Past Questions (Planned in class)

1. Housing
   Not enough sleep, no space for homework

2. Diet
   More time off ill

1. Speech
   Restricted vs elaborated code

2. Parents education
   Resources & attitude

1. Expectations
   Higher expectations and pressure to do well

2. Adult authority
   Parents more similar to teachers

1. League tables
   Cream skimming better students

2. Formula funding
   Worse funding for unpopular schools

Mention 11+ exams

1. Unequal class opportunities
   Middle class children more able to prepare (EG tutors)

2. Labelling as a failure
   Demotivation

Same as material or cultural deprivation question - can pick one from both

1. Diet

   More time off ill

2. Parents education
   Resources and attitudes

1. Setting
   Competition to get into higher sets

2. Exam results
   Encouraged to outperform other people

1. Education performs an economic role
   Role allocation and teaching to be workers

2. Secondary socialisation
   Shared norms and values

1. FSM
   Stigma (20% of people with FSM don’t use them)

2. Pupil premium
   Not always spent on that student (OFSTED found)

3. Multicultural education
   Doesn’t address systemic racism

Educational Maintenance Allowance (went directly to the children 16-18) - government claimed the money was being spent on things other than education.

1. FSM

   Improved diet = less tired and ill

2. Pupil Premium

   Resources and trips for students

3. Multicultural education
   Feel more included

Educational Maintenance Allowance spent on transport to school and textbooks.

1. Gender of teacher
   Male subject teachers might attract male students

2. Images in textbooks
   Affect subject image

3. Peer groups
   Choosing same subjects as friends

Could use inclusion groups like WISE and GIST, career advice, subject counselling from teachers.

1. Peer groups
   Boys judged for doing well

2. Coursework
   Attention to detail and long time effort

3. Feminism
   Encouraging girls to do well

Can also do teacher labelling (negative attention to boys), female role models in schools,

1. Extrinsic validation
   Grades and promotions

2. Boredom/alienation

   Assemblies and pointless jobs

3. Lack of self expression
   Uniform

Can also do hierarchy (bosses and teachers), levels (lower sets controlled more closely, same in jobs).

1. Role allocation
   Meritocratic

2. Reproduces inequality
   Primes children to be workers

3. Reproduces patriarchy
   Normalises sexism

Can also do bridging gap between family and workplace, social solidarity/shared norms and values and teaches specialist skills.

1. Sexual harassment
   Schools ignore → normalises

2. Dress codes
   Controlling women’s bodies

3. Male teachers overrepresented in leadership
   Normalises patriarchal hierarchy

1. League tables
   Some parents more able to choose

2. Formula funding
   Worse schools get worse, good schools get better

3. Tuition fees
   Stops working class people going to university

Freedom about accepting pupils leads to cream skimming and silt shifting.

P: “Chinese pupils on FSM do better than white pupils who are not on FSM”
E: Archer and Francis → Chinese parents place higher value on education and align with the values of school more
A: Sugarman → white working class fatalism

P: “Indian pupils generally out-perform white pupils at GCSE”
E: Lupton → more focused on adult authority and have higher expectations
A: Francis → pathologised pupil identity

P: “more concerned with their friends’ opinion of them than with the school’s view of them”
E: Archer → symbolic violence
A: Archer → nike identities
R: Fuller → smart black girls did well to spite teachers

P: “pupils with desirable characteristics are given higher status and treated differently”
E: Bordieu → cultural capital
A: Lacey → differentiation and polarisation

P: “wider range of school types”
E: Academies and free schools (2010 coalition government)
Michaela school and Krishna Avanti schools
A: High pressure good grades vs lower pressure more spiritual
Diverse because of wider range of school types
Ball → fragmented centralisation (schools are more different/isolated from each other and DEA has more power)

P: “league tables”
E: 1988 Education Reform Act → GCSE results, OFSTED reports
1988 switched to open enrolment (parents choose where to send kids)
A: Gewirtz → types of parents and how they choose schools
Bartlett → silt-shifting and cream-skimming

P: “low-paid alienating work”
E: Bowles and Gintis → correspondence principle
Extrinsic validation, uniforms, hierarchy
A: Marx → alienation; lack of control over life, disconnect between self and work (benefits capitalism by teaching kids to put up with it)

P: “proletariat not seeking to overthrow this unequal system”
E: Althusser → ISA (reproduce and legitimate capitalism through spreading ideology)
A: [Willis → working class boys know its unequal but don’t do anything about it because they think that they can’t]

P: “cultural capital”
E: Bourdieu → cultural capital (the culture of the middle classes is treated as more important: what you know)(can be exchanged for educational capital)
Sullivan → questionnaire proving correlation between academic success and cultural capital
A: Working class students feel that education is not for them and that they are excluded from school.

P: “teacher-pupil relationships & interactions”
E: [Becker → ideal pupil identity]
Lacey → pro-school and anti-school subcultures form from differentiation and polarisation when teachers label kids through setting and streaming
A: Pro-school children see themselves as hardworking/successful, anti-school children see themselves as failures.
OR
E/A: Archer → schools have middle class habitus, working class kids pick up on their inability to fit within it and try to gain symbolic capital from their friends, which costs them respect in the eyes of their teachers. (Choice between symbolic/educational capital).

P: “businesses compete with each other to attract customers”
E: 1988 Education Reform Act
A: Similarity to advertising
[Bartlett → silt-shifting and cream-skimming]
[Ball → formula funding reproduces inequality]

P: “unique products for their customers”
E: Michaela school and Krishna Avanti schools
A: Chubb and Moe → like a business = efficient/better
[David → myth of parentocracy]

P: “the curriculum taught in schools today prioritises some cultures over others”
E: Ball → little Englandism
A: Coard → looks down on black culture

P: “teacher expectations can be based on stereotypes”
E: Becker → ideal pupil identity
A: Archer → ideal, demonised and pathologised pupil identities

P: “teachers may label and treat some groups of pupils differently from others”
E: Lacey → setting and streaming led to differentiation and polarisation
A: Rosenthal and Jacobsen → randomised IQ tests; teachers treated ‘smarter’ students better and their grades improved

P: “appropriate pupil behaviour and attitudes to school”
E: Becker → ideal pupil identity
A: Archer → nike identities

P: “pupils are told that everyone has the same opportunity to succeed”
E: Althusser → ideological state apparatus
myth of meritocracy
A: Willis → working class boys know its not meritocratic but don’t think they can do anything about it

P: “schools prepare pupils for the workplace”
E: Bowles and Gintis → correspondence principle
uniform, assemblies, grades
A: Marx → alienation

Middle class students outperform working class students: 1/3 of students on FSM get 5 5’s compared to 2/3 of all students.

P: “material circumstances”
E: Howard → diet (more time of ill)
CPAG → secondary school costs minimum £39/week
A: don’t have the material resources they need to do well
R: material deprivation doesn’t affect ethnic groups the same

P: “the ways in which parents socialise their children”
E: Bernstein → speech codes
Feinstein → parents’ education
A: don’t have the middle class habitus/help from parents to do well
R: Keddie → cultural deprivation is victim blaming

P: “internal to the education system itself”
E: Becker → ideal student identity
Dunne and Gazeley → working class underachievement normalised
A: teachers give up on working class kids without knowing they’re doing it
self-fulfilling prophecy
R: deterministic
Fuller → young black girls reject labels

P: “interaction between these external and internal factors”
E: Dunne and Gazeley → normalisation of working class underachievement is based on assumptions about home lives
A: Archer → Nike identities are combination of peer groups outside school and labelling inside school
R: both caused by labelling

The best explanation is: [_]

Indian and Chinese students do well but Pakistani and Bangladeshi kids underachieve. Black African kids do as well as white kids but Black Caribbean kids underachieve.

P: “the role of home and family life”
E: Sewell D: → black boys lack a male role model, Asians have an Asian work ethic (this guy is just a racist)
Lupton → Asian families have discipline that is more similar to discipline in schools
Archer and Francis → Chinese parents put more emphasis on academic success
A: better adapted to school environment
R: Keddie → cultural deprivation is victim blaming

P: Material deprivation
E: Palmer → minority ethnic groups more likely to experience material deprivation
Noon → harder to get a job with an ‘ethnic’ name
A: more time off ill, less time to study, etc etc
R: Modood → poverty affects different groups differently; black Caribbean families have similar rates of poverty to Indian families

P: “factors within schools” - teacher labelling
E: Gillborn → schools have racialised expectations of black students and will interpret the same behaviour differently from white & black kids
Mirza → ‘liberal chauvinists’, ‘colourblind’, etc
A: internalise labelling, self fulfilling prophecy
R: Fuller →smart black girls tried anyway

P: ethnocentric curriculum
E: Ball → little Englandism
Coard → looks down on black culture
A: lose interest and stop participating EG Michaela school
R: idfk tbh

P: Parsons “claim that the education system is based on meritocratic principles”
E: Parsons → particularistic vs universalistic standards
A: EG school rules
Durkheim → social solidarity
R: what about teacher labelling

P: “objectively assessed through the examination process”
E: Davis and Moore → role allocation
A: puts people in jobs according to their skills and ability
Durkheim → specialist skills because complex division of labour
R: inequality is bad, actually - kids on FSM aren’t lazier but are more likely to do badly, because material conditions EG Howard → diet

P: Bowles and Gintis “claim that meritocracy is a myth”
E: Bowles and Gintis → schools give working class students working class jobs
Althusser → ISA reproduce and legitimate
A: causes people to believe they have failed because of they are lazy rather than because the school has failed them
R: Willis → working class boys knew that it does this but didn’t try anyway because there was nothing they could do about it

P: “social inequalities are reproduced in each generation”
E: Gillborn → teachers have racialised expectations of black students
A: Archer → demonised, ideal and pathologised pupil identities
R: girls do better than boys in school

P: “ideas and values”
functionalists: Durkheim, Parsons
R: different groups have different norms and values

P: “who benefits from this process”
Marxists: Bowles and Gintis, Althusser
R: Willis → working class can tell its not fair but can’t do anything about it

P: “transmits patriarchal ideology”
feminists: Archer Nike identities (treated worse for deviating from gender roles), Weiner, Askew and Ross, Mac an Ghaill (men in schools judge women in schools based on how attractive they are), Laura Bates (school uniforms police girls bodies)
R: boys do better than girls in school - liberal feminists Wilkinson gender quake

P: “diverse range of ideas and values”
New Right: Chubb and Moe national identity EG Michaela school
R: ethnocentric curriculum Ball, Coard