Functionalists-

• Durkheim - specialist skills and social solidarity

  teaches to fit into workplace and the join students together, eg- pshe values lessons

• Parsons - focal socialising agency

  transitions from primary socialisation values and norms to workplace norms and values. Bridge between family and world. Particularistic standards to universalistic standards

• Davis & Moore - role allocation, sifting and sorting

  placing students into suitable jobs for their skill set

Class - Marxism

• Althussar - ideological state apparatus

making working class students fail institutionally and making them think its their fault, not the systems

• Bowles and Gintis - myth of meritocracy and correspondence principle

  • myth - system claims to be fair for all, but it only advantages MC and disregards WC

  • principle - close relationship between society and education. Hierarchy, fragmentation, external reward, alienation

• Willis “the lads” study

  12 WC lads who reject education end end up in manual jobs as a result of not getting an education.

• Bernstein - language codes

  restricted code for WC so fail and elaborated for MC so succeed since system built around elaborated code

• Bourdieu - cultural capital (LAPS)

  • MC have more access to leisure so have more cultural capital eg- museums and literature

• Sugarman - subcultural traits MV vs WC

• Gerwitz - privileged vs unprivileged skilled choosers

  WC and MC have different abilities of choice and therefore WC get placed in worse schools

• Leech and Campus - selection by mortgage

  MC can afford to live in catchment of good schools and WC cannot so don’t get into good schools

Gender - Feminists and Antifeminists?

• Archer - hyper heterosexual identity

  WC victims of symbolic violence and do not get symbolic capital

• Sue sharp - girls aspirations

  1970s vs 1990s

  from family and marriage to career and success

• McRobbie - bedroom culture

  girls stay in and study w/ friends but boys go out and play football w/ friends instead

• Mitsos & Browne - coursework

  coursework favours girls > boys so system now benefits girls to succeed further than boys which the men hate

• Sewell - feminsation of education

  fears new education system is built to benefit girls in school eg- more female teachers hence feminine teaching styles

Marketisation of education - NEW RIGHT

• Chubb & Moe - vouchers for WC kids

  claim system does not benefit WC at all so need them to access education w/ vouchers to get same chance as MC

• Marie David - parentocracy

  parents changing education system and have more choice when choosing their childs education

• Bartlett - League tables, cream skimming and silt shifting

  choosing MC, girls and Asians to boost league table position and avoid others, especially black boys

• AO3

1. A-C economy (Gillborn and Youdell) educational triage, disregard b+ and d- and focus on c/d to boost league tables.

2. Gewitz - MC advantage - privileged and unprivileged skilled choosers

3. Leech and Campos - selection by mortgage so MC advantage

Ethnicity

• Internal factors - factors inside schools

  • Ethnocentric curriculum - educational syllabus made surrounding white history and white bias history. EM children struggle to learn this history

  • Pupil Identities - Archer

    • ideal pupil - white MC w/ natural ability

    • Pathologised pupil - Asian WC, overachiever

    • Demonised pupil - black or white WC underachiever and peer led

• External Factors - factors outside school

  • Language barriers

    • English not as a first language so cannot understand teachers and texts

    • Bernstein language codes - restricted code

      • restricted code as EM are more likely WC

  • Asian work ethic & Tiger mums

    • Asian kids are more likely to have pressuring parents so try harder in school and succeed

CLASS, GENDER, ETHNICITY AND FUNTONALISM CAN BE USED TO EVAL EACHOTHER eg- eval for class would be that boys are the ones who suffer in education not working class, using Sewell’s feminisation of education