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| Professionals on "zero hours" contracts = no job stability, no guaranteed pay = no financial stability. |
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| How elite groups maintain their power and status. |
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| The division of society into a hierarchy of unequal groups. The inequalities may be of wealth, power and/or status. Stratification systems may be based on differences such as social class, ethnicity etc. Members of different groups usually have different life chances. |
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An idea (set of ideas) that is mutually agreed upon to be worthwhile.
Often referred to in Functionalism. |
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Poverty, lack of resources -->
EXTERNAL FACTORS
(Often referred to in Marxism) |
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Opposite of "cultural capital".
In general: Norms/values/attitudes learnt from family culture.
So lack thereof. |
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| Wanting the results/rewards of something straightaway. |
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Using patience to see and gain potential advantages, self control.
E.g: Marshmallow test. |
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A result of Conservative policies that have led to education being treated more like a business in order to attract pupils and funding.
E.g: Exam League Tables. |
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| Occurred throughout the 1980s and 90s. Saw a change in women's status in society. |
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| The process through which individuals learn the norms, values and culture of their society. Typically in order to fit in. Often referred to in Functionalism. |
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| A society or system in which success or failure is based on merit. |
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A process whereby all parts of the world become increasingly interconnected, so that national boundaries become less and less important.
E.g: British private schools and universities compete with countries around the world to attract students. |
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The process of justifying or gaining support for an idea, policy, institution or social group. Often involves justifying and inequality or a form of exploitation, perhaps by portraying it as natural or fair.
E.g: Men are naturally stronger than women, claiming that it is always the most able who get the best-paid jobs. |
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A set of beliefs that promotes the interests of one group at the expense of others.
E.g: If W/C are persuaded by ideology that they only deserve low wages, then this serves the interests of the R/C. |
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| Used in a type of shorthand speech where meanings are not made fully explicit. Short, simple and often unfinished sentences. Suggested to be more typical to W/C according to Bernstein (1972). |
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| Meanings are filled in and made explicit; sentences tend to be longer and more complex. More typical of the M/C according to Bernstein (1972). |
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Involves the possession of cultural characteristics that can give you advantages in life.
E.g: Educational qualifications, lifestyle, knowledge of arts and literature that are valued in society.
ROLE IN EDUCATION: Parents have knowledge and experience to help their children in education. They can provide an educationally stimulating home environment.
(See Bourdieu, 1984) |
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Ownership of wealth.
E.g: valuable houses, shares, income etc.
ROLE IN EDUCATION: paying for private education or additional tuition. |
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Possession of valuable social contacts.
E.g: knowing teachers, head teachers, professors etc.
ROLE IN EDUCATION: parents may know how to gain admission to the best educational institutions or to find expert help. |
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Possession of status.
E.g: Being seen as respectable by the community.
ROLE IN EDUCATION: Could help with admission to private or selective schools. |
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| When particular characteristics are ascribed to individuals on the basis of descriptions, names or labels. Often draw upon common stereotypes about people. |
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| Refers to groups within a population regarded by themselves or by others as culturally distinctive; they usually see themselves as having a common origin. |
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| A form of discrimination within organisations that unfairly disadvantages those from relatively powerless and disadvantaged ethnic groups. Occurs not because of attitudes of individuals, but becomes of systems/cultures/policies/structures of the organisations themselves. |
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| The view that ethnic diversity is a positive aspect of society. Encourages the celebration of cultural diversity and believes that a society should adapt to accommodate the cultures and lifestyles of different groups. |
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A form of secondary education introduced by the 1944 Education Act. Involved taking an IQ test at age 11 (11+). Grammar/Technical/Secondary Modern schools.
Began to be replaced in the 1960s by the comprehensive system. |
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(In context of peer groups) Refers to the penalties that the peer group can impose on boys or girls who do not conform to group expectations about how males and females should behave at school and in the classroom.
E.g: negatively labelled, shunned or bullied. |
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| A process in which group membership and collective identities become less important. Individuals have more freedom to choose different lifestyles and tend to have less loyalty to the social groups to which they belong. |
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The dominant version of what it means to be masculine in a particular culture.
E.g: In Britain, it might involve rationality, heterosexuality, competitiveness and a desire for control over others. |
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| The belief that racism remains very significant in societies such as Britain. Emphasise the importance of revealing and challenging racist practices. |
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| Groups within wider social groups whose attitudes, lifestyles and values are shared by such members and are significantly different from those in wider society. |
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According to Woodward (2000): based upon the similarities individuals feel they share with others, but also the differences.
According to Jenkins (1996): identity is not purely personal but depends upon how other people think of us. |
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| Term applied to new attitudes and policies regarding vocational education introduced by Conservative governments between 1979 and 1997. Not based upon apprenticeship-type systems (on-the-job training for skilled manual jobs) but aimed to deal with high-unemployment among low-skilled school-leavers. |
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Artificial or pretend markets used to try to make state-run services run like businesses, even when their "products" are not bought and sold.
E.g: Schools are funded as if parents were consumers, so that each school gets a sum of money when parents agree to send a child there. |
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| A relatively simple measure of class inequalities in educational attainment at school. Measured by looking at the difference in the percentage of non-FSM and FSM children achieving 5 or more GCSEs at C grade or above. |
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Factors within schools and the education system and inequalities between schools.
E.g: interactions between pupils and teachers. |
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Factors outside the education system.
E.g: influence of home and family background and wider society. |
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According to Lacey (1970): The process of teachers categorising pupils according to how they perceive their ability, attitude and/or behaviour.
E.g: Streaming. |
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According to Lacey (1970): The process in which pupils respond to streaming by moving towards one of two opposite "poles" or extremes.
E.g: pro-school or anti-school subcultures. |
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Selecting higher ability pupils, who gain the best results and cost less to teach.
(See Bartlett, 1993) |
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Off-loading pupils with learning difficulties who are expensive to teach and get poor results.
(See Bartlett, 1993) |
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| REPRESSIVE STATE APPARATUSES (RSAs) |
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Maintain the rule of the bourgeoisie by force or the threat of it.
E.g: the police, courts and army.
(See Althusser, 1971) |
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| IDEOLOGICAL STATE APPARATUSES (ISAs) |
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Maintain the rule of the bourgeoisie by controlling people's ideas, values and beliefs.
E.g: Religion, the mass media and the education system.
(See Althusser, 1971) |
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| "Rule by parents". The concept is associated with market used education systems, which are based on an ideology of parental choice of school. M/C parents may benefit from parentocracy because they have more economic and cultural capital and are better placed to exercise choice. |
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Government education policies that seek to tackle the problem of under-achievement by providing extra support and funding to schools and families in deprived areas.
E.g: Operation Headstart in the USA. |
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| A non-selective education system where all children attend the same type of secondary school. Introduced in England and Wales from 1965. |
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The concept that the organisation and control of schools mirrors the workplace in capitalist society.
(Marxist perspective, see Bowles and Gintis) |
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| The process whereby schools sort pupils into 'hopeless cases', 'those who will pass anyway', and 'those with potential to pass', and then concentrate their efforts on the last of these groups as a way to boost the school's exam league table position. |
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