2005 - impact of language is declining overtime.

3. Swann Report + Pilkington criticised for putting blame on ethnic minorities for the own failures and taking away the role of the school.

A lack of resources and money needed for educational success. Minority ethnic groups tend to be from working-class backgrounds - it's not so much of ethnicity has an impact on educational achievement, but class.

The tripartite system labelled pupils as clever or as failures and had an impact on access to academic exams and the prospect of further education. The IQ test is seen as unfair, unreliable and inaccurate and disadvantages students from working-class backgrounds. It's damaged the self-esteem and educational opportunities of children who failed the 11+ they were denied access to knowledge. This is a form of educational triage.

Research in the 50s and 60s suggested that talents, ability and potential of many children in secondary schools were wasted. The tripartite system suggested that ability fixed by the age of 11 and is unlikely to change and that ability can be measured using an IQ test known as the 11+ exam.

Secondary modern school is seen as inferior and second rate, where is grammar schools were seen as superior in offering better life chances.

Schools were able to support students due to less mixed ability teaching.

labelling was removed as pupils were able to attend one school for all. Pupils were also offered the opportunity to mix socially with middle-class and working-class students. Selection by ability was taken away in comprehensive schools.

Labelling was removed as pupils were able to attend one school football. Free education was available for all the movie in equality of access. People were also offered the opportunity to mix socially with middle-class and working-class students.

A report by the academies commission in 2013, found Academy's were holding social events for prospective parents, or asking parents to complete long admission forms, so they can enable schools to select people from more privileged backgrounds who have the cultural capital to complete the forms. Faith schools covertly selected by ability or social class by gaining information on family circumstance through letters from spiritual leaders about famliy's religious background.

Hidden or covert selection still takes place. Tough and Brooks in 2007 argue that schools use back door social selections of cherry pick pupils, Even though this is forbidden in the Schools admission code. selection policies could include discouraging parents for more disadvantage backgrounds from applying by giving the impression that school isn't suitable for them, not publicising schools in poor areas.