Policy Social class: Ethnicity:
1944- tripartite system: External factors- External factors-
Divided by ability (11+) Material deprivation- Material deprivation- more likely to live in poverty.
-grammar schools (those who Harker-poor housing- lack of space, disruptions, mould Palmer- afro- Caribbean live in poverty, free school
passed 11+ 20%) Howard- diet and health- lower energy, weaker immune meals, homeless.
-secondary modern (most of system Asians- attend private school, overachieve.
population- no exams) →Wilkinson- reduces concentration and cause behavioural racism in wider society- not treated the same a
-technical schools (only 5% problems + anxiety. while people of the same situation.
specialized in craft) Inability to afford educational resources- stunts development/ wood et al- discrimination within employment,
Ao3-class + gender hidden costs. same application different names, 1 in 7 white
inequalities (girls needed Inability to access higher education- fewer grants and fear of people got the job compared to 1 in 16 black
higher mark) debt. people.
1965- comprehensive system: → Connor + Dawson-discouraging factors- immediate Cultural deprivation-inadequate socialization can
All students into same gratification, fear of debt, don’t have ability to succeed. cause underachievement (norms, values, behaviors)
education- catchment area w/c students often have part time jobs, and their schools are in Bowker: lack Intellectual + linguistic skills- cannot
was introduced. poor areas causing underachievement. develop reasoning and problem-solving skills.
Ao3- setting + streaming/ Cultural deprivation- → if English isn’t spoken at home, it can also stunt
labelling Bernstein- language codes- w/c= restrictive m/c= elaborated development.
1988- education reform act: →schools use elaborated code disadvantaging w/c students. Ao3- swan report / Gillborn + Young- language is not
Marketisation+ parentocracy- Douglas- parental attitudes + values- w/c parents put less a major factor, Chinese and Asian still achieve
consumer choice and value on education, don’t go to parents evening, don’t regardless of home language.
competition between schools encourage higher education. Culture attitudes and values- those of ethnic
creating an educational Feinstein- parental education- this can affect parenting styles, minority socialised into fatalism- lacked motivation.
market. those with higher education have the knowledge to assist Murray- family and parental structure, Afro-
→ introduced national development + money for resources. Caribbean males lacked role models-
curriculum, league tables, Sugarman- w/c subcultural values- they have different values, underachieved.
Ofsted reports, formula goals beliefs and attitudes they often don’t align with → Swell- lack of father figure caused them to find
funding, open enrolment. schooling. masculinity through media (rap/ gang culture)
Loans where now given → fatalism, collectivism, immediate gratification, present time Ao3- Lupton-bad behaviour in white boys was
instead of grants. orientation reported by teachers/ McMullock- ethnic minorities
Ao3- created inequalities, Murray- underclass- new right believe underachievement is a had more aspiration for uni (seen as a way out)/
myth of parentocracy, formula result of poor socialisation- this becomes cumulative. diver- black girls were provides with a role model
funding caused spiral of Overcoming cultural deprivation- (independent women)
decline. Compensatory education policies- education action zones,
1997-New labour: SureStart Ethnicity:
Aimed to tackle inequalities Cultural capital- those who are deprived are often experienced Internal factors-
by introducing- both cultural and material deprivation→ cultural, economic, Teacher labelling + racism- black students were seen as
→ education action zones, educational. a treat.
SureStart, aim higher, EMAs. Ao3 (for external)- ignores internal, too deterministic. → Gillborn and young- white students got more GCSEs,
Increased choice though Internal factors- black students were disciplined more.
→ specialist schools, city Teacher labelling- Asian pupils were seen as a problem to be ignored.
academies Hergraves- new students as classified based on what primary → Wright- they were spoken down to assume they
-tuition for uni was introduced school say. couldn’t understand English.
Ao3- Contradictory- aimed for Becker- ideal pupil- students who were from non-manual Setting + streaming- the 200 Ofsted report suggests
equality yet introduced backgrounds fit the ideal black students were treated more harshly- teachers had
tuition/ still has grammar Rist- teachers used information on pupil background to set lower expectations
schools- charity= reduced tax groups. for them.
2010- Conservative + liberal- → those say closet to her and got most encouragement was Mitsos- the system expects black students to fail- lower
democrats coalition: m/c. streams- internalised.
Conservative ideas- Self-fulfilling prophecy- became the negative label they were Tikley et al- black students were 2x likely to bit put in
→marketisation and free given. lower their exams- can only achieve a C (a-c triage)
schools, Gove academies, cuts → Rosenthal and Jacobson experiment Pupil responses+ subcultures- students respond
to budget Ao3 (fuller)- black girls in London rejected their label + differently to labels.
Lib-dem ideas- succeeded. Fuller- rejecting their label, black girls rejected their
→free school meals, pupil Setting + streaming- label and succeeded.
premium, increased leaving Ball- banding and teacher expectations- other factors than →Mac + Ghaill- studied a-level students, labels were
age ability impacted banding e.g. class status- bands were treated not always accepted.
→removal of EMAs, aim differently. Mirza- failure due to avoiding racism- ambitious black
higher, made cuts to SureStart, Keddie- streaming and work difficulty- lower streams were girls failed as they didn’t ask for help from teachers dur
increased tuition (£9000) withheld information to access top band. to racism.
Globalisation- Gillborn + young- a-c economy/ educational triage- failures → Types of teachers- colour blind, liberal- chauvinist,
Muli-national companies- were left to fail. overt racists
Edexcel (USA), GCSEs marked Pupil subcultures- Internal+ external-
across the globe (Sydney), Lacey- differentiation- teachers categorise people on ability, Swell- boys’ responses, researched black boys in a boy
multinational software, other those less able are seen as inferior. only school, lack of father made them more vulnerable,
counties being influenced by polarisation- pupils respond to the this by moving towards the drawn into gangs’ ad black masculinity.
UK policy. poles→ this can be pro/ anti school. → doing well in school was seen as white culture and
Internation comparisons- PISA Hergreaves- those that failed their 11+ were seen as worthless. seen as negative.
international student Ao3 (for internal)- this is a too narrow focus and can been seen Tracher racism- lack of role models within the home
assessment and comparison of as deterministic. caused some subcultures but they also formed in
league tables. Linking internal and external factors- school- only a minority of Afro-Caribbean boys adopt
Privatisation + education- Archer- cultural capital + interactionalism- interaction w/c these subcultures, yet the stereotype is held to all Afro-
IN- schools are now ran like pupils’ identities and school caused underachievement. Caribbean boys.
businesses (multi-academy → habitus/ symbolic capitalism and violence- w/c learnt way Reactions to racism- rebel (reject school education),
trust), performance pay for of thinking beliefs and values does not again with school, w/c conformist (education-= success), retreatists (reject
teachers. habitus is seen as superior- they are seen as tasteless and school+ black culture), innovators (valued education+
OF- privatisation of companies worthless which causes cultural violence (subcultures) → w/c rejected school)
(e.g. cleaning/ food/ exam therefore must change themselves to fit in Ethnocentric curriculum-focuses on white culture and
boards) Nike identities- symbolic violence caused w/c to find English language- causes disadvantages
→ lack of funding from GOV alternative status- this can be seen by wearing Nike which is Ao3- Asian pupils still overachieve.
forced schools to use against the schools’ values (conflict) Institutional racism- policies and classroom practices
businesses. Willis-Marxist + interactionalism- lads create counterculture can be discriminatory- built into the schooling system.
Ao3- schools have become that oppose school- has values of manual labour- this benefits Ao3- Asian pupils still overachieve – serves capitalist
profit makers. capitalism and they fill jobs no one else wants. ideology- makes system seem fair.
1944- tripartite system: External factors- External factors-
Divided by ability (11+) Material deprivation- Material deprivation- more likely to live in poverty.
-grammar schools (those who Harker-poor housing- lack of space, disruptions, mould Palmer- afro- Caribbean live in poverty, free school
passed 11+ 20%) Howard- diet and health- lower energy, weaker immune meals, homeless.
-secondary modern (most of system Asians- attend private school, overachieve.
population- no exams) →Wilkinson- reduces concentration and cause behavioural racism in wider society- not treated the same a
-technical schools (only 5% problems + anxiety. while people of the same situation.
specialized in craft) Inability to afford educational resources- stunts development/ wood et al- discrimination within employment,
Ao3-class + gender hidden costs. same application different names, 1 in 7 white
inequalities (girls needed Inability to access higher education- fewer grants and fear of people got the job compared to 1 in 16 black
higher mark) debt. people.
1965- comprehensive system: → Connor + Dawson-discouraging factors- immediate Cultural deprivation-inadequate socialization can
All students into same gratification, fear of debt, don’t have ability to succeed. cause underachievement (norms, values, behaviors)
education- catchment area w/c students often have part time jobs, and their schools are in Bowker: lack Intellectual + linguistic skills- cannot
was introduced. poor areas causing underachievement. develop reasoning and problem-solving skills.
Ao3- setting + streaming/ Cultural deprivation- → if English isn’t spoken at home, it can also stunt
labelling Bernstein- language codes- w/c= restrictive m/c= elaborated development.
1988- education reform act: →schools use elaborated code disadvantaging w/c students. Ao3- swan report / Gillborn + Young- language is not
Marketisation+ parentocracy- Douglas- parental attitudes + values- w/c parents put less a major factor, Chinese and Asian still achieve
consumer choice and value on education, don’t go to parents evening, don’t regardless of home language.
competition between schools encourage higher education. Culture attitudes and values- those of ethnic
creating an educational Feinstein- parental education- this can affect parenting styles, minority socialised into fatalism- lacked motivation.
market. those with higher education have the knowledge to assist Murray- family and parental structure, Afro-
→ introduced national development + money for resources. Caribbean males lacked role models-
curriculum, league tables, Sugarman- w/c subcultural values- they have different values, underachieved.
Ofsted reports, formula goals beliefs and attitudes they often don’t align with → Swell- lack of father figure caused them to find
funding, open enrolment. schooling. masculinity through media (rap/ gang culture)
Loans where now given → fatalism, collectivism, immediate gratification, present time Ao3- Lupton-bad behaviour in white boys was
instead of grants. orientation reported by teachers/ McMullock- ethnic minorities
Ao3- created inequalities, Murray- underclass- new right believe underachievement is a had more aspiration for uni (seen as a way out)/
myth of parentocracy, formula result of poor socialisation- this becomes cumulative. diver- black girls were provides with a role model
funding caused spiral of Overcoming cultural deprivation- (independent women)
decline. Compensatory education policies- education action zones,
1997-New labour: SureStart Ethnicity:
Aimed to tackle inequalities Cultural capital- those who are deprived are often experienced Internal factors-
by introducing- both cultural and material deprivation→ cultural, economic, Teacher labelling + racism- black students were seen as
→ education action zones, educational. a treat.
SureStart, aim higher, EMAs. Ao3 (for external)- ignores internal, too deterministic. → Gillborn and young- white students got more GCSEs,
Increased choice though Internal factors- black students were disciplined more.
→ specialist schools, city Teacher labelling- Asian pupils were seen as a problem to be ignored.
academies Hergraves- new students as classified based on what primary → Wright- they were spoken down to assume they
-tuition for uni was introduced school say. couldn’t understand English.
Ao3- Contradictory- aimed for Becker- ideal pupil- students who were from non-manual Setting + streaming- the 200 Ofsted report suggests
equality yet introduced backgrounds fit the ideal black students were treated more harshly- teachers had
tuition/ still has grammar Rist- teachers used information on pupil background to set lower expectations
schools- charity= reduced tax groups. for them.
2010- Conservative + liberal- → those say closet to her and got most encouragement was Mitsos- the system expects black students to fail- lower
democrats coalition: m/c. streams- internalised.
Conservative ideas- Self-fulfilling prophecy- became the negative label they were Tikley et al- black students were 2x likely to bit put in
→marketisation and free given. lower their exams- can only achieve a C (a-c triage)
schools, Gove academies, cuts → Rosenthal and Jacobson experiment Pupil responses+ subcultures- students respond
to budget Ao3 (fuller)- black girls in London rejected their label + differently to labels.
Lib-dem ideas- succeeded. Fuller- rejecting their label, black girls rejected their
→free school meals, pupil Setting + streaming- label and succeeded.
premium, increased leaving Ball- banding and teacher expectations- other factors than →Mac + Ghaill- studied a-level students, labels were
age ability impacted banding e.g. class status- bands were treated not always accepted.
→removal of EMAs, aim differently. Mirza- failure due to avoiding racism- ambitious black
higher, made cuts to SureStart, Keddie- streaming and work difficulty- lower streams were girls failed as they didn’t ask for help from teachers dur
increased tuition (£9000) withheld information to access top band. to racism.
Globalisation- Gillborn + young- a-c economy/ educational triage- failures → Types of teachers- colour blind, liberal- chauvinist,
Muli-national companies- were left to fail. overt racists
Edexcel (USA), GCSEs marked Pupil subcultures- Internal+ external-
across the globe (Sydney), Lacey- differentiation- teachers categorise people on ability, Swell- boys’ responses, researched black boys in a boy
multinational software, other those less able are seen as inferior. only school, lack of father made them more vulnerable,
counties being influenced by polarisation- pupils respond to the this by moving towards the drawn into gangs’ ad black masculinity.
UK policy. poles→ this can be pro/ anti school. → doing well in school was seen as white culture and
Internation comparisons- PISA Hergreaves- those that failed their 11+ were seen as worthless. seen as negative.
international student Ao3 (for internal)- this is a too narrow focus and can been seen Tracher racism- lack of role models within the home
assessment and comparison of as deterministic. caused some subcultures but they also formed in
league tables. Linking internal and external factors- school- only a minority of Afro-Caribbean boys adopt
Privatisation + education- Archer- cultural capital + interactionalism- interaction w/c these subcultures, yet the stereotype is held to all Afro-
IN- schools are now ran like pupils’ identities and school caused underachievement. Caribbean boys.
businesses (multi-academy → habitus/ symbolic capitalism and violence- w/c learnt way Reactions to racism- rebel (reject school education),
trust), performance pay for of thinking beliefs and values does not again with school, w/c conformist (education-= success), retreatists (reject
teachers. habitus is seen as superior- they are seen as tasteless and school+ black culture), innovators (valued education+
OF- privatisation of companies worthless which causes cultural violence (subcultures) → w/c rejected school)
(e.g. cleaning/ food/ exam therefore must change themselves to fit in Ethnocentric curriculum-focuses on white culture and
boards) Nike identities- symbolic violence caused w/c to find English language- causes disadvantages
→ lack of funding from GOV alternative status- this can be seen by wearing Nike which is Ao3- Asian pupils still overachieve.
forced schools to use against the schools’ values (conflict) Institutional racism- policies and classroom practices
businesses. Willis-Marxist + interactionalism- lads create counterculture can be discriminatory- built into the schooling system.
Ao3- schools have become that oppose school- has values of manual labour- this benefits Ao3- Asian pupils still overachieve – serves capitalist
profit makers. capitalism and they fill jobs no one else wants. ideology- makes system seem fair.
