# data[].attributes.headline
Outline and explain two ways in which processes in school reinforce class differences in educational outcomes

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Outline and explain two ways in which processes in school reinforce class differences in educational outcomes

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Paragraph 1:
-Streaming.
-KEDDIE.
-Streaming in a single subject.
-New Humanities course was supposed to be taught equally to the different streams.
-Teachers withheld higher grade knowledge from lower stream pupils, assuming that they would not be able to cope.
-A system that defines pupils in a subjective matter and offers differential treatment between classes.
EVAL- Surely teachers are the best people to know how to 'pitch' a subject to the needs of different ability students? This is not labelling but a consideration of the differential needs of mixed ability groups.

Paragraph 2:
-Streaming = children are separated into different ability groups or classes for all of their subjects and then each ability group is taught separately from the others.
-WC pupils are usually placed in lower streams regardless of whether they are seen as clever or not.
-LACEY.
-Pupil subculture = group of pupils who share similar values and behavioural patterns.
-Reaction to streaming.
-Usually join an anti-school subculture.
-Rebel.
-Low streams/sets.
-WC pupils.
-Status frustration.
-Alternative way of gaining status.
-Gaining status amongst peers e.g. smoking.
-Self fulfilling prophecy of education.
-Observations.

*Cohen - Delinquent boys.

EVAL- Time consuming - 18 months.

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Outline and explain two forms of pupil responses to teachers racism and negative labelling

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Outline and explain two forms of pupil responses to teachers racism and negative labelling

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Paragraph 1:
-MARY FULLER.
--Studied a group of black girls in year 11 in a London Comprehensive School.
-High achievers in a school where most black girls were placed in low sets.
-Instead of accepting these negative labels they reacted angrily by channelling their frustrations into achieving educational success.
-Did not seek the approval of their teachers as they didn't want to be alienated by other black girls in lower sets.
-Can still succeed if they do not conform even if they do not conform.
-Negative labelling does not always lead to failure.
EVAL- Not every pupil accepts their negative label through the self fulfilling prophecy, some pupils do not accept it.

Paragraph 2:
-HEIDI SAFIA MIRZA.
-Studied ambitious black girls.
-Failed to achieve their ambitions.
-Coping strategies restricted their opportunities.
-Much of their time at school was spent trying to avoid the effects of teachers' negative attitudes.
-Selective about which staff to ask for help, getting on with their own work in lessons without taking part and not choosing certain options so as to avoid teachers with racist attitudes.
EVAL- A small study which will not apply to all black girls.

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Outline and explain two ways in which Marxists argue that education reinforces a capitalist society

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Outline and explain two ways in which Marxists argue that education reinforces a capitalist society

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Paragraph 1:
-ALTHUSSER.
-Ideological state apparatus = legitimises class inequality.
-Enforces the ideology that capitalism is just, fair and unchangeable.
-Repressive state apparatus = maintains the rule by use of force or threat.
-1st function = Reproducing class inequality by sifting and sorting students into subjects and ability groups based on social class.
-2nd function = It legitimises and justifies class inequalities by attributing poverty to personal failure.
* LINK= Family and Religion - Religion acts to serve the economy as well, it ensures that they stay in their low paid jobs because God made them that way.
EVAL- Deterministic.

Paragraph 2:
-BOWLES AND GINTIS.
-Education mirrors the workplace and prepares children for being exploited in the wider world.
-Pupils must obey hierarchies in both schools and work. E.g. headteacher, form tutor, manager and supervisor.
-All these lessons are reinforced by the hidden curriculum.
EVAL- Overemphasises the link between school and work.

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Outline and explain two roles that the education system fulfils according to Functionalists

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Outline and explain two roles that the education system fulfils according to Functionalists

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Paragraph 1:
-DURKHEIM.
-Education is a form of secondary socialisation, which creates social solidarity by introducing them into societies norms and values.
-Social solidarity = commitment to society, a sense of belonging and feeling that a social unit is more important than the individual.
-Displays how education serves the economy, but also society.
EVAL- Schutz - only partly agrees, as the human capitol theotry suggest that the economy is more important.
-Assumes that the norms and values promoted in schools are those of society as a whole rather than those of powerful groups.
-Higher levels of spending on education and training are justified - develop people's knowledge and skills - investment - successful economy.

Paragraph 2:
-DAVIS AND MOORE.
-School = key part in the selection of individuals for their future role in society (role allocation.)
-Inequality is necessary to ensure the most important roles in society are filled by the most talented people.
-Most talented people compete and society can then selected the most talented individuals to fit these positions.
-Education plays a key role by testing and evaluating students, schools must match talents, skills and capacities to the jobs for which individuals are best suited.
-All students have the opportunity to compete but there will be winners.
EVAL- Marxists would challenge the view that the education system grades individuals according to their ability instead arguing that it favours the middle class.

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Outline and explain two reasons for gender differences in subject choice

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Outline and explain two reasons for gender differences in subject choice

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Paragraph 1:
-LAWNE AND BROWN.
-Girls in a mixed sex school tend to find maths more difficult than those in a single sex school.
EVAL- Problems with this research. Only compared two schools in their study. Research isn't representative and can't be generalised to all schools.

Paragraph 2:
-ALISON KELLY.
-Aimed to see why science tends to be seen as a masculine subject.
-AS and A levels.
-Boys - maths and physics.
-Girls - sociology, English and languages.
-Mirrored subject choices at uni.
-E.g. institute of Physics - proportion of A level physics students who are girls had been consistent at around 20% for over 20 years.
EVAL- Quantitative data - didn't achieve verstehen.

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Analyse two reasons for boys underachievement compared to girls

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Analyse two reasons for boys underachievement compared to girls

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Paragraph 1:
-MITSOS AND BROWN.
-Since 1980s - significant decline in heavy industries e.g. iron, steal, shipbuilding, mining, engineering etc.
-Due to globalisation these jobs have moved to other countries - cheaper labour.
-Decline in male employment opportunities has led to an 'identity crisis for men'.
-Believe there is little prospect of them getting a proper job.
-Impacts their motivation and self-esteem - may give up on trying to get qualifications.
EVAL-  Not every male will just simply accept that they won't get a good job. Some males will use this to motivation themselves to prove that they can do well and get a good job.

Paragraph 2:
-DFES.
-Men now make up a minority of primary school teachers.
-YOUGOV POLL.
-39% of 8-11 year old boys have no lessons whatsoever with a male teacher.
-Male teacher made them behave better.
-42% - work harder.
-Lack of male role model at home too (female headed family.)
EVAL- Criticised as being too simplistic e.g. Myhill and Jones - 13-15 year olds felt that male teacher treated boys more harshly.

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Analyse two ways in which the education system legitimates or reproduces social inequalities

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Analyse two ways in which the education system legitimates or reproduces social inequalities

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Paragraph 1:
-BOWLES AND GINTIS.
-Education system = a giant myth making machine.
-Don't believe meritocracy exists.
-Main factor that determines success = individual's social class.
-Myth of meritocracy serves to justify the privileges of the higher classes, makes it seems as if they have gained it through open and fair competition (illusion.)
-Persuades the WC to accept inequality as legitimate - makes it less likely that they will seek to overthrow capitalism.
EVAL- Althusser supports as he believes it isn't a myth of meritocracy.

Paragraph 2:
-PAUL WILLIS.
-Laddish subcultures.
-Group interviews and observations.
-Working class lads accepted inevitable failure and joined an anti-school subculture to further reject authority.
-This prepared the lads for repetitive manual labour jobs.
* LINK= David and Moore - role allocation - these lads are needed the fulfil the roles in society.
EVAL- Having been accustomed to bordem and finding ways of amusing themselves in school, don't expect satisfaction from work and are good at finding diversions to cope with the tedium.

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Analyse two factors inside school that lead to ethnic differences in educational achievement

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Analyse two factors inside school that lead to ethnic differences in educational achievement

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Paragraph 1:
-GILLBORN AND YOUDELL.
-African Caribbean = highest achievers on entry to secondary school. Worst GCSE results.
-Teachers - more likely and quicker to discipline black pupils for the same behaviour.
-Racialised expectations = teachers act on this misperception, pupils responded negatively and further conflict resulted.
-Expected black pupils to be disruptive/aggressive.
EVAL- Foster supports by saying that teachers stereotyping of black pupils led them to being placed in lower sets than pupils of similar ability.

Paragraph 2:
-MARY FULLER.
-Studied a group of black girls in year 11 in a London Comprehensive School.
-High achievers in a school where most black girls were placed in low sets.
-Instead of accepting these negative labels they reacted angrily by channelling their frustrations into achieving educational success.
-Did not seek the approval of their teachers as they didn't want to be alienated by other black girls in lower sets.
-Can still succeed if they do not conform even if they do not conform.
-Negative labelling does not always lead to failure.
EVAL- Not every pupil accepts their negative label through the self fulfilling prophecy, some pupils do not accept it.
- A small study which will not apply to all black girls.

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Analyse two factors outside school that contribute to working class underachievement 

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Analyse two factors outside school that contribute to working class underachievement 

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Paragraph 1:
-FERSTEIN.
-As early as 22 months, working class children are already logging behind middle class children in their intellectual development.
-The main reason for this is because their parents underachieved at school, therefore they have a lack of interest for their children's education.
EVAL- Blackstone and Mortimore suggest that parents of working class children may not have as much interest and involvement e.g. in parents evening as they work irregular shift patterns, they also may not help their children because they lack the knowledge rather than the desire.

Paragraph 2:
-WALFOGEL AND WASHBROOK.
-Material Deprivation.
-Children from low-income families (WC) more likely to live in crowd or damp accommodation.
-Home= dark, unclean or unsafe.
-Poor housing conditions= overcrowding, insufficient space and quiet - study at home = difficult.
-Less access to pre-school facilities e.g. nursery.
-May affect their children's development compared to those who have access.
EVAL- Generalises every working class family as being poor, although they may not have as much money it doesn't mean that they live in extremely poor conditions.

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Analyse two reasons why pupils from some minority ethnic groups achieve above average results in school

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Analyse two reasons why pupils from some minority ethnic groups achieve above average results in school

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Paragraph 1:
-DRIVER & BALLARD.
-Asian families not only encourage their children to work hard at school, but they have generally been prepared to given considerable support to their children's efforts to gain further qualifications.
EVAL- Lupton supports this as he claims that adult authority in Asian families reflects the model that operates in school, this created respectful children and the parents were supportive of the school's strict behaviour policies.

Paragraph 2:
-MARY FULLER.
-Studied a group of black girls in year 11 in a London Comprehensive School.
-High achievers in a school where most black girls were placed in low sets.
-Instead of accepting these negative labels they reacted angrily by channelling their frustrations into achieving educational success.
-Did not seek the approval of their teachers as they didn't want to be alienated by other black girls in lower sets.
-Can still succeed if they do not conform even if they do not conform.
-Negative labelling does not always lead to failure.
EVAL- Not every pupil accepts their negative label through the self fulfilling prophecy, some pupils do not accept it.
- A small study which will not apply to all black girls.

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Analyse two reasons for gender differences in achievement

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Analyse two reasons for gender differences in achievement

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Paragraph 1:
-EPSTEIN.
-'Laddish Subcultures' contributed to boys' under achievement.
-Examined the way masculinity is constructed within the school.
-Boys are likely to be harassed, labelled as sissies, and subjected to homophobic verbal abuse if they appeared to be swots.
-Rebel against school.
* LINK= Paul Willis (Neo-Marxist)
EVAL- Becky Francis - supports Epstein... boys are more concerned about being labelled a 'swot'. It is a threat to their masculinity. Therefore, laddish subcultures are becoming more widespread in order to construct themselves as non-feminine.

Paragraph 2:
-TONY SEWELL.
-Feminisation of Education.
-Boys fall behind because it has become more 'feminised'.
-Schools do not nurture 'masculine' traits e.g. competitiveness and leadership.
-Celebrate quality's to do with girls e.g. methodical working and attentiveness in class.
-Lose motivation.
EVAL- Not all boys will lose motivation because of this, this may cause some boys to become more motivated and show that they are still as good as girls within the education system.

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Analyse two effects of two government education policies on class differences in achievement

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Analyse two effects of two government education policies on class differences in achievement

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Paragraph 1:
-Formula funding.
-More students = more funding.
-Selective.
-Failing schools = WC areas - spiral of decline.

* LINK = New right - faulty socialisation - likely to commit crime.

Paragraph 2:
-League tables.
-Creates competition.
-Middle class - placed in higher schools.

* LINK = Gewirtz - choosers.

BOTH PARAGRAPHS ARE TO DO WITH THE EDUCATION REFORM ACT 1988