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betters eg. meara, religion, education sys Education system does 2 things: -by failing lower class students generation through generation. by reading workers to beneve inequality is inevitable and unavoidable + they deserve to be given a low place is souiety. T -Study of 12 w class lads in bham spent 18 mnths observing them 16 mnths following them to work. ·study was done to uncover Why w class got w.class jobs. Used qualitative rescarch ure interviews to understand partiupants actions. •main observations were. • The buys weren't interested in school at qu. - school = nuving a laugh + not get qualifications. They all anticipated on getting factory jobs -no matter the hardwork, they're not getting big jobs -prefered physical jobs not brainy ones. The New Right: believe the state connot meet the needs of people's needs and that people are best left to fend for chemselves Support marketisation; adding choice + competition to the field of education. - education isn't working effectively as its run by the state. લતાબ Chubh + Moe: ·Study of American public v private - state schools fail as they haven't created equal opportonines Privare schools do much better. as they're answerable to the people who pay their fees- parents pay for privalege. ・inly said to incroduce a soneme where each family would be given a voucher to spend on a school of the choice which would force schools to become more responsive to parents' wishes. Hit An apploch that dislegards to cat needs local consumers have no say on how the Local education provision is implemented -schools that waste money+don't deliver good results aren't answerable to parents (slate schools) Hower private schools are as parent pay for the chilas caucation to be the best. MARKETISATIONS -creating competition between schools means they have to produce best results in order to get the funding + number of pupils they require -consumers get the choice of where to send their children to school, - increased diversity within schools mean they're more likely to meet the needs of the student body & community. impose a framework of schools like ofsted & have a cavally shared National Curriculum ensuring schools standardised. education should make you proud to be British eg emphasising of British roles in history + values. competition between schools is useful for Middle class who have the cultural capital to use these league tables to their advantages - is school failure due to lack of funding? 1 8 1 2 labelling, laventities response. - Black Children were once highest achievers in primary, But in high school, were 21 points below average. Suggests there's someat going on in Schools. d Black Pupilst Discipline Teachers were quicker to disciplin (Ethnic minorities GILL-BLOCK PUPILS than BORN tothers. internal factors ・Blacks - problematic youDELIthreatening, challenge authority. -when told off, they'd respond Pupils Responsest Subculture's some accepted, others waked hard Cabcling Teacher Raulsm. Labels affect performance of the Leather pupil. -reaches consider Black students to be disruptive -Asian → passive therefore teachers treat & M children differentley. Black Pupils & streaming. •Teachers fous on students thinkcu achieve who they. I-negative stereotypes for Black students meant they were put into low sets & had limited opportunities to succeed! Peter foster: toucational regatively. Prausions more for Blacks. Triage -A-C economy, -Black children & picked on + negative Stereotypes were given to them. Pupil identities: •E-M weren't the ideal Pupil" * ideal pupil: white, m.class, straight, natural intelligence. * Pathologised Pupic': 'deserving poor' Asian girls i students with abnormal sexualities. Asian Popics: - felt isolated + teachers dissapioval of their culture & language or when their names miss-pronounced relt they had low self-esteem View British Witure was superior. & Demonised pupic: white/Black -E-M pupils were left out of dissussions. However Asian's weren't seen to be a threat like Blacks but were ignored class w. ·class, hyper sexualised, peer- lead Archer: Blaces were loud, disruptive + challenging Chinese praised + demonised as: repressed, 100 quiet, Passive. Boys: more femenine ave to right + close familles Changes in the family Fincrease in divorce rates in cohabita tion. (hanges in women employement: Equal Pay Act: Inegal for ment women to be paid differentley for the same job. -women ^ employement hus, risen from 531.-> Chender differences - Femenine- wwww 671. twomen are breaking into more manegarial) Jobs (structured jobs) They wanted to see them as midern. individuals. ↑ in lone parent families Vin # g 1st marriges. - " in female headed house- holds. FULL GRIS recognise independance relies on a good job which recies on good grades. -do well in education, fend for themselves. Girls changing Ambitions 1979 Girls had no aspirations, educational Success wasn't Femenine + was unattractive. 1990 careers & ability to Support themselves became their 2st priority, girls valued a stable career. O'conner (2001) stody of 14-17. yr old girls: Found marriage + children weren't a major part of their life. plans. Gender class + Ambitiv -w class girls; aspirations of being a wife, mother or low paid worker. educational sulless is central to their identity; creators -umited aspirations of their own future. reflect the umited job - believed in meritocracy. critic: outdated. opportunities Being part of a couple was giving them status cultural capital capital = money Marxists say roving capital gives the wealthy power - Bourdieu who was influenced by marxist ideas argued that It's not only money that gives wealth. But cultural - Children of m class or wealthier parents are likely to have knowledge, behaviour attitudes & cultural experiences ensuring they succeed in education. -This is because, teachers percieve cultural capital as intelligance leading to positive tabelling for children economic capital: The wealth of m.class families. All thell cash, assets, investiments etc.... caucational capital: The potential ones education & other academic experiences has to be able to use for their place in society middle class parents are educated to a higher level than working class parents so gives an davantage to their children as they're able to help with homework. Ethnic Differences in achievement: • Black children were highest achievers on entry to primary school But by the time they end high school, they were 21 points below average. • Black students labeled as disruptive O Pisians were passive. Therefore treated & minonties differentley Disciplin: were quicker to discipline BIGCK Duples for doing the behaviours same Black PUPILS were more problematic+ their behaviours were misinterpreted to be threatening. Conflict occured when Black pupils conflicted with teachers resulting in exclusions for Black Pupils Black Chidren 1 pupils felt they were picked on + given negative stereotipes. Peter Foster: The negative labels that usually means they're streamed into umited in their opportunities. A teachers apply to Black students Low sets and domy educational triage & Gets Black students to be in lower sets Archer: BIGUR students = Asian Girls = be loud, disrupting + challenging. quite passive Couble standards: Boy's able to boast about their own sexual exploits Boys are protsed for their promiswity. peers + reachers ignored them • Girls given negative labels if they had promiscuity. It devalues women, keeps them subordinate to men. 0 verbal Abuse; 0 Boys use name calling to put girls down if they behaved or dressed a certain wory. Scrually active giris slags + hoes. drugs. 3 PUPILS sexual and gender identities. D not 4 。 name calling helps to shape gender gender identury + reinforces male power. • If the boys were friendly with girls + female teachers they were labeued as gay. Male gaze; • male poople would wook girls up + down, saw them as sexual objects while making judgements about their appereance • femininity devalved • Boys keep their status by telling mer sexually + re-telling stones about t Teachers ignored males verbal abuse of girls for attracting attention Teachers would have protective attitudes towards female couegues by coming to 'rescue the female teachers by theatening the dispare pupil. Female peer groups: 3 t blames them > w.class girls gained symbolic capital by performing nyper- sexvaused femenine identies. > creating a sexy or guamarous umage using brands + popular Stylo > when girls didn't conform, they're called >airis vaive being called popular friendship witore. • relationships give girls status. tramps + are placed on.. • invest time in friends, be loyal to giris • Elaborated speech code: - used by middle Tupper dass - understand teacher & exam book languages & exams speak well due to educated Parents Э unyvige -way in which parents communicate with children has an effect on their Cognitive development. educated parents develop cognitive skuls, use precise ways uke praise encouraging children to develop a sense of their own competence -wonany class don't communicate effectively, use gellures, looks t Short Phrates=chilaren unable to thinill abstractly or reason de ift effectively. -grammatically correct & speak with why sentences. - Assume usterer doesn't use same lang as them. • Restricted speech code: -used by w-class - students have difficulty understanding + catching up with teachers + exams. uneducated parents are a cause - limited vocab, simple, disjointed - Assume listener hads same Speech as them Brain Storm Education Lesson 2 Parents Educations w class hold less value in education, don't care about their chilarens achievements, aren't likely to reach out to their teachers about maur children. We vissited school Less man m class Panshe most important factor in childrens esteem is education of their parents. • parents who are better educated are able to take advantage of school system (2 ways) Parenting style: consistent discipline & high expectations, encourage active learning, trial & efforst more (middle class). : emphasing doing what they're told, harsh unconsistent disaipune, prevents children from Learning independence & self-control COLEVIAL depivation: -Au Skus, Valves, morals are taught at home where in class familles fows on t display, lower income familias dont so lack in self-discipline, language + reasoning skius. w.class families aren't socialised properley=culturally deprived! material deprivation Det + Health: Pour diet affects health Children require a stable and healthy living environment. o proper Houses are needed to succeed in education • money proviems are a reason in young children's absences • HOUSing has an effect. ie: - overcrowding = Lack of quiet space to study, so is hard for children to study -sharing beds= uncomfortable, young people + lack of sleep so children from poorer homes have arent able to FOCUS in CLOSS lower intakes in energy, - moving houses frequentify= vitamins + minerals educations broken up - cold + damp housing - illnesses struggle to concentrate → children Miss SchooL -> -> Immune system weakened →> Children from lower income families are more wiely to suffer from behavioural problems • have a higher rate of hyperactivity, anxiety + Conduct disorders. Low income childrens more likely to externalise in bad behaviour like fighting, temper tantrums which disiunt schooung k Parenting bon viours - middle class = more active in supporting. bhas untren. eg: read bed-time stories - SULLESFUL C Maintaing succesful relationships with teac guiding c ohildren's interactions with school. encourage tucational activities; museum's castles fear of dent: --uni= going in debt w class are rewatant to go in dent. ? Does cost outweigh benefits? uncome. better > belter Salary Spend $ on education. -buying books, spond on educational trips, toys. working class cant afford, no understanding in diet and nutrition, can afford to provide a good one for their children. internal factors & Wi Labeling -Teachers attatch cabels, good or bad which make POPLES FOLLOW the self, fulfilling prophecy. Those cancued good and sensible were mainly while. middle class pupils that listened t obeyed reachers They were the ideal pupils' Teachers made bad assumptions about working. class + ethnic minorities. Also of their parents. -w Class Seard at back of class, labeled as clowns + weren't given chance to prove their abilities. Self-fulfilling prophecy. reachers Label Students teacher treats the student based on assumptions they made cost of education -chilaren miss out on enrichment tresovices. -leads to isolated pupils. 20% of free school meal children don't eat it ave to fear of getting picked on. Education cuttural capital: BONT 2000: Witural + material factors work hand in hand to benefit from one another. • research on self-fulfilling prophecy. • Tricked reachers into thinking a new test they introduced showed how clever or succesful in education this child will be in the future. middle class benefit as they're taught to have knowledge, behaviour, attitudes + Cultural experiences ensuring they succeed in education. Pupil internalises the teachers expectations. + it becomes part of their self image. This made teachers put in the 1101. effort in those who did wen in the test fou ahead and achieve in education. cultural: The skills + know- ledge which people can draw on to, to give them advantage in social life. economic Capital -The wealth of m class families, cash, assets, investments - educational capital. The advantages the education system gives to those succesful un it to use in their social life. white working class families, -have low aspirations and under achieve. more absencest behavioural problems in white w.cias schools - Teachers blamed it on low levels of Parental support. E.m saw education as a way upe in society Asian Ethic EM parents placed high value of supportive education + were - EMS reach respect to teachers so Pupils were respectful of the SunODis behaviour polices compensatory Education: - Put up to compensa be for the lack of ennunment deprived unloren who missed out on them. - Like Lack of unguistic stally. -Black people: ·lacc intelectual stimul- ation + enriching opportu- nities. Indian & white British: - recieve the least number of F.S.M Bangladeshes TV Shows; coco-mecon + sesame street. recieved most F.S.M. Indians - from better off backgrounds + attend private schools. • leaving them pourly equipped for schools as they're not well- rounded. material deprivation. w classes had poor many E⋅M + white housing & Financiau stress. so they all wired in areas of high Unemployability, raust jobs, had lack of language skills. ethnic Differences Achievement O Cultural Deprivation. -EM have inadequate socialisation at home. eg.- Lacking intellectual t unguistic sulls, atlitudes to caucation + vawes, family structure + support class vs cinnicity - both uniced Indian I chinese who are matenauly deprived Shiu do better in GLSE'S Breiter + Engelman: -language spoken by black people is inadearate for educational success -see it as ungrummaticle, disjanted + uncapable to express abstract ideas. Children who don't speak English at home well suffer. Attitudes and values; •Lack of motivation • Black familles are taught live for the day attitude which doesn't help them succeed in education family structure + Parental support: Black families mayority are lead by single females so children are deprived of adequate care + attention as they struggle to provide alone. • is an ongoing cale! poorly socicuised sociouse their Children -> children poorly despite if they take F.S.M - absent black fathers mean Lads aren't suggesting class doesn't matter restrained out to uncapability of mothers ·lack of lough love + fatherly nuturing. - struggle academically, torn to vedience + develop anti-school personality. -glorifying violence & drugs, mhose who do well in education accused of selling out? 1 Labeling Teachers consider BIOCK Students to be disruptive Asian students were passive Treating from differenney. Teachers were quicker to disciplin BIGCK PUPITS. were problematic, benciviours were misunderstood to be threatening or a chauenge to authority more excusions for Black people felt they were pused on + given negative stereotypes. invrinnunal • Discrimination in the way the education system is built or the way it is operated INSHUNDAY Streaming -negative labaying for Brucks meant they're streamed into low sets + ignored. Rausm. • Results from the prejudiced views of reachers marvidually. I Critical Race incont • Argues rouim runs through all of society, not only individual racism, but the education system as a whole. 7 LESS overt. Subtle inidentifiable Lucked in incavality we are no wnger aware of racism in eau system, its ingrained into us that it's existence is normal. ASIGN PUPILS felt isolated in response to teachers dissaproval of their witure + language or when they mispronounced names -Feconers held views mat British witres were superior leaving EN Out of class duisscussions However, asians aren't seen as a mreat Like Black DUPLLS, they're often marginalised ignored Volanow -speaks about how teachers infivence students achievements However: These presudices can be individual feelings of teachers minority of rocchers hold racist views children don't choose to be labelled. apparent sex fyping teus brg that certain jobs are available то Griguar is that not ce poily lice stay wi class buys reject vairy now onoices are gendered school work to avoid 1974 -no ambition or aspirations, educational being called gay success wasn't femenine + was unattractive -However, it's wrong. 1990: career & ability to support themselves to assume boy became their 1st priority, Girls are a lost cause outh have improved signiti- valued a stable career. cantly Gender + subject choice: Boys Choose Maths. It sciences, ains drama, art, English. Gender = socially constructed. Sex= biologically unstructed. Private Isingle sex gendered subject associations • Soys + literacy. Has been an increase in womens positions of power in school. -spend less time reaching to boys. were told to go out t become street wise. -declure & traditional male jub) -shortage of male pooh teachers ^^^ -been a removal of stereotypes from textbooks, reading schemes. Intro g marketisation, league tables has improved opportunities for girls. moral panic about buys women don't need men -S.f⋅p as girls are more likely to do well, any more, but underachies now. E Symbolic capital go Class girls 9 & being a wife & caucation Gender + mother or low - paid worker. W. don't have N'Class girls got status by being Boy) attract more reachers as they need additional demands Girls achieve more in education, when girly & doing. coursewurkc, girls also nyper-sexualsed behaviour. in cases of do benter. Buys argue they don't know / or have the ability to powstdoit Baiet men should be big, buff, strong -Boynenas -Being loud -w class g dilemm