Ethnicity and Differential Educational Achievement: In School Processes
In school factors include teacher labelling, pupil subcultures, the A-C economy, the ethnocentric curriculum and institutional racism.
education, Ethnicity
education
Sociological perspectives on the role and functions of education in society; the significance of in-school processes such as teacher labelling and subcultures for pupil identities; explanations for differences in educational achievement by social class, gender and ethnicity; the impact of education policies of marketization, selection and privatisation, and the globalization of education
education, Ethnicity
Ethnicity and Education – The Role of Cultural Factors
Cultural factors include parental attitudes, peer-group pressure, language barriers and student aspirations.
education, Ethnicity
Material Deprivation and Differences in Educational Achievement by Ethnicity
Poor Asian and Black-African children do better that poor white children, but poor Pakistani and Black-Caribbean students do worse.
Culture and Identity, education, Sex and gender
Gender Identity and Education
This post looks at how the experience of school can reinforce children’s gender identities. Research on the development of gender
education, Sex and gender
Explaining Gender Inequality in Education – In School Factors
labelling, subcultures, the feminisation of teaching, coursework and boys’ overconfidence are all possible reasons.
education, Social class, wealth and income inequalities
Class differences in education: the role of in-school factors
In school factors include labelling, subcultures and the hidden curriculum.
Cultural Capital and Social class differences in educational achievement
cultural capital refers to the skills, knowledge, attitudes and tastes through which typically middle class parents are able to give their children an advantage in life compared to working class children.
education, Social Policies
New Labour and Education Policy
There are three main strands to New Labour’s Education Policies – Raising standards – which essentially meant building on what
education, Marxism
The Marxist Perspective on Education
According to Traditional Marxists, school teaches children to passively obey authority and it reproduces and legitimates class inequality.
education, Functionalism
The Functionalist Perspective on Education
Functionalists focus on the positive functions of education – creating social solidarity, teaching core values and work skills and role allocation/ meritocracy