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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.