Term
| Functionalist: Parsons (1950's) |
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Definition
| Education is a bridge between the family and adult roles in society. Schools pass on universal value of achievement as it is meritocratic. |
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Term
| Functionalist: Davis & Moore (1945) |
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Definition
| Every society sorts it's members into different positions. Education does this through a set of rules - the principles of stratification. A system of unequal ensures that people are motivated to train for the top positions. |
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Term
| Marxist: Althusser (1970's) |
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Definition
| Education is part of the 'Ideological state apparatus.' Education is, therefore, a tool of capitalism that creates an obedient and docile workforce. |
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Term
| Marxist: Bowels & Gintis (1976) |
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Definition
| School trains people for work. It does this by encouraging students to accept hierarchy and be motivated by grades to do boring work. |
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Term
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Definition
| Neo-Marxist who used an interactionist approach to develop his idea that some kids from anti-school subcultures in order to cope with school. |
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Term
| Marxist: Bourdieu (1970's) |
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Definition
| Used the idea of Cultural Capital to explain middle class kids are able to get the higher positions in society. |
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Term
| Feminist: Sue Sharpe (1970's & 1990's) |
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Definition
| Education uses the hidden curriculum to reinforce gender difference. Sharpe round that girls' attitudes toward life changed significantly between the 70's and 90's. |
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Term
| Social Class: Becker (1971) |
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Definition
| Teachers favour the 'ideal student' (Based upon their language, appearance and social class.) |
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Term
| Social Class: Bourdieu (1970's) |
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Definition
| Middle classes have an advantage because they possess the right kind of 'Cultural Capital.' (Language, skills, knowledge and attitude) |
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Term
| Social Class: Sugarman (1970) |
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Definition
| Working class students live for the moment (Immediate Gratification), whilst middle class students plan for the future (Differed Gratification). |
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Term
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Definition
| Ethnic-minority parents are disadvantaged when trying to get their children into better schools. This is because they lack the knowledge of the British Education system. |
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Term
| Ethnicity: Gillborn (1990) |
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Definition
| Teachers negatively label black students. negative labeling can lead to the self-fulfilling prophecy that leads to poor attainment and deviancy. |
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Term
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Definition
| Black and Asian students were paid less attention than the white students. teachers lacked knowledge of 'different ' cultures. |
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Term
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Definition
| Teachers where unaware of the needs of students who were from a 'Dual Heritage' background. |
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Term
| Ethnicity: Driver & Ballard (1981) |
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Definition
| Asian parents had high expectations of their children. This lead to higher levels of achievement in Asian communities. |
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Term
| Gender: Mitsos & Browne (1998) |
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Definition
| Schools have become feminised. Women are more likely to be classroom teachers than men. Girls are doing better because they have positive female role models. |
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Term
| Gender: Swann & Graddol (1993) |
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Definition
| Girls are doing better than boys because girls benefit more from interaction. Girls are expected to work hard whilst boys are expected to be deviant. |
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Term
| Gender: Mac an Ghaill (1994) |
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Definition
| Boys are experiencing a 'crisis of masculinity' because of the lack of male role models at school. They may join 'macho-lad' subculture as a result. |
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Term
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Definition
| 'Willis's Lads' form an anti-school subculture in order to deal with school. Working class lads tend to get into working class jobs. |
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Term
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Definition
| Schools negatively label boys. Boys are associated with deviant behaviour. Schools may get a bad reputation as a result. |
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