SociSociology presentationology Unit 2 (Aqa)

7/29/2019 SociSociology presentationology Unit 2 (Aqa)

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Every institution in society performs more than one

function to help society run smoothly.

Durkheim- society helps teaches pupils the norms

and values of society. It is to unite every one sothey feel that they belong and committed to

society. Known as social solidarity.

Parsons-universalistic values (when people are

judged according to a set of standards) Education benefits society

Education achievement based on merit.

Davis and Moore- meritocratic and role allocation.


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Marxists argue education benefits the ruling

class

Other factors such as ethnicity and gender

influence acheivement


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Those who own land (means of production)are the bourgeoisie (upper class) and benefitfrom the capitalist society.

The subject class (proletariat/working class)are exploited by the ruling class and are usedto support the economic base of thesuperstructure of society.

Bowles and Ginitis (Capitalist

schooling)>education serves the interests ofthe ruling class> close relationship betweenschool and work, [hidden curriculum,meritocracy, external rewards]


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Work now requires team work not always

obedience.

Hidden curriculum is not always accepted

Functionalist believe that education societyas a whole

Bowles and Ginitis study is old and may be

out dated.


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Working class children shape their own

educational needs.

Capatlists do not have all the power in society.

Willis >learning to labour>observation andinterviews on a group of boys> showed that boys

were not interested in getting qualifications,

were in a subculture which was racist and

sexist>led to them in jobs which were racist and

sexist.

+ based on detailed research + analyses

relationship between capitalism and society

based on limited data


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Left wing (Labour governments)

Replaced tripartite system with

comprehensive schools which was indented

to create more equal opportunities and getrid of class divisions.

Supported by welfare state, influenced by

labour governments (60s&70s)


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Right wing

Raise standards in the economy

Supported by competition and parental

choice Supported by conservative governments

(79&97)

Main focus on of education is to train the

new workforce


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Upper class (own property, business) Middle class have non manual jobs (white collar) that require high

level of qualifications.

Working class have manual job (blue collar). Dont have high level

of qualifications.

Working class (immediate gratification, seek pleasure now,collectivists and success based on luck.

Middle class (deferred gratification, put off pleasure now to have

greater pleasure in the future, success due to individual hard work,

chances in life based on hard work and ability

Douglas>cultural deprivation>wc parents showed less interest in

school resulting in educational success>differences in primary

socialization between wc and mc

Bernstein>speech patterns> restricted codes; shorthand speech

unfinished sentences used by the wc>mc used elaborated codes;

speech made explicit, long sentences and complex.


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Bourdieu: 4 types of capital affect achievement:

Economic: ownership of wealth (paying for tutors)

Cultural: having educational qualifications(experience to help children with school work)

Social: having social contacts (admission to bestschools)

Symbolic: possession of status (help with admissionto private schools)

Ball et al: Cultural capital and educationalchoice>MC had the contacts to give theirchildren the best chance> wc parents were lesskeen for children to go into higher education.


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Labelling> Hargreaves et al> teacherslabelled people based on> personality, pupilsappearance .

Mac an Ghaill: Labelling and peer group>school divided into sets: Macho lads(failures), Academic (successors, tried hardin schools), new enterprises (positiveattitude to school chose vocational

curriculum)MC pupils fit teachers sterotype.

Fuller (black wc girls labelled as bad pupilsresponded by working harder)


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Chinese, Indian, white and black

Strand: Ethnicity and achievement in

secondary education> compared the progress

of afro-caribbean and white British> Indianmade more progress than white and black

due to high aspirations, low levels of

exclusion. Afro-caribbean held back by high

levels of poverty, accommodation.Wright>studied multi-racial primary

schools>asian girls got less attention, afro-

Caribbean boys got more negative attention.


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Exists alongside formal curriculum through

the way the school is organised.

Conformity to strict rules is valued i.e. Pupils

are rewarded for punctuality. Bowles and Ginits: Capitalism and the hidden

curriculum>main role of hidden curriculum is

to produce an easily exploitable workforce,

high grades are awarded to pupils whoconform.

Stanworth: males are more important than

females, boys careers are more important.


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Subculutres formed on the basis of class,

gender, sets and ethnicity.

Willis: anit school lads were white, WC

males.Mac an Ghaill> male subcultures: macho lads,

academic achievers.

Tony sewell: African-Caribbean subcultures

(conformists: tried to succeed througheducation) rebels (rejected the school),

innovators (wanted to succeed but disliked

the process of schooling)


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Rosenthal and Jacobson: The self-fulfinng

prophecy: teachers gave fake IQ scores of

pupils, generally pupils acted in line with

their labels)

Organization of teaching: mixed ability,

streaming, setting and within-class

groupings.


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Formula funded. schools in mc areas had better

schools than wc areas.

National curriculum. Restricted choice of

subjects and local needs.

Testing. Testing too excessive

League tables. Schools focus on achiveing league

tables than educational objectives.

Ball et al> educational choice and markets>MCparents were privileged choosers as they had the

social contacts, wc were disconnected choosers

as they had limited access to schools so based

choosing school on childrens happiness.


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Social democratic: sure start (provided extra

help for deprived children, to create equal

opportunities)

Ema (more opportunities for wc to affordpost compulsory education)#

New right: new deal for young people (prevent

young people from being unemployed for

long term)Vocational GCSEs and Alevels: improve status

of vocational qualifications so they were

seen as equal to academic qualifications.

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SociSociology presentationology Unit 2 (Aqa)