AQA A Level Sociology - Paper One: Education

Introduction to the Lecture

• Focus on AQA A Level Sociology paper one: Education
• The lecture will primarily discuss education; theory and research methods will be covered in a second part
• Aim: To support revision and understanding in preparation for exams
• Breakdown of paper:
  • Total: 80 marks, 2 hours
  • Education section: 50 marks, 4 questions
  • Methods and theory section: Remaining marks

Functionalism

Durkheim's Perspective

• Social Solidarity: Education socializes individuals, promoting shared norms/values
• Assemblies: Encourages community feel through shared experiences
• Criticism from Marxists: Indoctrination into passive acceptance

Parsons' View

• Bridge Theory: School acts as a bridge between family and society
• Meritocracy: Education seen as meritocratic; however, not all students have equal opportunities due to various factors (e.g., social class, disabilities)
• Critique: Marxists believe meritocracy is a myth

Davis and Moore

• Role Allocation: Education sorts individuals into roles; high achievers rise to top positions
• Critique: Inequality in opportunities, dominated by certain social groups

Evaluation of Functionalism

• Supported by New Right: Meritocracy linked to personal responsibility
• Criticism: Overlooks inequalities in race, gender, class

Marxism

Althusser's Ideological State Apparatus

• Education as a tool to maintain power structures, reproducing inequalities
• Curriculum reflects dominant culture; issues include ethnocentric elements

Correspondence Principle (Bowles & Gintis)

• School experiences mirror workplace expectations through hidden curriculum
• Indoctrination of students into acceptance of exploitation

Paul Willis' Learning to Labour

• Study of working-class boys rebelling against norms; challenges notion of indoctrination

Evaluation of Marxism

• Highlights myth of meritocracy
• Critiques: Overemphasis on class, ignores gender/ethnicity

Social Policy in Education

1944 Education Act

• Introduced state education up to age 14, tripartite system
• Critiques: Inequality in educational opportunities, especially for girls

1965 Comprehensive Education

• Aimed to educate all children without selection
• Critiques: Private education persists, New Right critique

1988 Education Reform Act

• Introduced marketization, league tables
• Impact: Increased competition, but criticisms of increased stress and inequality

New Labour Policies

• Specialist schools, City Academies, Sure Start Centers, Educational Maintenance Allowance
• Aimed to improve education standards and participation, though faced several challenges

Conservative Education Policies

• Tuition fees increase, Pupil Premium, GCSE/A Level Reforms
• Aimed at increasing standards, but criticized for increasing costs and pressures

Globalization

Impact on Education

• Driven by the need to compete globally
• British education policies reflecting international competitiveness and multicultural curriculum development

Internal School Relationships and Processes

Hidden Curriculum and Labelling

• Unspoken norms and expectations influencing student behavior
• Labelling Theory: Impact on self-concept and achievement

Setting and Streaming

• Grouping by ability, criticized for reinforcing inequalities

Subcultures

• Formation based on differentiation and polarization; pro- and anti-school subcultures

Social Class and Education

Material and Cultural Deprivation

• Impact of economic status on educational outcomes

Cultural Capital (Bourdieu)

• Advantages of middle-class families in navigating the educational system

Gender Inequalities in Education

Differences in Achievement

• Feminization of schooling, subject choices, social expectations

Impact on Subject Choice

• Gendered trends in subject choice, influenced by societal norms

Ethnicity and Inequality in Education

Cultural and Material Deprivation

• Ethnic minority challenges within education
• Success stories and critiques of generalized assumptions

Racism and Wider Society

• Systemic issues impacting educational outcomes for ethnic minorities

Conclusion of the Lecture

• Importance of continued exploration of sociological theories in understanding educational inequalities
• Upcoming parts will focus on theory and research methods, and additional topics like family, media, and crime will be explored in future lectures.