This document provides a summary of the Education chapter which is part of the specification for AQA A-level Sociology
It includes key sociologists, important points, key terms and evaluation ( AO3) needed to score top marks in the exam
It is ideal for last-minute revision too
Topic 1- Social Class Differences in achievement External factors
Sociologists What do they say? Evaluation
Feinstein Middle class parents are more likely to use
challenging language in order to evaluate their
understanding
Bernstein There are 2 types of speech codes: This differences gives middle-class
Restricted(wc) and Elaborated code (mc) children an advantage
Troyna and Williams- the schools
attitude towards language is the
problem
Douglas Working-class parents place less value on Blackstone and Mortimer- working-
education class parents value their childrens’
They were less ambitious for their children education
. They tend to work for longer hours
Feinstein Middle class parents tend to be more educated
so they socialise their children to be more
positive towards education
Sugarman Working-class subculture has 4 key features:
Fatalism, collectivism, Immediate gratification and
present-time orientation
Keddie .Cultural deprivation is a myth
.A child can’t be deprived by its own culture
.It should be a schools responsibility to
accommodate to different school needs
Howard Young people from poorer homes have lower
intakes of energy,vitamins and minerals.
. Leads to illness and absences from school
Ridge . Cost of education
. Some children need to take jobs such as
cleaning and babysitting which can have a
negative impact on their education
Callendar and . Fear of debt
Jackson Working class families see debt as something to
avoid
Bordieu . 3 types of capital: Economic, Educational and Sullivan- cultural capital only
Cultural accounts for part of class
. Can be converted to one another differences in achievement
, Topic 2- Class differences in Achievement Internal factors
Sociologists What do they say? Evaluation
Beccker . Labelling . Marxists- labelling theory is
. Judge pupils based on how well too deterministic
they fitted the image of the ‘’Ideal
pupil’’
. Middle-class were more likely to be
labelled as ideal
Dunne and Gazeley The way teacher deal with
underachievement constructs class
differences in attainment
Rosenthal and . Self-fulfilling prophecy
Jacobsen . Teachers’ beliefs about pupils have
a significant impact on their
achievement as students internalise
beliefs setted up by teachers
Gillborn and Youdell . Streaming the A-C economy-
league tables
. Educational Triage- sort students
into groups
Lacey . Pupil Subcultures Ball- abolishing streaming
. Pro-school- follow rules,obey . Wood- not only 2 ways,but 4
(middle class) Ingratiation- be a teachers’ pet
. Anti-school- achieved status Ritualism- staying out of
through other ways( inverting the trouble
rules) Retreatism- daydreaming
Rebellion- rejection of
everything the school stands
for
Archer et al . Habitus . Nike identities- W/c pupils
. Symbolic capital and violence express their positive
. Working class pupils felt that in preference for a particular
order to be successful hey had to lifestyle
change how they present themselves
and talk
Reay et al Self-exclusion from elite universities
narrows the options for many
working-class pupils,limiting their
success
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