Education
01 Outline two criticisms of schools selecting pupils by ability. [4 marks]
Middle class students are usually picked over working class students because they have
more ability. Cream skimming reinforces class inequality.
Another criticism of selection by ability is that it creates a self-fulfilling prophecy. Lower ability
students may feel left out because they are deemed less capable. This reduces motivation
and then educational achievement.
02 Outline three ways in which the characteristics of schools may be similar to the
characteristics of workplaces. [6 marks]
Just like schools, workplaces have a reward system to control behaviour. Schools may use
"bonus" points for good behaviour and detention for bad behaviour, whereas workplaces use
promotions and discipline.
Another way that characteristics are similar is through a hierarchy of power. In schools,
headteachers have the most power and students have the least, whereas in the workplace
the CEO has the most power and the employees have the least.
In both schools and the workplace there is a hidden curriculum or ethos. For example, in
school students are taught to be punctual and work hard, similar to the environment of the
workplace.
03 read item a below and answer the question that follows.
Item A
Some sociologists suggest that pupils of different social classes have different
experiences in schools. The curriculum may place a higher value on middle class
cultural capital and place some pupils at a disadvantage. Both teacher-pupil
relationships and interactions within peer groups. Unlikely to affect how pupils of
different social classes see themselves.
Applying material from Item A, analyse two ways in which processes within schools
may affect pupils' identities.
Troyna and Williams argue that "the curriculum" ... "place some pupils at a disadvantage".
Schools typically have an ethnic entries curriculum in which white British culture is taught.
This excludes and marginalised children from ethnic minorities as they can't relate and feel
unrepresentative in school. This means in school they feel as though their identity is to be
isolated from the majority.
One strength of this theory is that it considers how the curriculum can teach hidden
messages to children. Therefore, it has positive implications for education systems in
ensuring that curriculum is inclusive of everybody.
, Becker argues that teacher pupil relationships can massively impact pupil identities. The
labelling of students can steer their behaviour and attitude in school. For example if a
student is labelled "troublesome" a self fulfilling prophecy will occur and this behaviour will
be demonstrated. This label is likely to become apart of the pupils identity and shape the
outcome of their education.
One strength of this theory is that. It shows how internal factors contribute massively to
attainment. Furthermore teacher training can be put in place to ensure pupils are not
unconsciously labelled by teachers in school. On the other hand, this theory assumes that
students are passive and do not have the ability to reject labels. This is known as the self
negating prophecy.
04 Read Item B below and answer the question that follows
Item B
All levels of the education system show differences in achievement between ethnic
groups. When explaining these patterns, some sociologists focus on the home and
family life in promoting educational achievement for some ethnic groups.
However, other sociologists suggest that factors within schools are more important
in explaining differences in achievement between ethnic groups
Applying material from Item B and your knowledge, evaluate sociological
explanations of differences in educational achievement between ethnic groups
[30 marks]
Sociologists like Sewell argue that external factors like the "role of the home and family life"
that contribute to educational achievement for some ethnic groups. Sewell looks at young
black boys and how the structure of their families has a massive impact on attainment. He
argues that the lack of male father figures prevents these young boys from receiving
guidance, love and the correct attitudes towards education and a career. This means they
don't have me some amount of love and support that steers them no make good choices
towards their future. To fill in the lack of loyalty from their fathers, young boys are more than
likely to turn to subcultures like gangs who offer a sense of love and support. These groups
often value the wrong things and show a high amount of disrespect to authority. This not
only acts a barrier for attainment but prevents boys from trying to achieve at all. Young boys
do not want to be labelled by their peers as a "slave to the system". Therefore, many of them
do not achieve because of external factors that filter down into their education.
One strength of Sewells argument is that it demonstrates how peer pressure can steer their
pupils away from attainment by providing a false sense of security.
Another strength of this argument is links to the concept of hyper masculinity. Many young
men, especially those who have grown up without the presence of a father figure tend to be
more assertive and dominant. This is reflective in their mannerisms and other behaviours.
Knowledge of this could ensure that schools have more male role models to steer young
boys into the right direction. However, Sewell also shows that there are various types of
subcultures within schools who aren't all hypermasculine and have low attainment. For
01 Outline two criticisms of schools selecting pupils by ability. [4 marks]
Middle class students are usually picked over working class students because they have
more ability. Cream skimming reinforces class inequality.
Another criticism of selection by ability is that it creates a self-fulfilling prophecy. Lower ability
students may feel left out because they are deemed less capable. This reduces motivation
and then educational achievement.
02 Outline three ways in which the characteristics of schools may be similar to the
characteristics of workplaces. [6 marks]
Just like schools, workplaces have a reward system to control behaviour. Schools may use
"bonus" points for good behaviour and detention for bad behaviour, whereas workplaces use
promotions and discipline.
Another way that characteristics are similar is through a hierarchy of power. In schools,
headteachers have the most power and students have the least, whereas in the workplace
the CEO has the most power and the employees have the least.
In both schools and the workplace there is a hidden curriculum or ethos. For example, in
school students are taught to be punctual and work hard, similar to the environment of the
workplace.
03 read item a below and answer the question that follows.
Item A
Some sociologists suggest that pupils of different social classes have different
experiences in schools. The curriculum may place a higher value on middle class
cultural capital and place some pupils at a disadvantage. Both teacher-pupil
relationships and interactions within peer groups. Unlikely to affect how pupils of
different social classes see themselves.
Applying material from Item A, analyse two ways in which processes within schools
may affect pupils' identities.
Troyna and Williams argue that "the curriculum" ... "place some pupils at a disadvantage".
Schools typically have an ethnic entries curriculum in which white British culture is taught.
This excludes and marginalised children from ethnic minorities as they can't relate and feel
unrepresentative in school. This means in school they feel as though their identity is to be
isolated from the majority.
One strength of this theory is that it considers how the curriculum can teach hidden
messages to children. Therefore, it has positive implications for education systems in
ensuring that curriculum is inclusive of everybody.
, Becker argues that teacher pupil relationships can massively impact pupil identities. The
labelling of students can steer their behaviour and attitude in school. For example if a
student is labelled "troublesome" a self fulfilling prophecy will occur and this behaviour will
be demonstrated. This label is likely to become apart of the pupils identity and shape the
outcome of their education.
One strength of this theory is that. It shows how internal factors contribute massively to
attainment. Furthermore teacher training can be put in place to ensure pupils are not
unconsciously labelled by teachers in school. On the other hand, this theory assumes that
students are passive and do not have the ability to reject labels. This is known as the self
negating prophecy.
04 Read Item B below and answer the question that follows
Item B
All levels of the education system show differences in achievement between ethnic
groups. When explaining these patterns, some sociologists focus on the home and
family life in promoting educational achievement for some ethnic groups.
However, other sociologists suggest that factors within schools are more important
in explaining differences in achievement between ethnic groups
Applying material from Item B and your knowledge, evaluate sociological
explanations of differences in educational achievement between ethnic groups
[30 marks]
Sociologists like Sewell argue that external factors like the "role of the home and family life"
that contribute to educational achievement for some ethnic groups. Sewell looks at young
black boys and how the structure of their families has a massive impact on attainment. He
argues that the lack of male father figures prevents these young boys from receiving
guidance, love and the correct attitudes towards education and a career. This means they
don't have me some amount of love and support that steers them no make good choices
towards their future. To fill in the lack of loyalty from their fathers, young boys are more than
likely to turn to subcultures like gangs who offer a sense of love and support. These groups
often value the wrong things and show a high amount of disrespect to authority. This not
only acts a barrier for attainment but prevents boys from trying to achieve at all. Young boys
do not want to be labelled by their peers as a "slave to the system". Therefore, many of them
do not achieve because of external factors that filter down into their education.
One strength of Sewells argument is that it demonstrates how peer pressure can steer their
pupils away from attainment by providing a false sense of security.
Another strength of this argument is links to the concept of hyper masculinity. Many young
men, especially those who have grown up without the presence of a father figure tend to be
more assertive and dominant. This is reflective in their mannerisms and other behaviours.
Knowledge of this could ensure that schools have more male role models to steer young
boys into the right direction. However, Sewell also shows that there are various types of
subcultures within schools who aren't all hypermasculine and have low attainment. For
