AQA A-Level Sociology Paper 1 in 60 minutes

Summary

Highlights

• Education teaches shared norms for social cohesion according to Durkheim. 🎓
• Marxists claim education is an ideological tool to maintain the status quo. 📚
• Parsons views schools as a bridge to meritocracy and societal roles. 🌉
• Globalized education policies aim for international competitiveness. 📈
• Cultural and material deprivation impact student performance and opportunities. 📏

Key Takeaways

• Functionalists believe education creates social solidarity through shared norms. 👥
• Marxists argue the education system perpetuates class inequalities. 📉
• Meritocracy in education is often criticized as a myth. 🏆
• Globalization impacts education by encouraging competition. 🌎
• Gender influences educational achievement and subject choices. 📊

Overview

Chapters

• 00:00 - 01:00: Introduction and Purpose The introduction provides an overview of what's to be covered in the session. The speaker plans to cover AQA A Level Sociology Paper One, focusing on education, with a separate part dedicated to theory and research methods. The speaker emphasizes the intent to provide detailed explanations and also clarifies that they are not a professional but a peer who will sit the exams this year.
• 01:00 - 08:00: Functionalism and Education This chapter discusses the relevance of functionalism in the field of education. The speaker starts by acknowledging the common anxiety experienced by students approaching exams and aims to provide a revision aid. The exam is described in terms of its structure: an 80-mark paper completed in two hours, with the education section accounting for 50 marks of the total. The chapter aims to assist in last-minute revision and stress reduction by providing clarity on what to expect in the exam.
• 08:00 - 17:00: Marxism and Education The chapter titled 'Marxism and Education' focuses on dissecting the AQA specifications for exams, which appear complex and confusing at first glance. The author has simplified these by breaking them into eight distinct topics for better understanding. This approach may vary from how it's taught by others, but it reflects the author's learning style and techniques.
• 17:00 - 37:00: Social Policy and Education The chapter titled 'Social Policy and Education' begins by examining functionalism, particularly through Durkheim's perspective. Durkheim posits that education plays a crucial role in socializing individuals by imparting shared norms and values, thereby fostering social solidarity. Social solidarity refers to the sense of unity and community among society's members, making them feel like part of something larger.
• 37:00 - 43:00: Globalization and Education The chapter discusses the role of school activities in promoting unity and shared learning experiences among students. Assemblies are highlighted as key events where different year groups come together to listen to important messages, such as remembrance ceremonies or sports updates. This setting fosters a sense of togetherness and collective participation.
• 43:00 - 51:00: School Relationships and Processes The chapter discusses the role of school relationships and processes in education. It begins by highlighting positive aspects such as awards and celebrations that bring people together. However, it contrasts this with Marxist perspectives, which argue that these processes are ideologically driven, indoctrinating students into passive acceptance of rules. Assemblies are viewed as contributing to false consciousness. The chapter also introduces Parsons and his bridge theory, suggesting a more functionalist view of the education system.
• 51:00 - 63:00: Social Class and Education The chapter "Social Class and Education" explores the concept of meritocracy, as explained by Parsons. According to Parsons, schools act as a bridge between family and society. Families operate on particularistic standards, which are personal and specific to the individual and their immediate family, such as siblings. In contrast, schools teach universalistic standards to prepare individuals for the workforce, emphasizing that education serves as a transition to the wider, meritocratic society. This highlights the shift from individualized standards in the home setting to standardized ones in educational settings, necessary for integration into the broader social and occupational structures.
• 63:00 - 91:00: Gender and Education The chapter titled 'Gender and Education' discuses the role of education in shaping societal roles and achieving status. It contrasts ascribed status, typically fixed by family at birth, with achieved status, which can be influenced by education. The concept of meritocracy, where social advancement is based on individual effort, is highlighted as a characteristic of education systems.
• 91:00 - 114:00: Ethnicity and Education The chapter discusses the concept of meritocracy in education, which emphasizes individual talent, effort, and achievement as the key drivers of success, suggesting that hard work at school leads to good grades and eventually good jobs.
• 114:00 - 115:00: Conclusion and Future Content The chapter discusses the impact of catchment areas on individuals' education and presents the Marxist perspective that meritocracy is a myth.

AQA A-Level Sociology Paper 1 in 60 minutes Transcription

• 00:00 - 00:30 Hi everyone. So today we're going to go through AQA A level sociology paper one and that is education with theory and methods. In this video we'll just be looking at education and I'm going to do a part two for theory and research methods because otherwise this video would just be way too long and I wouldn't be able to go into them in detail which I want to do. Before I start I just want to say that I'm not like an educated professional. I am going to sit my exams this year like
• 00:30 - 01:00 many of you will be and I just thought I'd do this video for the sake of my own revision but also to help other people so we can all go back over this video and our last moments of panicking like ah. So make sure I do it in 60 minutes but we'll see how that goes. So if you don't know already this is what the paper looks like. So it's 80 marks overall and you have 2 hours to complete it. The first section which is education which we'll be going through now is worth 50 marks and there's four
• 01:00 - 01:30 questions and then in the other paper you have your methods in context and your theory and methods question. So this is what the AQA spec says that we need to learn for you know their exam but it looks quite confusing and complicated. You can pause it and read through it if you'd like. But I've broken it down into eight different topics to make it easier. You might get this taught differently, but this is how I've been taught it. So, I've just chose
• 01:30 - 02:00 to, you know, do it this way because it's easiest for me. So, the first topic we're going to look at is functionalism. And we're going to start that off with social solidarity. And of course, is Durkheim because Durkheim, he has a lot to say, doesn't he? So, Durkheim believes that education socializes people to teach them shared norms and values to maintain social solidarity. And social solidarity is just the idea that all members of society feel together as part of something bigger. So it's that sense of like community. So if you're looking at
• 02:00 - 02:30 it within a school that would be like assemblies, homework, uniform attendance cuz again it's providing that togetherness. So looking at assemblies on its own we can understand that they're like a shared space where you're taught topics. So all the different year groups will sit down like you know you have the little ones at the front and the year sixes at the back on the benches thinking they're all cool but you're all together in that moment listening to a message whether that be like a remembrance ceremony or sports
• 02:30 - 03:00 awards or things like star of the week where it's celebrating and it's bringing everyone together. However, Marxists would argue that skills are ideologically driven, indoctrinating students into passive acceptance of rules and assemblies in fact provide us with false consciousness. And then we have Parsons. He's another one who likes to open his mouth a lot, isn't he? So, he talks about bridge theory and
• 03:00 - 03:30 meritocracy. Parsons believes that school is a bridge between the family and wider society. Home teaches particularistic standards, but school teaches universalistic standards to prepare individuals to enter the workplace. And an easier way to remember this cuz there's a lot of key terms in sociology is to break it down. So your particular is your individual, you know, like just you or like compared to uh siblings. So you might have different standards for example like at home
• 03:30 - 04:00 whereas universal is collective. So might be the classroom standards for example. The family helps to fix status at birth which is your ascribe status whereas education helps students to achieve status. Their future roles are determined sorry by how hard they work at school. Education is arguably meritocratic. And of course meritocracy another key term. It's basically a system where social advancement is based
• 04:00 - 04:30 on your individual talent, effort, and achievement rather than social class wealth or external factors. So, it's the idea if you work hard at school, it'll pay off and you'll do well. Now, if you can get good jobs, but it all starts from school and getting those good grades. However, not all students have equal chance of succeeding at school. And you should consider like parent parent parental involvement, disabilities, social class, gender,
• 04:30 - 05:00 catchment areas and things like that and how they can impact an individual's education. And of course Marxists would argue that meritocracy is a myth. Okay. So Parson's yet again specialized skills. School teaches us skills which are required for a specific future occupation so that we can play our specific role in society to mainta maintain consensus. For example, to become a
• 05:00 - 05:30 nurse in school, there are subjects such as maths, so you're reading dosages for prescriptions and things like that. English for your communication skills, the patients, and health and social care can be for like your employability and things like that and knowing how to work in those scenarios. And a criticism of this would be skills are still required beyond GCSEs to do these jobs. So it's not as easy as just doing your GCS and getting a job and thinking everything's happy and jolly
• 05:30 - 06:00 cuz actually you might need like training or a degree things like that which is also more costs. Uh Davis and Moore discuss role allocation. So role allocation is basically how education shows us who the best people for the best jobs and roles in society by siving those high achiever to the tops. So just think of like a civ you know the p like parts fall through but then the good bits might stay at the top. So say if you're like s for gold
• 06:00 - 06:30 for example I don't know like the mud might go through the bottom but those golden students stay at the top. school allocates students via awards and certificates and the exam system which is designed to encourage competition, individual achievement and hard work. However, Marxists and feminists would argue that we all aren't given the same opportunity to succeed. Middle/upperass white middle-aged men have historically and continue to
• 06:30 - 07:00 dominate powerful jobs and roles in society. And also we can discuss who actually defines these jobs as better than the others. So you might say okay you have a heart surgeon who obviously has a lot of respectability and gets paid a lot because of that role and people see it as it's important. But then you may have like a bin man for example who is just seen as like a low paid workingass job where actually if
• 07:00 - 07:30 you're looking like historically if you didn't have people providing those cleaning services then would all be like disease ridden and things like that. Okay. So we're now going to evaluate functionalist ideas on education. So you have the new rights support the ideas of functionalists and believe that meritocracy makes people responsible for their own achievements. So new rights are very big on individualism. You know if you don't put the work in and you don't succeed that's your fault. It's not the government. It's not the state.
• 07:30 - 08:00 It's the idea of like individual rather than collectivism. So they they like functionist ideas and having meritocracy it helps people to work hard reducing the burden on the state and unemployment benefit. So if you're driving to work hard and you end up do working hard and getting a good job that's less people the state needs to look after basically. uh criticisms of the function approach. It's arguably very rose tinted
• 08:00 - 08:30 and like I say when you're looking at meritocracy it isn't actually all equal and it can overlook racism, sexism, middle class bias, disabilities, things like that. And also we don't all have shared norms and values as a multicultural society increasingly. So you can't just generalize and say right guys everyone needs to be following these values and I'm going to talk later about British values how that links in and things like that. So that's a little teaser. Um also
• 08:30 - 09:00 education does not always teach us the specialized skills which we need for work. Again like if saying you might need further training or things like that to progress into the chosen career that you want. Moving swiftly on our next topic we've got Marxism and education. So first we're going to talk about how aluza says that education is an ideological state apparatus. So for those don't who don't know an ideological state apparatus is a
• 09:00 - 09:30 part of society which keeps the boogeoisi in power by reproducing and justifying inequalities. So an example of this would be the education system but then you can also have like the media criminal justice system things like that like across your other topics of sociology. So specifically, education reproduces inequalities through unequal access to resources, a curriculum that may not reflect diverse backgrounds, which is known as e ethnosentric curriculum, and the hidden curriculum that transmits social norms and
• 09:30 - 10:00 expectations. And further support for education being an ideological state apparatus is that the government has actually made it illegal for teachers to promote anti- capitalist views, proving that education is a tool used by the bajgeois to protect capitalism. Marxists also discuss specialized skills, but it differs from functionalism um in the aspect that functionists believe that it's based on your talents and your skills into which jobs you go into. Whereas Marxists believe that your skills are actually predetermined on
• 10:00 - 10:30 your social class and the labels people are provided on you and therefore upward social mobility is actually limited and you're very restricted in that aspect. Yet it can be argued that this perspective is too critical and then people do in fact overbecome those labels and do enter high paid jobs and uh feminists sorry would argue that Marxism overlooks gender inequality and social mobility. So those who have actually achieved social mobility femin
• 10:30 - 11:00 argue it's harder for women due to concepts such as the glass ceiling because basically the glass ceiling is like the idea of like you can see the job rolls at the top but you can't physically get to them. That glass is stopping you from breaking through. Uh meritocracy again as we've mentioned Marxists believe that meritocracy is a myth that a person's social class is more likely to get them a job than their grades. This might be due to like social connections and we'll go on to like capital later on when
• 11:00 - 11:30 we're talking about that. So an example is that working class students are disadvantaged since 90% of off their failing schools are in deprived areas. Poor offsets rating may lead to problems like recruiting the best teachers. So even if students work hard in lessons, not having a specialist teacher may have a negative impact on their grades. So for example, in my school, I think it was like year eight, we had a PE teacher teaching maths. So obviously that wasn't the highest quality of learning that we could have
• 11:30 - 12:00 received. So next we have Balls and Gintus' correspondence principle. Uh this refers to the way we learn things in school correspondence/ mirror the way we are expected to behave in work. This is achieved through the hidden curriculum. These are lessons which are taught to us but not specifically referred to on the curriculum. So here's some examples here. I won't read them out. I'll let you pause the video as it'll be too long if I just go through everything. But within education basically students are taught to be passive and obedient.
• 12:00 - 12:30 Therefore they don't rebel as they are unaware of their exploitation because it's so ingrained and all these value not values like the way we are socialized that's the word helps to indoctrinate these ideas into us. So this actually leads us nicely onto the idea of indoctrination. So it is believed that pupils are brainwashed by ruling classes to be the ideal
• 12:30 - 13:00 workers. Yet again students are taught to be obedient and passive and students don't see this exploitive nature as they are socialized to respect authority. This also leads to the idea of false consciousness that it's told that it's benefiting you and actually benefits the system. So students might be made to go to intervention sessions because it's like, "Oh guys, we'll help you get those grades. You'll get them passes." But actually, it could just be helping them in the league tables look better. And Chsky argues that school is
• 13:00 - 13:30 a filtering system. The most compliant reach the top of politics, business, and media and help protect the BJ and the less compliant are made to internalize failure and end up in dead end jobs. Because this is so if they're able to support the capitalist system from a young age, they can go into those areas and dominate them and become wealthy and powerful and all those great things or is it so great? And now we're going to go into one of the main when I said main
• 13:30 - 14:00 main studies of sociology. It's the one and only Paul Willis learning to labor study. So for those who don't know, neo-Marxist Paul Willis criticizes the concept of brain motion because many students rebel from education as a secondary agent socialization. So this is the study. Uh basically his study was looking at uh 12 workingclass boys in the Midlands and they were part of anti
• 14:00 - 14:30 school subculture. So they're engaged in behaviors such as like smoking, truitting, bullying, whether that have been like homophobia, sexism, things like that. So they were failing in school. So they chose to seek alternative means for status. So that's what he was investigating within his study. But it's very useful in terms of looking at not only rebelling from the norms, but also workingclass white boys is
• 14:30 - 15:00 experiencing education. Anyways, a whole range of academic subjects actively encourage students to think critically about society and their role of elite. So it can be argued that it's actually not indoctrinate. So examples of the subject is sociology itself like now we're discussing it and criticizing it, history, English, media and critical thinking. Students are explicitly taught about features of the hidden curriculum including enterprise days and employability skills etc. Bald and Jesus's research is not
• 15:00 - 15:30 res representative of all western schools as it was carried out in only few American high schools in the 1970s. Okay. So now we're going to discuss the strengths and weaknesses of the Marxist approach. So a strength is that it exposes the myth of metoxy and uses this concept of brainwash exploited working class into accepting their status because of their own efforts not the capitalist system. So it's diverting attention. It's like, "Oh, well, I haven't done well cuz I haven't tried."
• 15:30 - 16:00 But actually, the capitalist system reinforces them to fail. And I education is an ideological state apparatus legitimizing capitalism through the formal and hidden curriculum. And Paul Willis's research has also led on to people looking at gender, ethnicity, and class inequalities. So, that's good. And a weakness is that Marxists don't agree on the way in which class inequality is achieved. So obviously if they don't collectively agree that weakens the argument because it's like what do you
• 16:00 - 16:30 actually believe? So balls and jin is to take a top top down structural approach and say that is determined the outcomes because students are so passive and obedient that they become indoctrinated to the ideas whereas Paul actually argues that students are not passive and dosile they're actually active and can overcome this by rebelling but yet his research doesn't reflect this as there was no girls involved so it can't be as
• 16:30 - 17:00 represented. ative and then yet again Marxism very class centered and can ignore gender, sexuality and ethnicity and how they play into place. Okay, so next we have my favorite topic. It was so hard to break this down as there's so many things I could talk about. I feel like I could do an hour video on this alone, but that is social policy and education. There's a lot to get through, but we're just going to get started. It's useful, I promise.
• 17:00 - 17:30 Starting off with the 1944 education act. The features of this policy was that it introduced compulsory state education up to the age of 14 and that was a tripartite system of supposedly equal status schools. That's a key word supposedly. And the three skills were grammar, secondary modern and technical skills. Children would sit an IQ test at 11 that measured their inner ability which is known as the 11 plus. those that passed the 11 plus exam got grammar
• 17:30 - 18:00 schools which is approximately 20% of the students. Now the aims of this policy so obviously it was post World War II obviously Britain had been through a lot and it was time to get back on our feet and rebuild the country again. So as part of the postwar welfare state creating a land fit for heroes and this was tackling if you know William Bever's report also known as the beverage report tackling the five evils and this one specifically looks at ignorance and they wanted to abolish
• 18:00 - 18:30 inequality in state education. The 11 plus exam was seen as a fair and scientific way to measure ability that was that a child is born with. So that's like your inate abilities. So now it's time to evaluate. So her strength is that it provided upward social mobility for the workingclass children who pass the 11 plus and it continues to provide high quality education for 5% of UK children that still go to a grammar school. However, when I said earlier that there
• 18:30 - 19:00 was supposedly equal status schools where actually a criticism is that secondary modern and technical students were labeled failures and often not allowed to sit formal qualifications as a result of the labeling. So there wastes a lot of working-class talent as they weren't given the chance and they were labeled by well you're not going to the grammar school. Um feminists were critical as there were few girls grammar school places meaning that girls required a higher pass rate than boys to attend. So
• 19:00 - 19:30 obviously that's not equal nor metocratic either cuz it's like hang on girls have to get a higher score than boys that isn't fair. So moving on to 1965, we have the comprehensive education act. So comprehensive education abolished selection at the age of 11 and aimed to educate all children in the same secondary school regardless of their class, ethnicity, gender or ability. The aim to the policy was basically that the tripartite system had
• 19:30 - 20:00 not succeeded in creating equal opportunity. The Labor government were critical of a highly divisive tripartite system and that social mobility had actually stalled rather than improved. It was believed that democratic ideals were more likely to occur in comprehensive system where all children are given the same opportunity. So strength of this is that it recognized that children actually do develop at different weights and some might be known as like late bloomers and can be in higher setting streams later
• 20:00 - 20:30 on rather than choosing their so-called innate ability at 11 years old. Uh some weaknesses are that private schools still exist for the wealthy which is about 7% of the UK children go to private schools. So yeah, again there's still that division and also 5% of students still go to grammar schools. So grammar schools are still in use. M uh not Marxist sorry that you write were very critical of
• 20:30 - 21:00 comprehensives saying that the lack discipline with students organizing strike events. It was poor results fa to prepare children for work even though results had improved and a lack of parental choice and skills. We'll go on to that later in the idea of parenttocracy. Speaking more about the new right, we have the education performance. So features in this policy were testing national curriculum league tables and offstead was soon followed by
• 21:00 - 21:30 this and open enrollment. The aims of the policy link heavily to marketization and that it would increase competition between schools. So this is the idea that schools run more like businesses to drive up the standards. Uh local authority run schools were failing children and there was no incentive for schools to improve individually. So ultimately school results did improve as we can see by
• 21:30 - 22:00 this table here. We have 1988 when it was introduced and the level of a star to CG grades was at 41.9 and then 1997 that's when the Labour party came into power and the conservative government obviously came to an end was 54.4%. So obviously you can see there is a jump there. So it did in fact improve grades. However, there is still a significant
• 22:00 - 22:30 gender, class and ethnicity disparity in the results and also testing increases stress on pupils. So that's obviously a negative cuz marketation is like right is drilling exam culture. So obviously you have your SATs in year two I believe and then you have them again in year six and obviously GCC's A levels constant testing throughout school. money is spent on marketing and not
• 22:30 - 23:00 education. So for example, schools might advertise. So for example, schools love a good pen, a good branded pen. For what they're spending on pens, they could be putting it into their education. And there's more criticisms you can see there. Looking at the new right a little bit more, we can see that marketization, like I just said, is a process of introducing market forces of consumer choice and competition between suppliers into areas run by the state. Government policy since the 1988 educational format
• 23:00 - 23:30 has have had marketization at the core. So we have big Maggie and the new right were big on reduction state control over education increasing competition between and within schools and greater parental choice of schools which is known as parenttocracy. So these were their three keys and here's example of some of the policies. So we have the national curriculum testing like I said there
• 23:30 - 24:00 league tables offstead open admissions things like that and here we have so you can see how students are silk shifted. So we have funding formulas based on a number of students a school attracts. So basically like I said the more students you have the more funding they get. So you can see on the cycle here more funding more facilities they get better results. This keeps going round and round and round round and the
• 24:00 - 24:30 students that threatened that will move to other schools and the ones that like cream the good part to keep them to keep boosting the school. Moving on we have new labor policy. So the new labor was in power 1997 until 2010. So one of their aims was specialist schools. So quickly looking at them, they were schools that was supposedly expert in one of 10 subjects such as sports, business, maths and
• 24:30 - 25:00 computing. The new Labor government was simply continuing the market force agenda, giving parents more choice over schools with the aim to drive up standards and parenttography. The problem with specialist schools is that they quite often they weren't actually specialist schools and they just used the funding to improve that area. So for example, they could have had a really bad maths department and they were like right we're going to become a math specialist school and they've improved that math department and it might just become average but then they become labeled as
• 25:00 - 25:30 a math specialist school when actually they were just improving it but that wasn't the intended purpose obviously. Then we have citymies. Uh citymies were introduced to improve standards in deprived working-class inner city communities. The schools were provided with additional funding, superheads and expert teachers. So these were often in areas that had workingclass and b communities such as black Asian minor ethnic that for those who don't know
• 25:30 - 26:00 communities who were underachieving the schools were removed from failing local authority control and ran themselves independently with direct government funding. So a famous example of this would be Mossborn Community Academy which is in Hackne London I believe and within 5 years they managed to get 85% of the students to get a star to C grades and I think within this school they have like
• 26:00 - 26:30 40% of students on free school meals and things like that. So that's something to account for. Shu start centers. This is another big one for the new labor. The centers offer child care, play sessions, parenting advice, and employment coaching. And at their peak, there was 3,600 centers with a budget of about 1.8 billion pounds. Student start centers were
• 26:30 - 27:00 essentially designed to boost the reading age for children. So they found that there was an 18month gap between learning between a working class compared to their middle count middle class counterpart. Um however middle- class parents actually often hijacked. So they didn't literally go in and say hands off, you know what I mean? But like they basically abused this free system for the people who needed them most as a way of getting subsidized care for their children which intimidated working-class
• 27:00 - 27:30 mothers and prevented them from actually taking their children there. So of course this led to the decline of shoe start centers. Then we have educational maintenance allowance. Educational maintenance allowance was paid to six form students between £10 to30 a week for coming to college meeting their deadlines and achieving good grades. The aim was to boost six form and university participation especially that of working-class students and it helped drive up drive up
• 27:30 - 28:00 social mobility for these students and the Labor government wanted to increase higher education participation to around 50%. And this is obviously a strength because it's given them money and helps them meet the free costs of education hidden cost of free education. Did I say that? Anyways, um yeah, so they could help buy textbooks, traveling, things like that. But obviously there was no monitoring where this money was being spent. So it didn't
• 28:00 - 28:30 have to actually be spent on educational resources. It could be spent on anything the students wanted to. Moving on to my final section of social policy. We have the conservative education policies. Uh I should also mention so there was a coalition government and it was between the conservative and liberal democrats between 2010 and 2015 and then 2015 to recently 2024 it was the conservative government in power. Just a little
• 28:30 - 29:00 background details. So trebling of tuition fees. We can blame the conservative government for this. Uh this was a marketization policy. The government hoped that by changing 9,000 changing tuition to £9,000 a year that university stands would increase. So basically the universities that lower on the league tables wouldn't charge the full 9 grand because they were providing a lesser product. The education quality wasn't as high. However, as you will know if you're applying for university yourself,
• 29:00 - 29:30 all universities charge top whack. And obviously this was not intended. However, arguably the number of first and 21 degrees awarded at universities are higher than ever. So that's something. So now we have pupil premium. Pupil premium is additional funding given to schools to help improve the attainment of discriminant groups. So those who are eligible are
• 29:30 - 30:00 either in care, were adopted on free school meals or income support. Schools are given additional funding between 900 and2,400 per student to help boost them because they're part of a disadvantaged group and there is a link between deprivation and under under performance at school. Sorry, got the hiccups. Um, however, most parents don't actually know that their child is entitled to
• 30:00 - 30:30 this money and also due to school funding cuts, this money hasn't actually been used per that individual child to help boost them rather than all the children to school to help assist that way. And then we have GCSE and Alevel reforms since 2016. So prior to 2016, a lot of subjects actually had course work which has been removed because it was seen that schools were helping too much with coursework
• 30:30 - 31:00 and rigging it. So it wasn't exactly fair cuz obviously the schools want to be high up in the league tables. So you know give the students a little nudge to get better results. Um so therefore they were more exam based and exams were made more difficult to help compete for skills on international stage. So there's things like the English baloria where you're told to do, you know, your three core subjects, your language, your history, geography, things like that, like
• 31:00 - 31:30 internationally recognized qualifications rather than like coursework subjects. However, a key term linking to crime is your strain theory and this would be people innovate to achieve ultimate means. So if they can't achieve them for proper wear, they cheat to get off the league tables. We are now on to topic number four. This is only a short one. What is
• 31:30 - 32:00 globalization? So Giddens refers to globalization as the increasing interconnectedness of societies. Water adds to this by saying it is a social process in which constraints of geography on economic, political, social, and cultural arrangements have declined. Oh, I didn't know I put a little spin in there. Sorry, that caught me off guard. Globalization has been facilitated in the past with advances in traditional forms of communication such as through
• 32:00 - 32:30 television. However, more recently due to development of information technology such as internet and social media and also the acceleration in international migration. So what are the impacts of globalization on education policy? So Kelly says that British education policy aims to allow the students to compete with international students. Like what we said earlier, the British econom economy is global and
• 32:30 - 33:00 skilled workers are required to keep in the G7 as richest nations. So that's basically the top seven richest economically nations in the world. Um Michael Gove and the coalition government use Britain's foreign position on the Pisa leaf tables which is the program for international students assessment. It's basically done every 3 to 5 years to see where each country ranks. in terms of reading, writing and maths I believe. So here we have the UK results. So we started at
• 33:00 - 33:30 25th under the Labor government and then we moved to 22nd place with the coalition government and to 14th place in 2018 with the Conservative government. So as you can see to be working. So what's the impact of globalization of education policy again? Arguably it has led to the commod commodification of
• 33:30 - 34:00 students. So globalization has led to the commodification of students. So by bowl British universities compete to attract overseas students who pay higher fees. They have also set up universities overseas based on their British brands. Many British students study in foreign universities that specialized in certain fields. So, for example, you might go to a university in Germany cuz they're famously known for like the good engineering degrees, for
• 34:00 - 34:30 example. A weakness of this, I forgot to talk them, was that many British students go to university overseas because it is cheaper given the high cost of tuition in Britain. I think it's gone up to £9,535 now. Just went up again recently, hasn't it? But um so yeah, students are being treated and as a commodity to be bought and sold as profit and this has led to 50% of UK students considering study abroad due to the cost with 14% of
• 34:30 - 35:00 them actually doing so and moving. But another good part of it is that it's led to a multicultural curriculum. So arguably blue earlier was saying that the curriculum is actually heavily ethnosentric but now we're driving towards a change. Uh schools must teach students about other faiths and cultures beyond the white. So 81% of the population UK is white and 11% being Christian which
• 35:00 - 35:30 is dominant. uh for example lessons teach about world faith such as Hinduism, Islam, Buddhism, all those types of things and geography lessons can teach about indigenous cultures. Uh multiculturalism has led to an increased emphasis of equality and that's not just on obviously minority groups also across other groups such as special educational needs students, free school meal students and English as additional language students. So those are the ones that speak English as a
• 35:30 - 36:00 second language or third or fourth I don't know but yeah um and off targets these groups and looks at them when evaluating the performance of a school as these are vulnerable groups linking to what I said earlier the teachings suggest that they are distinct from international values linked to human rights that was possible British values I missed it out but here we have our British values for you don't liberty, democracy, rule of law, mutual
• 36:00 - 36:30 respect, and tolerance. We could arguably say, what is remotely British about them? Like, are they just not human rights? Are they just not basic values that you should have? But again, again, we love to brand them as British values. British. Topic number five. We're getting there, guys. International school relationships and processes. Starting off with a hidden
• 36:30 - 37:00 curriculum. We alluded to this a bit earlier. So this refers to the things that you were taught in school not explicitly taught and it links to the Marxist concept of the correspondence principle which was balls and genius what we spoke about earlier. So an example is that students are taught the value of extrinsic rewards such as with exams. So when they go into the workplace they are willing to stay at the job for money rather than intrinsic value of the job. So if you don't know what that means, basically the intrinsic value be like I love my job. I love doing this. Like so
• 37:00 - 37:30 for example you've become a singer because you love singing. Whereas some people might become a singer because they're good at it and you get good money. They might not necessarily like it. That probably wasn't the best example, but anyways, we'll move on. Arguably the hidden curriculum is no longer hidden. For example, we learn about it in sociology, which is really ironic. Also, not all students conform. Thinking back to Paul Willis's learning to labor. So, like now we're talking
• 37:30 - 38:00 about the hidden curriculum. If it was so hidden, we wouldn't be discussing it. So, yeah. Next, we have labeling. Laboring theory suggests that teachers judge pupils not by their ability or intelligence, but by characteristics such as appearance, gender, behavior, class, and ethnicity. Interactionalists argue that individuals develop a low self-concept or view themselves based on how others react to them. So this refers to Koulie's concept of the working class self. Um so this
• 38:00 - 38:30 refers to how peoples interact with teachers and fellow students can shape their identities which can in turn influence their educational attainment. So if a teacher says, "Oh, you're really bad at maths." Oh, you can't do that. Oh, that was too hard for you. Oh, you're so bad. You need to do better. You need to do better. You'll soon internalize that and go, wait, maybe I am bad at maths and maybe I'll never do well and I can't get better. And this links into the
• 38:30 - 39:00 self-fulfilling prophecy. So, a self-fulfilling prophecy is a process where labeling someone in a certain way cause them to live up to an a label and fulfill the prophecy known about them. And this links to Rosenal and Jacobson's pig million in the classroom study. This again is another case study that it'd be good if you're aware of. So it's a field experiment taking place in a elementary school in the USA. 20% of the students were randomly selected and labeled as intellectual spurs. So basically the
• 39:00 - 39:30 teachers were told right these are the clever kids. These are the ones that are going to excel. Where actually they were just randomly selected. There was no evidence behind it, but the teachers weren't aware of that. And eventually when they re-evaluated the school, the children's process progress, sorry, at the end of the year, their prophecy was in fact fulfilled with that 20% group making higher than average progress than what they would have done, but also compared
• 39:30 - 40:00 to the other students. Um, a criticism is that IQ tests are a poor way to measure ability. and teachers were not observed in the classroom. So interactionalists thinking of your research methods would argue that it there's no in-depth understanding which is also known as the stone. So yeah, we have the stats of well look they improved a cause and effect relationship. You know they were given this label and they fulfilled it
• 40:00 - 40:30 but we don't know the finer details of why this happened. Next we have setting and streaming. So setting is where individuals are placed into sets based on their ability and differ across subjects. Whereas streaming refers to splitting pupils into groups based on their ability which you stay across all subjects. So setting you might be in bottom set maths top set English whereas streaming is that you're the same across all your subjects.
• 40:30 - 41:00 Setting and streaming has become more of the norm in schools because of marketization. Competition between and within schools helps to normalize it. Parents, students and teachers accept it as part of meritocracy. And this links on to Gilborn and Noodle's educational triage. So as we can see by this beautiful diagram here, a people gets labeled by a teacher and they are then triaged. So triage try three different stages. First one being those who will pass
• 41:00 - 41:30 anyways and can be an O. So you know your A star students, yeah, they're clever. They'll revise at home. We don't need to worry about them. You've got the ones that will fail. It can be an O. They don't try at all. They're a lost cause. We can't help them. And then you have the borderline pupils who can be helped and might succeed if they have a little bit of help and intervention. Criticisms of this is that there's lower teacher expectations on students in the lower streams which might prevent them
• 41:30 - 42:00 from climbing into the other higher sets. I couldn't think of a better way to word that. It also leads to labeling and increased stigma reduced access to opportunities. So they might not be entered for for example higher exams might be limited to the foundation level and there's a difficulty removing labels. So if a students have been placed in the bottom it's hard for them to overcome that and say I can actually get out of this group I can go into the next set for example
• 42:00 - 42:30 because it's so ingrained into you again it's a self-fulfilling prophecy of I'm not good enough. Okay so next we have the ideal pupil. This refers to the student profile teachers implicitly hold in their minds representing their expectations of the model student. So for example, a teacher might be like, "Oo, the best student is one that hands in their homework every week, concentrates on lesson, contributes, things like that."
• 42:30 - 43:00 Developing this further, we have Gilborn and Udel who studied two London secondary schools in which they found that working-class pupils were more likely to be seen as disruptive, illprepared and demotivated whereas middle-class pupils were more likely to be seen seen as cooperative, wellprepared and motivated. So this often led to workingclass students typically being in lower sets with middle class students dominating the higher sets. Looking at this study, it lacks
• 43:00 - 43:30 representiveness because it was purely based on two schools in London. So it's only micro scale, but it was an observation and it had interviews giving greater understanding which was the day and again increased validity. Then we have subcultures. A people subculture is a group of peoples that share similar norms, values, and patterns of behavior. Lacy argues that these develop through differentiation and
• 43:30 - 44:00 polarization. Pro school subcultures gain status and academic success success whereas anti school subcultures must find ultimate means to gain status. So here we have another diagram loving these. So differentiation teachers positively or negatively label students. Polarization students react to their label. They adopt two opposite poles or extremes. So that's your pro subculture or your anti school sub school
• 44:00 - 44:30 subculture. I don't have time to go into the individual individual subcultures, but ones that I would recommend looking at is so for your African Caribbean male subcultures, su study. Um, black female subcultures, you have fuller study. White female subcultures, ring rose. white male workingclass subcultures. Again, Paul Willis, get him in as much as you can. Honestly, um an A3 of this is Mack and found that
• 44:30 - 45:00 there are different types of working-class male subcultures and he found them there as four different types. So, having Paul Willis homogenizing them, there's actually four different types which he found were academic achievers, macho lads, new enterprises, and real Englishmen. Again, take your time to look into those subcultures. So moving on to topic number six is social class and education. First we're going to look at material deprivation. So material deprivation is the inability to afford
• 45:00 - 45:30 basic resources which can impact a pupil's educational achievement. Pupils are unable to afford things like sufficient food, heating or clothing and educational resources which leads to underachievement. Some key stats you should know are that 33% of children in receipt of free school meals gained five or more ASAR to C grades compared to 61% of students who are not in free school meals. Middle class children have a
• 45:30 - 46:00 reading age of about 2 and 1/2 years ahead of workingclass students by the age of 15 and also 90% of offstead rated fail schools are in deprived areas. This consequently can lead to silk shifting where schools may offer working-class students who threaten the school's position on league tables. Housing. The quality of housing a people lives in can affect achievement and skills such as child development can
• 46:00 - 46:30 be impaired through a lack of outdoor space for safe play and exploration. Living in temporary accommodation may involve having to move frequently resulting in constant changes in school and disruption to education. Families in temporary accommodation also suffer from more psychological distress. Um, children in crowded homes run a greater risk of accidents. So, such as cold or damp accommodation can also cause health and respiratory issues. Overcrowding means less room for
• 46:30 - 47:00 educational activities. So, nowhere to do homework, disturbed sleeping from either sharing a bed or sharing a room, etc. Okay, so Howard looks at poverty and poor diets, saying that children from poor homes have lower intakes of vitamins and minerals, which may result in more absences from school, which is more lesson time missed, and when they actually are in lessons, they might have a lower level of concentration. B discusses the cost of
• 47:00 - 47:30 education. A lack of financial support means that children from poor families have to go without equipment and miss out on experiences such as like abroad school trips and things like that that would enhance their educational achievements and this is known as the hidden cost of free education. Looking at universities, we have the Oxford dropout rates. So 16.6% 6% of students drop out of the London Metropolitan University compared to a low of 1.5% at Oxford. However, if we
• 47:30 - 48:00 look at the types of students that attend Oxford University, over 50% of Oxford students come from private education. And from this, we can imply that richer upper class families can provide a better quality education for their child, meaning they're more likely to fulfill their degree. calendarer and Jackson discussed the fear of debt debt. I don't know why I even said that. They found that working-class students are more debt adverse and saw
• 48:00 - 48:30 debt as a negative. Also, some saw cost more cons I should say than benefits going to uni. The more debt adverse students were over five times less likely to apply than the most debt tolerant students. The government has tried to compensate for students from low income backgrounds with things like education maintenance loans as we discussed and you have your burseries, pupil premium and for uni
• 48:30 - 49:00 students you have your student loans but again if you look at the criticism from education policy you'll see that those things don't always work. Okay so now we're going to look at cultural deprivation. This is the concept that working-class families fail to prior primary socialize their children adequately. Bernstein argues that speech patterns of those at the bottom of the class system are inferior. He referred to the speech cause of the working class as restricted while the middle/per class being elaborate. This benefits middle class
• 49:00 - 49:30 students as a teacher speaks it, the exams are written in it, textbooks use it, they're rewarded for using it, such as in your speaking exams. However, this disadvantages the working class as they become alienated in the classroom which could also lead to negative labeling. So looking at this Bernstein recognizes the role of school in influencing underachievement. The school fails to teach students how to use
• 49:30 - 50:00 elaborate record. Rather than teaching them they actually discipline them. And however, Bernstein devalues workingass speech as inadequate when it works in their own habitus. So we have Bernstein. Habitus is actually coined by Bard I believe but anyways habitus refers to norms values attitudes and behaviors of a particular social group or class.
• 50:00 - 50:30 So evaluating cultural deprivation and building on it further should I say workingclass attitudes and values play a role. So according to cultural deprivation theorists large section of the working classes have different goals belief and attitudes and values from mainstream society. Workingclass children internalize the beliefs of their often deviant subcultures and underachievement. Working-class jobs require less skills, are less secure, and have fewer
• 50:30 - 51:00 promotions with wages peaking early. Sugarman refers to four main aspects of this. Fatalism. So again, think of your learning to labor. Collectivism, immediate gratification, s rather than rather than putting working hard free exams. So for example, like A levels, you go, it's two years away like that's too far and when I get my qualifications, I have to get a job. They just seek it now. So they might they might be more likely to go straight into employment and again present time
• 51:00 - 51:30 orientation. It's thinking out now. Oh well I need the money now. Like rather than building a career that might get you a high paid job. It's like I need it now. I go into appointment now. Criticisms. Teddy believes that cultural defation is victim blaming. working-class culture is in fact just different and not deprived but because it's seen as inferior and makes it believe this way. Working class failure is down to the systematic discrimination within a middle class education
• 51:30 - 52:00 environment. So then again it's the favorite of the middle class and it's tailored towards their needs excluding the working class. Schools fail to challenge middle-class bias in terms of language bias and negative labeling. Working-class parents are intimidated by working-class school environments and less working-class engagement with school partly attribute to irregular work patterns and shift work. So, parents might not be able to go parents evenings and things like that or like
• 52:00 - 52:30 open evenings because they simply can't be there because of work. Okay, so I think I alluded to this earlier. Of course, we have cultural capital. So here's bord capital is something useful to help you achieve your goals in a particular group or society. So you have cultural, educational and economic capital. Cultural capital is knowledge of values, attitudes, tastes, abilities and language of the dominant culture of society. Dominant culture is normally
• 52:30 - 53:00 the middle class culture. Hence workingclass culture is devalued in education as rough and inferior. Middle-class families have more cultural capital because they know how to help their children with homework, can relate to teachers, so they're more likely to contact teachers with questions and complaints. They feel comfortable doing research and are more likely to read things like offstead reports. They have the money to move to different catchment areas with think again 90% of the film schools in areas. And they can see the importance
• 53:00 - 53:30 of high culture and wider learning. They might take the kids on museum trips or give them music lessons or go on holidays abroad to experience different cultures. However, cultural capital is accounted for some of the class differences in attainment while working-class children had equal amounts of cultural capital. Some middle class children did better because of high levels of economic capital and aspirations. So an example of this is 7% of children in the UK are educated in
• 53:30 - 54:00 private schools receiving both best education and educational capital. So we can't look at cultural capital alone. There's always something more to it. Topic seven, we have gender and inequality in education. Females outperform relative to males because schools are too feminized. Coursework favors girls. Female friends are more likely to be part of pro school cultures. And if you look at like the march of progress, women have more opportunities now than
• 54:00 - 54:30 ever. And girls are more pressured to do well in their A levels or GCES with 60% of parents thinking it was important for their daughters to go to university. Reasons why males might underperform in comparison to females because the lack of male role models. They're good at practical tasks and they are more likely to be part of anti schools cultures with lower expectations placed on them. So if you look at here we can see like at the lowest point in
• 54:30 - 55:00 1989 which was when the education reformat was first introduced there was only a 4 point gap between boys and girls achievements. This increased to a 9% gap in about the 2000s then decreased to seven and now it's increased to about nine again. So there is a gap between learning but again we can see that both genders have increased a
• 55:00 - 55:30 lot. So the first thing we're going to look at is the feminization of the school environment. Epstein argues that there's a poor boys discourse that blames the school environment for failure of boys. 90% of primary school teachers are female, meaning that there is a lack of positive role models for boys, meaning that the environment becomes alienating. And there's a belief that teachers don't understand masculinity and provide girls with more attention. However, it can be argued otherwise as Abraham argues that deviant
• 55:30 - 56:00 boys receive more attention from some teachers. Mits and Brown argue that teachers are less critical of boys than girls and more female teachers and female leaders act as a role model for girls. Girls also produce work timely of high standard and well presented and boys of the opposite creating a self-fulfilling prophecy. Again linking back to that marketization and league tables have seen schools trying to recruit more girls that outperform boys and exclude more boys who underperform
• 56:00 - 56:30 ultimately just to make them look better. So criticism is of this. Caron argues that there is a little evidence of a link between the teachers gender and male outcomes. Reed studied the use of discipline by over 50 male and female primary school teachers. Both were as likely to use male discipline discourse or fer which is like authoritarian loud and sarcastic characteristics. Schools also remain very patriarchal still. May this be due
• 56:30 - 57:00 to the competitiveness, the hierarchal structures. So you might be more likely to have like a male principal whereas like the teachers might be female for example. Um and they're also sexist. There's no way to put that really. So for example, girls bodies and uniforms are more tightly controlled. For example, skirts. The pressure placed on girls also makes them more vulnerable to things like eating disorders, self harm, and depression.
• 57:00 - 57:30 and girls throughout all levels of education is to be primary or use university. Unfortunately, they are still victims of sexual assault. And if you're interested, you can go on the everyone's invited website, which is basically a place where people can upload their testimonies and experiences within educational system, but also of aspects of society where they have faced either sexual assaults or things of that area.
• 57:30 - 58:00 Then you have the impacts of subject choice. So this is at university. So you can see that men are more likely to go into careers such as engineering, computing, maths and things like that. Whereas females are more likely to go into veterary science, psychology, humanities and things like that. Skelton and Francis argue that there are consider considerable differences between boys and girls in subject choice at a level. Boys follow technical and
• 58:00 - 58:30 science-based courses while girls follow caring subjects such as arts, humanities, and social sciences. As we can see here, females end up in relatively lower paid and low status jobs as a result. However, looking at the other side of this, more women are now entering and studying medicine, dentistry, and law than men. So, when looking at subject choice, they're often highly influenced by our teachers, parents, and our peer groups,
• 58:30 - 59:00 and how they steer us towards subjects that are deemed acceptable for our genders. So subjects that females are drawn to are mostly taught by women with discursive teaching styles whereas subjects that males are drawn to are mostly taught by men with more traditional teaching styles. Um however it's found that in single sex schools the subject choice gap is narrowed showing the importance of peer pressure and teacher labeling on subject choice. So for example, it was
• 59:00 - 59:30 found that in single sex schools, girls are 2.5 more times likely to choose physics at A level compared to a mixed sex school. Science is seen as a boy subject because science teachers are more likely to be men. Examples teachers and textbooks use are often drawn towards boys interests. So, for example, like it just makes me think of like in physics where like, oh, Ronaldo kicked the football at so and so, whatever, work out the
• 59:30 - 60:00 force. I don't know. I remember I had to do that. It just sticks out my mind. And also in science lessons, boys dominate the laboratory. So, they might be causing havoc basically smashing things, turning the buns and burners all the way up. You know how it is. Uh criticisms of this are the underachievement of boys is ultimately a moral panic and it's been amplified by press on writing and gang violence that under achieving boys go into and become involved in. Obviously
• 60:00 - 60:30 not everyone becomes a gang member and it also ignores other factors such as social class which has a five times more impact and ethnicity which has twice the impact on educational outcomes. And now we have reached the final topic. Ethnicity and inequality in education. Cultural deprivation is the first thing we're going to look at. Ethnic minorities can be held back with a lack of reasoning skills, a lack of
• 60:30 - 61:00 problem solving as well as poor language skills. For example, spoken written communication can be unrammatical, disjointed, and lack abstraction due to them speaking the restricted code. However, if you look at this table, not table like bar chart, that's what it is right here, you can see that Chinese, Indian, and Bangladeshi students are outperforming white British students and above the national average. So therefore, that just proves that theory wrong. Back with my beautiful diagrams,
• 61:00 - 61:30 we have Moan's vicious cycle of cultural deprivation. So you start at the top and it's the idea that children are inadequately primary socialized. This means that they fail at school then they go on to not value education and ultimately they become inadequate parents. You can tell we're getting towards the end cuz I have to make like bubbles and stuff to make it exciting.
• 61:30 - 62:00 So fatalism, black students are more confident to place success or failure in exams down to the teachers or the exam questions, neglecting their agency or free will to affect the outcomes of exams. Family setup over 50% of AfroCaribbean families are loan parent with 90% of them being metro focal, which basically means that they're headed by a woman. This can lead to financial struggles which links to the hidden cost of free education. A lack of
• 62:00 - 62:30 a father figure means a lack of role models in terms of achievement. So they say like if like a white middle-ass individual has their father present at the home and he is a business owner for example, then you can look up to that and be like oh I'm going to be like I want to own my own business. But if you don't have that person to look up to you might not have those aspirations. And also a lack of a discipline disciplinarian slashinstrumental male leading might
• 62:30 - 63:00 lead to misbehavior at school and as Patricia Morgan new right speaker says single parent families breed delinquents. for this links to that. Price argues that the new right blames black underachchievement due to a lack of male role models, failure to embrace meritocratic British culture. So again with the idea of fatalism over here and less resistance to racism and a lack of
• 63:00 - 63:30 self-esteem leads to failure. Okay, so I alluded to this earlier when we're talking about subcultures, but we have Suil and him his findings into black male failure. So he blames it to a lack of tough love and a lack of a father figure. So again, it's that authoritarian discipline figure in their life, which they lack. Um, it's also blamed on street and gang culture, which offers an alternative form of love and status for anti-school
• 63:30 - 64:00 subcultures. And this also links in with peer pressure. So evaluating this, Driver argues that it ignores a positive effects of ethnicity on achievement. The single parent matriarchal family empowers black girls leads to better outcomes. Lawrence argues price is wrong. Black pupils underachieve because of racism and education and not because of low self-esteem. So this again could link to victim blaming because they're actually victims of institutional racism rather
• 64:00 - 64:30 than having just a low self-esteem. KDI argues that BE children are culturally different and not culturally deprived. Schools are ethnosentric and they adhere to the dominantly white curriculum. So here we've got 11% of GCSE modules reference black history, but also some of those could be negative representations. So they aren't always positive. So it could be like white colonialism, the slave trade. It isn't isn't exactly
• 64:30 - 65:00 empowering and there so ethnosentric means that the running of schools is done in a way that supports the majority ethnic perspective which is white British. Okay. So we discussed this earlier material deprivation but this is looking at from an ethnic perspective. So BAE members of society are more likely to face material deprivation. For example, 50% of BEAM children live in low-income households versus 25% of
• 65:00 - 65:30 white children. BAM unemployment doubled that of the white community. Bangladesh and Pakistani workers are twice as likely to be on the minimum wage than a white counterpart. BIM communities are more likely to work shift patterns. So this could be night shifts. And this means that there's less time to discuss issues on a dinner table. So say if a child is struggling at school, they don't have the opportunity to tell their parents because they simply aren't seeing them.
• 65:30 - 66:00 And they also receive less help with homework or cultural capital activities such as museum visits cuz the parent is obviously going to be catching up sleep and doing all the things they need to do at home whilst they could be doing them. And also parents may miss parents evenings or opening evenings things like that. It can also impact sleep patterns causing a lack of cont concentration at schools. Again live more likely to live in deprived areas. This links to the
• 66:00 - 66:30 offsteads more likely to be fed in schools leading to anti-school culture anti-school subcultures and overseas qualifications are less valued or recognized by employees affecting the children of migrants. Asylum seekers are usually not allowed to work. So this could drive fatalism into children if parents have worked hard at schools overseas but yet their qualifications are not recognized by the UK industries because they might be like well my parents put all in that
• 66:30 - 67:00 hard work and there's nothing to show for it so I might as well not work hard. So we've reached our last slide which is racism and wider society. Ultimately education is racist because society is racist. Education is just an institution as part of this big system. So again, you have institutional racism because of this. Poverty or material deprivation is often caused or made worse by racism with Rex arguing that
• 67:00 - 67:30 discrimination in housing often drives ethnic minorities into substandard accommodation deprived areas and poor housing. So we can link this back to material deprivation when we looked at from class all the troubles of the housing and things like that hazard a person. Wood argues that discrimination is in employment leads to ethnic minorities leads to sorry leads to ethnic minorities to low paid work or unemployment. Ethnic minorities were 50%
• 67:30 - 68:00 less likely to receive an interview for a job compared to a white person which has a lack of upward mobility. Catchment areas again offset the 90%. Connelly argues that class, gender, and ethnicity overlap in different ways for different students. We overestimate the importance of material deprivation compared to cultural deprivation. Indian Chinese students who are materially deprived still outperform middle-class white children with 80% of female 86% of
• 68:00 - 68:30 female Chinese students on free school meals achieve five a starter C grades compared to 65% of female white students not in receipt of free school meals. So, we have reached the end. I don't think I've been bad trying to stitch for an hour, but I just wanted to say if you've got this far, thank you so much. I'm sorry if this hasn't been the best thing cuz it's the first I've ever done a video like this. And it is weird talking to a camera when you're not used to it. But stay tuned for more videos.
• 68:30 - 69:00 I'll definitely do the research methods of theory. And I do intend to do paper two. So, for paper two, I do family and media. So, that's what I'll be doing the videos on. Obviously, it's options. yours might be different and beliefs in society is a popular one and then your paper three of your crime and I can also do other videos so leave suggestions in the comments but also improvements of how I can improve because I'm sure this isn't perfect but
• 69:00 - 69:30 again thank you for watching and bye Thank you.