Discrimination Wider
Tony Sewell -
in
Society
Family structure -
Cultural factors Poverty
&
M
I
mariarchal families
·
No resources, absences from school Pakistani
language barrierlanguage
Bangladeshi
-
·take on the male role Afro-Caribbean
groups
-> I in a students have
Material Deprivation Troublemaker Gillborn +
English as an additional
~
disciplined
language I
-
L
·Poor
housing, diet. Lack ofmoney Labelling
S Ethnicity
Christian calendar celebratisms
·
·All their subjects
↑
Intelligent/Bright
+
British culture is superior without
exploring cultures
other
& -favoured
I
to others
( -
Ethno-centric Curriculum
British valueunder can. Govt. studentexperiences
school prospects may not
steeangettinge
subject-by- subject basis In-school
leads to a
negative HOWEVER. African American
variety of
·
accommodate
posite
a
self-fulfilling girls
the
-
rejected these labels
~ languages arhetisation W
ethos
schools values
eLabelling
norms -
-
~ may notbe able to afford
·
White middle-class
In-School factors to send children to a better ~ schooltype.
and Hidden Curriculum
I
WEGATIVE school outside
-
Afro-Caribbean
catchmentarea
obeying hierarchy
boys Greatly influences educational disciplining ethic
·
- more than others
groups
successes
changes in changes,amthe
Institutional Racism
~ subconcious decisions whilst Role of
employment M many minis lack of ethnic
teachers
minority giving students responsibilities
Differential
Socialisation
-
External Factors teacher
labelling
inequalities
legilimising class &
/ I
-Policy changes subcultures Correspondence Principle Marxism
P
-
Parental Attitudes I
Impact
-
of Feminism ~
Feminisation of
verbal Abuse -
Internal Factors -
Teaching
Reproduction of class
inequallies
- / I
wo
hills for
Gendered subject Traditional Masculine social
Gender
solidarity
choices Identities
Role Allocation ~ Functionalism
meritracy
I↑ EDUCATION
lib Fem=
education seems to have
1970-> concerns aboutfemale benefitted girls Fem
achenement
On
starting school
girls were
ahead boys by 17%
of 1980, -x initiatives such as 91ST
Il+ Test
Grammar
Statistics
-
better
- begancrease female
- Ichook
KS1-3
gurls do consistently Specific Policies
English/ (1990--
~
than
boys. Particularly
in
I
Schot
3
gurlimprove
under-achieve
and
boys types of Secondanodern
At
acsEgrachieve
10% boys Tripartite System
than
higher 2018--boys continue to underperform
developers/ -
unfair for late
Low income correlated with
&
Criticisms -
Being poor discourages are cognizething
Gender bias -
private schools/ subjectchoice
Poli
/
attending lack of parental interestImmediate Gratification
university
materialadvantage Secondary moderns interior
Connemetal.)
Tony Sewell -
in
Society
Family structure -
Cultural factors Poverty
&
M
I
mariarchal families
·
No resources, absences from school Pakistani
language barrierlanguage
Bangladeshi
-
·take on the male role Afro-Caribbean
groups
-> I in a students have
Material Deprivation Troublemaker Gillborn +
English as an additional
~
disciplined
language I
-
L
·Poor
housing, diet. Lack ofmoney Labelling
S Ethnicity
Christian calendar celebratisms
·
·All their subjects
↑
Intelligent/Bright
+
British culture is superior without
exploring cultures
other
& -favoured
I
to others
( -
Ethno-centric Curriculum
British valueunder can. Govt. studentexperiences
school prospects may not
steeangettinge
subject-by- subject basis In-school
leads to a
negative HOWEVER. African American
variety of
·
accommodate
posite
a
self-fulfilling girls
the
-
rejected these labels
~ languages arhetisation W
ethos
schools values
eLabelling
norms -
-
~ may notbe able to afford
·
White middle-class
In-School factors to send children to a better ~ schooltype.
and Hidden Curriculum
I
WEGATIVE school outside
-
Afro-Caribbean
catchmentarea
obeying hierarchy
boys Greatly influences educational disciplining ethic
·
- more than others
groups
successes
changes in changes,amthe
Institutional Racism
~ subconcious decisions whilst Role of
employment M many minis lack of ethnic
teachers
minority giving students responsibilities
Differential
Socialisation
-
External Factors teacher
labelling
inequalities
legilimising class &
/ I
-Policy changes subcultures Correspondence Principle Marxism
P
-
Parental Attitudes I
Impact
-
of Feminism ~
Feminisation of
verbal Abuse -
Internal Factors -
Teaching
Reproduction of class
inequallies
- / I
wo
hills for
Gendered subject Traditional Masculine social
Gender
solidarity
choices Identities
Role Allocation ~ Functionalism
meritracy
I↑ EDUCATION
lib Fem=
education seems to have
1970-> concerns aboutfemale benefitted girls Fem
achenement
On
starting school
girls were
ahead boys by 17%
of 1980, -x initiatives such as 91ST
Il+ Test
Grammar
Statistics
-
better
- begancrease female
- Ichook
KS1-3
gurls do consistently Specific Policies
English/ (1990--
~
than
boys. Particularly
in
I
Schot
3
gurlimprove
under-achieve
and
boys types of Secondanodern
At
acsEgrachieve
10% boys Tripartite System
than
higher 2018--boys continue to underperform
developers/ -
unfair for late
Low income correlated with
&
Criticisms -
Being poor discourages are cognizething
Gender bias -
private schools/ subjectchoice
Poli
/
attending lack of parental interestImmediate Gratification
university
materialadvantage Secondary moderns interior
Connemetal.)
