H580/03 - DIFFERENTIAL ACHIEVEMENT IN EDUCATIO
EDUCATIONAL INEQUALITIES IN A GLOBAL CONTEXT
Garrord – Malala Yousafzi case study; illustrates lack of access to education for girls in certai
cultural/religious factors and terrorism -189 Countries made a promise to achieve universal p
promote gender equality + empower women -there is an educational gap between rural and
UN/Gender Parity Index – Gender parity reached when GPI is between 0.97 and 1.03 and
GPI of 1.00 showing equal numbers of boys and girls enrolled in schools
UNESCO – poorer countries have restricted opportunities for girls in: constraints within fami
domestic roles), constraints within society (pressures of early marriage + cultural/religious be
and educational practices (education not always empowering to girls) and benefits of educati
benefit girls even if parity is reached and same w/ job market)
Filmer – poverty is the most globally significant factor holding students back
H580/03 - DIFFERENTIAL ACHIEVEMENT IN EDUCATIO
SOCIAL CLASS AND DIFFERENTIAL ACHIEVEMENT IN EDUCA
INSIDE OF SCHOOL FACTORS OUTSIDE OF S
Interactionist explanations Intelligence (New Right
Becker – teachers see middle class pupils closest to ideal pupil in Eysenck – IQ is largely inhe
terms of performance, conduct, appearance and attitude and intelligence largely account fo
working class are furthest from this ideal -labels applied to attainment -what children tak
teachers by pupils shape nature and quality of interaction between what they bring into it in term
pupil and teacher -teacher con/unconsciously communicates label
Hernstein and Jensen –
and the pupil will react-may create a self fulfilling prophecy
genetically based
Keddie – researched streaming (grouping students based on
Material Factors
ability) and found teachers expectations are less for those in bottom
streams which undermines teaching quality and effects teacher Smith and Noble – some
attitude and practice in how: A streamers trusted to work learning from parents low inc
unsupervised and contribute to discussion and C streamers rarely uniforms/transport/textbooks
alone and need of constant control which led to anti-school less likely to have desk/hw are
subcultures + living down labels areas + more likely work part
Hargreaves – compared 2 streams of boys in modern sec school Raey et al – economic capit
and stream selection showed to be close related to behaviour -more capital which some students m
the top streams rewarded for behaviour, more they conformed to students more likely to work p
, forming anti-school scs and anti-attainment attitudes Language and Speech (C
Mac an Ghail – boys from working class backgrounds tend to Bernstein – restricted code
follow in fathers traditional working class manual labour jobs - and req background/addition
macho lads shaped by performing heavy, physical, manual labour elaborated code-formal, educ
which shaped wc identity and didn’t conform/see value in education prior knowledge + ass w/ mc
-deindustrialisation led to crisis of masculinity which meant shift in education can outperform
towards jobs that ‘suited women’ and as no qualifications to move discussions and its rewarded
into mc roles had to become upwardly mobile, unemployed or work grammar
for low pay
Working class subcultur
Willis – counter school culture- lads opposing schools norms and
values ,had little interest in school but focus on fun (havin a laff), Sugarman – working class
drinking, smoking -prepared them for boredom + monotony of characterised by: fatalism (see
shop floor in factories as used similar distraction techniques as they lack of acad success of destin
did in school -teachers didn’t push to achieve school with aim of work for fin
now than work for degree), pr
Theoretical: focused/distracted on what's
attention on future) + collectiv
Marxists (hidden curriculum passes on ruling class
anti-school + loyalty to peers
ideologies)
Marxists (cultural capita
Althusser – education system functions to reproduce skills
them)
necessary for an efficient labour force and ruling class ideologies -
ideological control- ruling class dominate wc by making them fail to Bourdieu – cultural capital-
see exploited position -education is an ideological state apparatus- passed down leading to socia
institution creating false class consciousness as it transmits ruling classes and valued by mc inst
class ideology, teaches passive workers and agents of exploitation + and rewards cultural backgro
repression how to rule workforce academic success -measure c
participation, reading habits a
Bowles and Gintis – Correspondence theory- close
and parents provide this (only
correspondence between social relationships in classroom and
those in workplace; essential for social reproduction of new gens of Gerwitz – competition betw
workers to accept role -schools based on hierarchies, teachers give class who can get children int
orders and students obey and have little control -rewards in economic/cultural capital le
obedience and hard work discouraging creativity in line with parents can choose sec schoo
workplace -school has external reward of qualifications, work with privileged skilled choosers wh
pay but little satisfaction to get into best skls -as more
w/ better skls
Functionalist (preparing for the workplace)
Durkheim – social solidarity important to society as everyone
agrees with education being for all and how allows meritocracy,
encouraged by education teaching shared norms and values -
specialised division of labour- placed into jobs based on skills,ability
+ hard work picked up in edu; benefits econ as divides up into
different sectors and hierarchies
Davis and Moore – education sifts and sorts into suitable roles
EDUCATIONAL INEQUALITIES IN A GLOBAL CONTEXT
Garrord – Malala Yousafzi case study; illustrates lack of access to education for girls in certai
cultural/religious factors and terrorism -189 Countries made a promise to achieve universal p
promote gender equality + empower women -there is an educational gap between rural and
UN/Gender Parity Index – Gender parity reached when GPI is between 0.97 and 1.03 and
GPI of 1.00 showing equal numbers of boys and girls enrolled in schools
UNESCO – poorer countries have restricted opportunities for girls in: constraints within fami
domestic roles), constraints within society (pressures of early marriage + cultural/religious be
and educational practices (education not always empowering to girls) and benefits of educati
benefit girls even if parity is reached and same w/ job market)
Filmer – poverty is the most globally significant factor holding students back
H580/03 - DIFFERENTIAL ACHIEVEMENT IN EDUCATIO
SOCIAL CLASS AND DIFFERENTIAL ACHIEVEMENT IN EDUCA
INSIDE OF SCHOOL FACTORS OUTSIDE OF S
Interactionist explanations Intelligence (New Right
Becker – teachers see middle class pupils closest to ideal pupil in Eysenck – IQ is largely inhe
terms of performance, conduct, appearance and attitude and intelligence largely account fo
working class are furthest from this ideal -labels applied to attainment -what children tak
teachers by pupils shape nature and quality of interaction between what they bring into it in term
pupil and teacher -teacher con/unconsciously communicates label
Hernstein and Jensen –
and the pupil will react-may create a self fulfilling prophecy
genetically based
Keddie – researched streaming (grouping students based on
Material Factors
ability) and found teachers expectations are less for those in bottom
streams which undermines teaching quality and effects teacher Smith and Noble – some
attitude and practice in how: A streamers trusted to work learning from parents low inc
unsupervised and contribute to discussion and C streamers rarely uniforms/transport/textbooks
alone and need of constant control which led to anti-school less likely to have desk/hw are
subcultures + living down labels areas + more likely work part
Hargreaves – compared 2 streams of boys in modern sec school Raey et al – economic capit
and stream selection showed to be close related to behaviour -more capital which some students m
the top streams rewarded for behaviour, more they conformed to students more likely to work p
, forming anti-school scs and anti-attainment attitudes Language and Speech (C
Mac an Ghail – boys from working class backgrounds tend to Bernstein – restricted code
follow in fathers traditional working class manual labour jobs - and req background/addition
macho lads shaped by performing heavy, physical, manual labour elaborated code-formal, educ
which shaped wc identity and didn’t conform/see value in education prior knowledge + ass w/ mc
-deindustrialisation led to crisis of masculinity which meant shift in education can outperform
towards jobs that ‘suited women’ and as no qualifications to move discussions and its rewarded
into mc roles had to become upwardly mobile, unemployed or work grammar
for low pay
Working class subcultur
Willis – counter school culture- lads opposing schools norms and
values ,had little interest in school but focus on fun (havin a laff), Sugarman – working class
drinking, smoking -prepared them for boredom + monotony of characterised by: fatalism (see
shop floor in factories as used similar distraction techniques as they lack of acad success of destin
did in school -teachers didn’t push to achieve school with aim of work for fin
now than work for degree), pr
Theoretical: focused/distracted on what's
attention on future) + collectiv
Marxists (hidden curriculum passes on ruling class
anti-school + loyalty to peers
ideologies)
Marxists (cultural capita
Althusser – education system functions to reproduce skills
them)
necessary for an efficient labour force and ruling class ideologies -
ideological control- ruling class dominate wc by making them fail to Bourdieu – cultural capital-
see exploited position -education is an ideological state apparatus- passed down leading to socia
institution creating false class consciousness as it transmits ruling classes and valued by mc inst
class ideology, teaches passive workers and agents of exploitation + and rewards cultural backgro
repression how to rule workforce academic success -measure c
participation, reading habits a
Bowles and Gintis – Correspondence theory- close
and parents provide this (only
correspondence between social relationships in classroom and
those in workplace; essential for social reproduction of new gens of Gerwitz – competition betw
workers to accept role -schools based on hierarchies, teachers give class who can get children int
orders and students obey and have little control -rewards in economic/cultural capital le
obedience and hard work discouraging creativity in line with parents can choose sec schoo
workplace -school has external reward of qualifications, work with privileged skilled choosers wh
pay but little satisfaction to get into best skls -as more
w/ better skls
Functionalist (preparing for the workplace)
Durkheim – social solidarity important to society as everyone
agrees with education being for all and how allows meritocracy,
encouraged by education teaching shared norms and values -
specialised division of labour- placed into jobs based on skills,ability
+ hard work picked up in edu; benefits econ as divides up into
different sectors and hierarchies
Davis and Moore – education sifts and sorts into suitable roles
