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\author{Suzie C Dixon (suzie22dixon)}
\pdfinfo{
  /Title (a-level-sociology-educaton.pdf)
  /Creator (Cheatography)
  /Author (Suzie C Dixon (suzie22dixon))
  /Subject (a level sociology: EDUCATON Cheat Sheet)
}

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    \vspace{-2pt}\large{\bf{\textcolor{DarkBackground}{\textrm{a level sociology: EDUCATON Cheat Sheet}}}} \\
    \normalsize{by \textcolor{DarkBackground}{Suzie C Dixon (suzie22dixon)} via \textcolor{DarkBackground}{\uline{cheatography.com/212965/cs/46390/}}}
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  \mymulticolumn{2}{p{5.377cm}}{\bf\textcolor{white}{Cheatographer}}  \\
  \vspace{-2pt}Suzie C Dixon (suzie22dixon) \\
  \uline{cheatography.com/suzie22dixon} \\
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  \mymulticolumn{1}{p{5.377cm}}{\bf\textcolor{white}{Cheat Sheet}}  \\
   \vspace{-2pt}Published 18th May, 2025.\\
   Updated 18th May, 2025.\\
   Page {\thepage} of \pageref{LastPage}.
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  Measure your website readability!\\
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\begin{multicols*}{3}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{CULTURAL DEPRIVATION THEORY}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Controversial}} theory that blames working-class families for their underachievement} \tn 
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\mymulticolumn{1}{x{5.377cm}}{CD theorists claim:} \tn 
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\mymulticolumn{1}{x{5.377cm}}{- Working-class families fail to socialise their children adequately.} \tn 
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% Row 3
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- The working class are 'culturally deprived'} \tn 
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\mymulticolumn{1}{x{5.377cm}}{- they lack the cultural equipment needed to do well at school, and so underachieve.} \tn 
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% Row 5
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\mymulticolumn{1}{x{5.377cm}}{- they lack the attitudes, values, knowledge and skills to succeed} \tn 
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\mymulticolumn{1}{x{5.377cm}}{} \tn 
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\mymulticolumn{1}{x{5.377cm}}{There are {\bf{3}} aspects to cultural deprivation: Language, parent education and working class subculture} \tn 
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\mymulticolumn{1}{x{5.377cm}}{} \tn 
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\mymulticolumn{1}{x{5.377cm}}{{\bf{1. LANGUAGE - BERNSTEIN SPEECH CODE THEORY}}} \tn 
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\mymulticolumn{1}{x{5.377cm}}{{\bf{RESTRICTED CODE}}:} \tn 
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\mymulticolumn{1}{x{5.377cm}}{Usually used by the working class.} \tn 
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% Row 12
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\mymulticolumn{1}{x{5.377cm}}{Limited vocabulary – short, unfinished, grammatically simple sentences.} \tn 
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% Row 13
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Speech is simple. May only be a single word or a gesture instead.} \tn 
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\mymulticolumn{1}{x{5.377cm}}{Descriptive not analytical.} \tn 
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% Row 15
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\mymulticolumn{1}{x{5.377cm}}{Context bound – assumes listener shares the same set of experiences} \tn 
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\mymulticolumn{1}{x{5.377cm}}{} \tn 
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% Row 17
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\mymulticolumn{1}{x{5.377cm}}{{\bf{ELABORATED CODE}}:} \tn 
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\mymulticolumn{1}{x{5.377cm}}{Typically used by the middle class.} \tn 
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% Row 19
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\mymulticolumn{1}{x{5.377cm}}{Wider vocabulary and is based on longer, more complex sentences.} \tn 
% Row Count 27 (+ 2)
% Row 20
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Speech is varied and communicates abstract ideas.} \tn 
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% Row 21
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Context free – the speaker does not assume that the listener shares the same experiences} \tn 
% Row Count 30 (+ 2)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
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\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{CULTURAL DEPRIVATION THEORY (cont)}}  \tn
% Row 22
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
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% Row 23
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\mymulticolumn{1}{x{5.377cm}}{{\bf{2. PARENT ATTITUDE TO EDUCATION - DOUGLAS 1964}}} \tn 
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% Row 24
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\mymulticolumn{1}{x{5.377cm}}{According to Douglas, working-class parents:} \tn 
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% Row 25
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\mymulticolumn{1}{x{5.377cm}}{- were less ambitious for their children.} \tn 
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% Row 26
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- gave them less encouragement.} \tn 
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% Row 27
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- took less interest in their education.} \tn 
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% Row 28
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- visited the school less often (e.g. for parents' evenings).} \tn 
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% Row 29
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- were less likely to discuss children's progress with teachers.} \tn 
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% Row 30
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\emph{this was because working-class parents placed a low value on education}}} \tn 
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\mymulticolumn{1}{x{5.377cm}}{} \tn 
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% Row 32
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\mymulticolumn{1}{x{5.377cm}}{{\bf{WORKING CLASS SUBCULTURE - SUGARMAN 1970}}} \tn 
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% Row 33
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\mymulticolumn{1}{x{5.377cm}}{the working class have different goals to the middle class} \tn 
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% Row 34
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\mymulticolumn{1}{x{5.377cm}}{{\bf{working class goals}}: fatalism, immediate gratification, present time orientation, collectivism} \tn 
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% Row 35
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\mymulticolumn{1}{x{5.377cm}}{{\bf{middle class goals}}: control, deferred gratification, future time orientation, individualism} \tn 
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% Row 36
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- Sugarman claims the working class tend to 'live for today' with a 'carefree attitude'. No career plan.} \tn 
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% Row 37
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{WC children}}: of working through secondary school for no financial reward or qualifications for the next five years makes it unlikely that they will have the 'right' attitude to stick it out.} \tn 
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% Row 38
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{MC children}}: Their parents have stayed on in education to work for qualifications and have the attitude that they can wait for reward. This instils aspiration into middle-class children which helps them maintain their focus and commitment at school} \tn 
% Row Count 31 (+ 6)
\end{tabularx}
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\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{CULTURAL DEPRIVATION THEORY (cont)}}  \tn
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\mymulticolumn{1}{x{5.377cm}}{} \tn 
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\mymulticolumn{1}{x{5.377cm}}{{\bf{EVALUATION...}}} \tn 
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\mymulticolumn{1}{x{5.377cm}}{The working class are not culturally deprived; they are just culturally different from the middle-class culture of schools .(Keddie,1973). Keddie argues that this theory s victim-blaming and that children cannot be deprived of their own culture.} \tn 
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% Row 42
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Teachers have a speech hierarchy and negatively label pupils at the bottom of it (Troyna \& Williams, 1986).} \tn 
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% Row 43
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Working-class parents are interested in their children's education but are intimidated by the school system and offered inadequate communication (Blackstone \& Mortimore 1994).} \tn 
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\hhline{>{\arrayrulecolor{DarkBackground}}-}
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Parental influences over children}} (Douglas, 1964; Feinstein, 2008) \newline Parenting style: Extent and consistency of discipline \newline  \newline Educational behaviours: Amount of help with homework \newline  \newline Use of resources such as books; visits to educational locations \newline  \newline Use of income: Do parents spend money on things which will benefit their children's academic progress? \newline  \newline Level of education: How far the parents' own education was pursued – this is often regardless of class or income.}  \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{MATERIAL DEPRIVATION THEORY}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{What are material advantages?}}} \tn 
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% Row 1
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\mymulticolumn{1}{x{5.377cm}}{Hirsch (2007) students from better off backgrounds had a variety of advantages:} \tn 
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% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- more likely to have structured out-of-school activities} \tn 
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% Row 3
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{...and these activities (which are often costly) helped students from better-off backgrounds to learn particular skills.} \tn 
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% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{...also gave them greater confidence in school, helping them to achieve higher grades} \tn 
% Row Count 10 (+ 2)
% Row 5
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- had more space (such as their own bedroom) making it easier for them to do homework successfully} \tn 
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% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- were more likely to benefit from private education} \tn 
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\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
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% Row 8
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{FACTORS of material deprivation}}} \tn 
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\mymulticolumn{1}{x{5.377cm}}{{\bf{1. HOUSING}}} \tn 
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% Row 10
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Overcrowding can make it difficult to study.} \tn 
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% Row 11
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Disturbed sleep due to sharing bedrooms.} \tn 
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% Row 12
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Temporary accommodation and frequent moves can impact schooling.} \tn 
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% Row 13
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Cold and damp environments can impact the health of children.} \tn 
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% Row 14
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Families may experience psychological distress.} \tn 
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% Row 15
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
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% Row 16
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{2. DIET AND HEALTH}}} \tn 
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% Row 17
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Young people from poorer homes have lower intakes of minerals, vitamins and energy (Howard, 2001).} \tn 
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\mymulticolumn{1}{x{5.377cm}}{This may account for difficulties with concentration and illness} \tn 
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\mymulticolumn{1}{x{5.377cm}}{} \tn 
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\mymulticolumn{1}{x{5.377cm}}{{\bf{3. FINANCIAL COSTS}}} \tn 
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\mymulticolumn{1}{x{5.377cm}}{Bull (1980) refer to the 'cost of free schooling'. The costs of books, computer and equipment can place a heavy burden on families.} \tn 
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\end{tabularx}
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\vfill
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\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{MATERIAL DEPRIVATION THEORY (cont)}}  \tn
% Row 22
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{The stigma of free school meals can deter some families who are eligible from applying.} \tn 
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% Row 23
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Children from low-income families may need to work.} \tn 
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\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
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% Row 25
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{4. FEAR OF DEBT}}} \tn 
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% Row 26
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Students may not apply for further education if they cannot afford it as they would have to take out loans and worry about not being able to pay it back and being in debt} \tn 
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% Row 27
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
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% Row 28
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{EFFECTS OF MATERIAL DISADVANTAGE}}} \tn 
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\mymulticolumn{1}{x{5.377cm}}{Smith and Noble (1995) barriers to learning resulting from low income:} \tn 
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% Row 30
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- unable to adored trips and stationary and uniform: this can lead to students being isolated, bullied and stigmatised.} \tn 
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\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{... State education itself may be free, but supplementary costs can be considerable} \tn 
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% Row 32
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{... 2013 study of the hidden costs of free state schooling £1614 each year} \tn 
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% Row 33
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- less likely of pupils having access to a computer with internet access, a desk, educational toys, books, space to do homework and a comfortable well-heated home} \tn 
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% Row 34
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- The marketisation of schools means that there will be better resourced oversubscribed schools in more affluent areas} \tn 
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% Row 35
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- socially disadvantaged students are concentrated in a limited number of increasingly unpopular schools} \tn 
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% Row 36
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- WC: more likely to have to work part-time to support their studies, or to have to care for younger siblings.} \tn 
% Row Count 32 (+ 3)
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
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\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{REPRODUCTION OF CLASS INEQUALITY}}  \tn
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\mymulticolumn{1}{x{5.377cm}}{**BORDIEU: CULTURAL CAPITAL} \tn 
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% Row 1
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\mymulticolumn{1}{x{5.377cm}}{Capital can be defined as any assets that can improve your chances in life} \tn 
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% Row 2
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\mymulticolumn{1}{x{5.377cm}}{Bourdieu adopts a Marxist approach but extends it to include several different types of capital, not just economic capital} \tn 
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% Row 3
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{He uses the concept 'capital' to explain why the middle class are more successful.} \tn 
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% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{This term usually refers to wealth (economic capital), however he defines two other types of capital: {\bf{'Educational capital' and 'cultural capital'}}} \tn 
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\mymulticolumn{1}{x{5.377cm}}{} \tn 
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% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{4 types of capital: economic; cultural; social; symbolic}}} \tn 
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% Row 7
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\mymulticolumn{1}{x{5.377cm}}{All these types of capital can help in education and all reflect class inequalities in society} \tn 
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% Row 8
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\mymulticolumn{1}{x{5.377cm}}{The education system is biased towards the culture of higher social classes} \tn 
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% Row 9
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{... The education system is biased towards the culture of higher social classes.} \tn 
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% Row 10
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{... They therefore possess more cultural capital useful for success in the education system} \tn 
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\mymulticolumn{1}{x{5.377cm}}{} \tn 
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\mymulticolumn{1}{x{5.377cm}}{{\bf{HABITUS}}} \tn 
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% Row 13
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\mymulticolumn{1}{x{5.377cm}}{Bourdieu argues that each social class possesses its own cultural framework or set of ideas} \tn 
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\mymulticolumn{1}{x{5.377cm}}{This cultural framework contains ideas about what counts as good and bad taste, good books, newspapers, TV programmes.} \tn 
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% Row 15
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{This habitus is picked up through socialisation in the family.} \tn 
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\end{tabularx}
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\vfill
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\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{REPRODUCTION OF CLASS INEQUALITY (cont)}}  \tn
% Row 16
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\emph{The dominant class has the power to impose its own habitus in the education system, so what counts as educational knowledge is not the culture of society as a whole but that of the dominant social class}}} \tn 
% Row Count 5 (+ 5)
% Row 17
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Advantage cultural capital}} : better-off middle and upper class backgrounds have more access to the culture of the dominant class} \tn 
% Row Count 8 (+ 3)
% Row 18
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\emph{while the schooling process appears to be neutral it is not neutral at all because the culture of the educational system is that of the dominant class}}} \tn 
% Row Count 12 (+ 4)
% Row 19
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 12 (+ 0)
% Row 20
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{THE TYPES OF CAPITAL}}} \tn 
% Row Count 13 (+ 1)
% Row 21
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Economic capital}} - money to pay for coaching for entrance exams into grammar schools or private schools, fees for private schools, the expense of moving house to the catchment area of a successful school, the costs of transportation to more distant schools} \tn 
% Row Count 19 (+ 6)
% Row 22
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Cultural capital}} - involves the possession of cultural characteristics that can give you advantages in life} \tn 
% Row Count 22 (+ 3)
% Row 23
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Social capital}} - the social networks of influence and support that people have through involvement and cooperation with neighbours, community, social and professional groups; knowing the right people to talk to who to get advice from} \tn 
% Row Count 27 (+ 5)
% Row 24
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Symbolic capital}} - possession of high social status and thereby given respect in society} \tn 
% Row Count 29 (+ 2)
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Internal factor: LABELLING}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Howard Becker theory}}} \tn 
% Row Count 1 (+ 1)
% Row 1
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{A label defines how others see a person and how they behave towards them.} \tn 
% Row Count 3 (+ 2)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{It can also influence how a person sees themselves and how they behave in response to the label} \tn 
% Row Count 5 (+ 2)
% Row 3
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{SO...}}} \tn 
% Row Count 6 (+ 1)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Labelling:}} occurs when particular characteristics are ascribed to individuals on the basis of descriptions, names or labels.} \tn 
% Row Count 9 (+ 3)
% Row 5
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{According to the interactionist perspective, teachers may label pupils} \tn 
% Row Count 11 (+ 2)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\emph{These labels are often based on stereotypes}}} \tn 
% Row Count 12 (+ 1)
% Row 7
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 12 (+ 0)
% Row 8
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Howard Becker Chicago study}}} \tn 
% Row Count 13 (+ 1)
% Row 9
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{WHAT: Interviews with 60 teachers found they judged pupils according to an ideal image, conduct and appearance were key in influencing this. Middle class children were closest to the ideal and working class children were furthest from the ideal} \tn 
% Row Count 18 (+ 5)
% Row 10
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{RESULTS:} \tn 
% Row Count 19 (+ 1)
% Row 11
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- Unconcerned about underachievement in working class pupils and acted like nothing could be done compared to belief that it could be overcome in middle class students} \tn 
% Row Count 23 (+ 4)
% Row 12
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- Working class areas ideal pupil was seen as quiet passive and obedient, middle class area ideal pupil judged in terms of academic ability and personality} \tn 
% Row Count 27 (+ 4)
% Row 13
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- For middle class set extensions for work, for working class entered them into easier exams} \tn 
% Row Count 29 (+ 2)
% Row 14
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- WORKING CLASS were seated further away, encouraged less, given lower-level books to read and fewer chances to show their ability} \tn 
% Row Count 32 (+ 3)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Internal factor: LABELLING (cont)}}  \tn
% Row 15
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 0 (+ 0)
% Row 16
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Prediction that comes true simply by virtue of it having been made} \tn 
% Row Count 2 (+ 2)
% Row 17
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 2 (+ 0)
% Row 18
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Hemel-Jorgensen (2009) – teachers' notions vary according to the social class make-up of the school} \tn 
% Row Count 5 (+ 3)
% Row 19
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 5 (+ 0)
% Row 20
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Symbolic interactionism}}} \tn 
% Row Count 6 (+ 1)
% Row 21
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Micro not macro} \tn 
% Row Count 7 (+ 1)
% Row 22
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Face-face interactions} \tn 
% Row Count 8 (+ 1)
% Row 23
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Definition of self, other, and situation} \tn 
% Row Count 9 (+ 1)
% Row 24
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Self-concept is based on how others see us} \tn 
% Row Count 10 (+ 1)
% Row 25
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Interactionists argue that a person's self-concept, their view of themselves, develops from interaction with others} \tn 
% Row Count 13 (+ 3)
% Row 26
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 13 (+ 0)
% Row 27
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Interactionism:}} small scale interaction between individuals shapes people's behaviour. While interacting with others, people interpret behaviour and attach meanings to the behaviour of those around them. This affects people's image of themselves (their self-concept) and self-concept shapes behaviour} \tn 
% Row Count 20 (+ 7)
% Row 28
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Self-concept:}} the sort of person you think you are, whether lazy or hard-working, successful or a failure. To interactionists, your self-concept is strongly influenced by what others think of you.} \tn 
% Row Count 24 (+ 4)
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Internal factor: STREAMING, SETTING etc}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{How do schools organise classes?}}} \tn 
% Row Count 1 (+ 1)
% Row 1
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Streaming:}} where students will be divided according to ability across all subjects remaining in the same (tutor) group whatever the subject.} \tn 
% Row Count 4 (+ 3)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Setting:}} where students are divided according to their ability in a particular subject. E.g. They may be in the top set in Maths, but the third set in English.} \tn 
% Row Count 8 (+ 4)
% Row 3
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Banding:}} Where the number of ability levels are reduced to broad bands. So although differentiated by ability to some extent, the level between the best and worst in a group is likely to be greater than in setting.} \tn 
% Row Count 13 (+ 5)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Mixed ability:}} students of all ability levels are in one class.} \tn 
% Row Count 15 (+ 2)
% Row 5
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 15 (+ 0)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Hargreaves (1967) and Lacey (1970) both studied streaming. Their basic findings were as follows:}}} \tn 
% Row Count 17 (+ 2)
% Row 7
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{1. STUDENTS IN HIGH STREAMS} \tn 
% Row Count 18 (+ 1)
% Row 8
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- Pro - school orientations} \tn 
% Row Count 19 (+ 1)
% Row 9
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- value academic success and pursue it} \tn 
% Row Count 20 (+ 1)
% Row 10
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- conform to teachers demands} \tn 
% Row Count 21 (+ 1)
% Row 11
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- are positively evaluated and favourably perceived by their teachers.} \tn 
% Row Count 23 (+ 2)
% Row 12
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- Get the best / most able teachers. Status in high streams is based on academic success.} \tn 
% Row Count 25 (+ 2)
% Row 13
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- Get the best / most able teachers. Status in high streams is based on academic success.} \tn 
% Row Count 27 (+ 2)
% Row 14
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 27 (+ 0)
% Row 15
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{2. STUDENTS IN LOW STREAMS} \tn 
% Row Count 28 (+ 1)
% Row 16
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- Anti - school orientation} \tn 
% Row Count 29 (+ 1)
% Row 17
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- value academic failure and pursue it} \tn 
% Row Count 30 (+ 1)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Internal factor: STREAMING, SETTING etc (cont)}}  \tn
% Row 18
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- apathetic to teacher demands} \tn 
% Row Count 1 (+ 1)
% Row 19
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- are negatively evaluated and unfavourably perceived by their teachers} \tn 
% Row Count 3 (+ 2)
% Row 20
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- Get the least able and inexperienced teachers} \tn 
% Row Count 4 (+ 1)
% Row 21
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- Status in lower streams is based on bad behaviour, not doing work, truanting, and being tough.} \tn 
% Row Count 6 (+ 2)
% Row 22
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- The worst offenders are the most popular among their peers. However their sense of worth ( i.e. their self concept ) had been undermined by the process of setting and the allocation} \tn 
% Row Count 10 (+ 4)
% Row 23
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 10 (+ 0)
% Row 24
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{MIXED ABILITY CLASSES}}} \tn 
% Row Count 11 (+ 1)
% Row 25
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{the class contains a full range of abilities} \tn 
% Row Count 12 (+ 1)
% Row 26
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{ideological purpose in creating an atmosphere of fairness and social mixing} \tn 
% Row Count 14 (+ 2)
% Row 27
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Newbold (1975), studying mixing ability found it had educational advantages too...}}} \tn 
% Row Count 16 (+ 2)
% Row 28
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- Less able children were more content, more pro-school and found to develop improved reading standards and verbal reasoning} \tn 
% Row Count 19 (+ 3)
% Row 29
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- low ability children gain in the mixed ability system but there is little to suggest that high ability children may be held back} \tn 
% Row Count 22 (+ 3)
% Row 30
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 22 (+ 0)
% Row 31
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{EDUCATIONAL TRIAGE}} - Gillborn and Youdell 2000} \tn 
% Row Count 23 (+ 1)
% Row 32
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{The ways pupils are divided into three groups...} \tn 
% Row Count 24 (+ 1)
% Row 33
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{1. Those who are likely to succeed in exams (a*-c) whatever happens} \tn 
% Row Count 26 (+ 2)
% Row 34
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{2. Those who have a chance at succeeding if they get some extra help (those around the C/D boundary)} \tn 
% Row Count 28 (+ 2)
% Row 35
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{3. Those who have little chance of succeeding what ever is done} \tn 
% Row Count 30 (+ 2)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Internal factor: STREAMING, SETTING etc (cont)}}  \tn
% Row 36
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{They found that schools focus on the first two groups as this will improve their place in the league tables and give the impression of a successful school.} \tn 
% Row Count 4 (+ 4)
% Row 37
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{The third group are written off as no hopers and left to 'die an educational death'} \tn 
% Row Count 6 (+ 2)
% Row 38
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 6 (+ 0)
% Row 39
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{How students respond to schooling}}} \tn 
% Row Count 7 (+ 1)
% Row 40
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{students can form subcultures with other pupils who share values, experiences and behaviours} \tn 
% Row Count 9 (+ 2)
% Row 41
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{these groups provide support and peer-group status} \tn 
% Row Count 10 (+ 1)
% Row 42
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{which subculture a student moves towards can also be affected by ethnicity, class and gender} \tn 
% Row Count 12 (+ 2)
% Row 43
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 12 (+ 0)
% Row 44
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{STATUS}}} \tn 
% Row Count 13 (+ 1)
% Row 45
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Interactionist emphasise that all human beings seek status in their own eyes and in the eyes of others, particularly significant others} \tn 
% Row Count 16 (+ 3)
% Row 46
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{If people cannot achieve status through the conventional status avenues they will adopt alternative status channels} \tn 
% Row Count 19 (+ 3)
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Internal factor: SELF FULFILLING PROPHECY}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\emph{Study by Rosenthal \& Jacobson}}} \tn 
% Row Count 1 (+ 1)
% Row 1
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{They told teachers they had identified bright students in a group.} \tn 
% Row Count 3 (+ 2)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{tested all pupils but picked 20\% at random – but told the school these were 'spurters'} \tn 
% Row Count 5 (+ 2)
% Row 3
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{year later almost half of those identified had made significant progress} \tn 
% Row Count 7 (+ 2)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{There was a greater effect on younger children.  This supports the idea of SFP – Rosenthal and Jacobson proposed that the supposed test results influenced the way teachers behaved towards pupils.} \tn 
% Row Count 11 (+ 4)
% Row 5
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 11 (+ 0)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{SFP: a teacher making a prediction on a student, perhaps based on stereotypes and/or limited evidence. The student then fulfils this prophecy} \tn 
% Row Count 14 (+ 3)
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Consider Jane Elliott eye colour study}}}  \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{WORKING CLASS UNDERACHIEVEMENT}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{What causes working class underachievement?}}} \tn 
% Row Count 1 (+ 1)
% Row 1
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- material deprivation: {\emph{poorer housing and diet, illness, low income}}} \tn 
% Row Count 3 (+ 2)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- lack of cultural capital} \tn 
% Row Count 4 (+ 1)
% Row 3
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- parents attitudes to education and lower level of parents' education} \tn 
% Row Count 6 (+ 2)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- 'problem' schools in deprived areas} \tn 
% Row Count 7 (+ 1)
% Row 5
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- restricted language code (Bernstein's LC theory)} \tn 
% Row Count 8 (+ 1)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- cultural deprivation} \tn 
% Row Count 9 (+ 1)
% Row 7
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- teacher evaluation: {\emph{labelling, streaming, stereotyping, self fulfilling prophecy}}} \tn 
% Row Count 11 (+ 2)
% Row 8
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{...SO THEREFORE...}}} \tn 
% Row Count 12 (+ 1)
% Row 9
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Working class children are more likely to be: poor readers when they start school, placed in lower sets, be suspended or excluded, underachieve at GCSE/A LEVELS and less likely to go to university} \tn 
% Row Count 16 (+ 4)
% Row 10
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 16 (+ 0)
% Row 11
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{ {\emph{Why is this the case?}} }}} \tn 
% Row Count 17 (+ 1)
% Row 12
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- They are genetically less intelligent} \tn 
% Row Count 18 (+ 1)
% Row 13
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- The parents don't raise them properly} \tn 
% Row Count 19 (+ 1)
% Row 14
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- Parents don't push them hard enough!} \tn 
% Row Count 20 (+ 1)
% Row 15
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- The teachers don't like them as much as middle-class children} \tn 
% Row Count 22 (+ 2)
% Row 16
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- They lack resources at home} \tn 
% Row Count 23 (+ 1)
% Row 17
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- So many are from families who don't have any hopes for their children} \tn 
% Row Count 25 (+ 2)
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{External = outside school  \newline Internal = in school}  \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Internal factor: GENDER DIFFERENCES}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{1. Equal opportunities policies}}} \tn 
% Row Count 1 (+ 1)
% Row 1
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Impact of feminism within the education system} \tn 
% Row Count 2 (+ 1)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Teachers need to ensure both genders have equal opportunities} \tn 
% Row Count 4 (+ 2)
% Row 3
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{GIST and WISE – to encourage girls to pursue non-traditional careers} \tn 
% Row Count 6 (+ 2)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{National Curriculum – all students study same subjects} \tn 
% Row Count 8 (+ 2)
% Row 5
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Boaler (1998) equal opportunities policies key in changing girls' achievement} \tn 
% Row Count 10 (+ 2)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 10 (+ 0)
% Row 7
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{2. Positive role models in schools}}} \tn 
% Row Count 11 (+ 1)
% Row 8
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 11 (+ 0)
% Row 9
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{3. GCSE and coursework}}} \tn 
% Row Count 12 (+ 1)
% Row 10
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Assessments favour girls} \tn 
% Row Count 13 (+ 1)
% Row 11
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Oral exams benefit girls, who have better linguistic skills.} \tn 
% Row Count 15 (+ 2)
% Row 12
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Ellwood (2005): girls improvement NOT just coursework because still a focus on exams} \tn 
% Row Count 17 (+ 2)
% Row 13
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 17 (+ 0)
% Row 14
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{4. Teacher attention}}} \tn 
% Row Count 18 (+ 1)
% Row 15
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{French \& French (1993): boys get more attention, but this is negative} \tn 
% Row Count 20 (+ 2)
% Row 16
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Francis (2001): boys more attention, but more harshly disciplined, low teacher expectations} \tn 
% Row Count 22 (+ 2)
% Row 17
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Teachers see girls as cooperative and so give more positive attention – leading to self-fulfilling prophecy} \tn 
% Row Count 25 (+ 3)
% Row 18
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 25 (+ 0)
% Row 19
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{5. Challenging stereotypes in the curriculum}}} \tn 
% Row Count 26 (+ 1)
% Row 20
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Jackson (1998): league tables make high achieving girls attractive. Leads to self-fulfilling prophecy as girls likely to go to good schools.} \tn 
% Row Count 29 (+ 3)
% Row 21
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Boys may give schools a bad image.} \tn 
% Row Count 30 (+ 1)
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Identity, class and girls' achievement}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Hyper-heterosexual feminine identities}}} \tn 
% Row Count 1 (+ 1)
% Row 1
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Girls aim to be 'desirable' and 'glamorous'.} \tn 
% Row Count 3 (+ 2)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Similar to the idea of 'Nike' identities.} \tn 
% Row Count 4 (+ 1)
% Row 3
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Status from peers} \tn 
% Row Count 5 (+ 1)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Creates symbolic violence – their culture seen as worthless.} \tn 
% Row Count 7 (+ 2)
% Row 5
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Conflict with school ie too much jewellery} \tn 
% Row Count 8 (+ 1)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 8 (+ 0)
% Row 7
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Boyfriends and being loud}}} \tn 
% Row Count 9 (+ 1)
% Row 8
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Having a boyfriend earns symbolic capital} \tn 
% Row Count 10 (+ 1)
% Row 9
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{lower aspirations} \tn 
% Row Count 11 (+ 1)
% Row 10
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{lower interest in university} \tn 
% Row Count 12 (+ 1)
% Row 11
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{desire to 'settle down'} \tn 
% Row Count 13 (+ 1)
% Row 12
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Being loud meant not conforming to stereotypes} \tn 
% Row Count 14 (+ 1)
% Row 13
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{conflict with teachers} \tn 
% Row Count 15 (+ 1)
% Row 14
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{further from 'ideal pupil'} \tn 
% Row Count 16 (+ 1)
% Row 15
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 16 (+ 0)
% Row 16
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{'Successful' working-class girls}}} \tn 
% Row Count 17 (+ 1)
% Row 17
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Some working-class girls do achieve and go to university.} \tn 
% Row Count 19 (+ 2)
% Row 18
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Skeggs (1997):}} Working-class girls' identity focus on 'caring', live at home – because of cost} \tn 
% Row Count 22 (+ 3)
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Two views of girls' achievement}}  \tn
\SetRowColor{LightBackground}
\mymulticolumn{1}{p{5.377cm}}{\vspace{1px}\centerline{\includegraphics[width=5.1cm]{/web/www.cheatography.com/public/uploads/suzie22dixon_1747560836_Screenshot 2025-05-18 at 10.33.27.png}}} \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Changes in social attitudes and perceptions}}  \tn
\SetRowColor{LightBackground}
\mymulticolumn{1}{p{5.377cm}}{\vspace{1px}\centerline{\includegraphics[width=5.1cm]{/web/www.cheatography.com/public/uploads/suzie22dixon_1747560618_Screenshot 2025-05-18 at 10.29.34.png}}} \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{External factor: GENDER DIFFERENCES}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{The impact of feminism}}} \tn 
% Row Count 1 (+ 1)
% Row 1
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{improved the rights of women as well as raising women's expectations, self-esteem \& motivation.} \tn 
% Row Count 3 (+ 2)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Although feminists would argue that true equality with males has not been fully achieved, many would agree that the position of women has greatly improved} \tn 
% Row Count 7 (+ 4)
% Row 3
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 7 (+ 0)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Changes in the family}}} \tn 
% Row Count 8 (+ 1)
% Row 5
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{increase in divorce rate} \tn 
% Row Count 9 (+ 1)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{increase in cohabitation} \tn 
% Row Count 10 (+ 1)
% Row 7
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{increase in lone-parent families (usually female headed)} \tn 
% Row Count 12 (+ 2)
% Row 8
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{decline in marriage rate} \tn 
% Row Count 13 (+ 1)
% Row 9
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{decreasing family size} \tn 
% Row Count 14 (+ 1)
% Row 10
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{decline in birth rate} \tn 
% Row Count 15 (+ 1)
% Row 11
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 15 (+ 0)
% Row 12
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Changes in women's employment}}} \tn 
% Row Count 16 (+ 1)
% Row 13
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{The 1970 Equal Pay Act: Makes it illegal to pay one sex more than another for work of equal value – pay gap halved.} \tn 
% Row Count 19 (+ 3)
% Row 14
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{The 1975 Sex Discrimination Act: Prohibits sex discrimination in the workplace} \tn 
% Row Count 21 (+ 2)
% Row 15
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 21 (+ 0)
% Row 16
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Girls' changing ambitions}}} \tn 
% Row Count 22 (+ 1)
% Row 17
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Girls' ambitions are becoming more career-oriented.} \tn 
% Row Count 24 (+ 2)
% Row 18
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Sharpe (1994): study shows changes to girls' aspirations from 1970s to 1990s.} \tn 
% Row Count 26 (+ 2)
% Row 19
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{O'Connor (2006): marriage and children not major life plans.} \tn 
% Row Count 28 (+ 2)
% Row 20
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 28 (+ 0)
% Row 21
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{BUT...}}} \tn 
% Row Count 29 (+ 1)
% Row 22
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Working-class girls still tend to have more gendered aspirations} \tn 
% Row Count 31 (+ 2)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{External factor: GENDER DIFFERENCES (cont)}}  \tn
% Row 23
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Reay (1998): ambitions linked to opportunities available} \tn 
% Row Count 2 (+ 2)
% Row 24
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Biggart (2002): working-class girls more likely to have motherhood as an option} \tn 
% Row Count 4 (+ 2)
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{GENDER DIFFERENCES}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{3 KEY ASPECTS}}} \tn 
% Row Count 1 (+ 1)
% Row 1
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Why do girls achieve better results than boys?} \tn 
% Row Count 2 (+ 1)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Why do girls and boys opt for different subjects?} \tn 
% Row Count 3 (+ 1)
% Row 3
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{How does schooling help reinforce gender identities?} \tn 
% Row Count 5 (+ 2)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 5 (+ 0)
% Row 5
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{PATTERNS}}} \tn 
% Row Count 6 (+ 1)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Girls do better in all baseline tests} \tn 
% Row Count 7 (+ 1)
% Row 7
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Girls better at concentrating} \tn 
% Row Count 8 (+ 1)
% Row 8
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{More boys with SEN (two and a half times)} \tn 
% Row Count 9 (+ 1)
% Row 9
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Girls do much better in Maths, Science, and English} \tn 
% Row Count 11 (+ 2)
% Row 10
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Gender gap about 10 percentage points} \tn 
% Row Count 12 (+ 1)
% Row 11
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Girls more likely to pass and get A-B grades (46.8\% vs 42.2\%) at A LEVEL} \tn 
% Row Count 14 (+ 2)
% Row 12
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Gap is narrower than at GCSE} \tn 
% Row Count 15 (+ 1)
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{ETHNIC DIFFERENCES}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Ethnicity : "The fact or state of belonging to a social group that has a common national or cultural tradition." The Oxford Dictionary} \tn 
% Row Count 3 (+ 3)
% Row 1
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{"People who share common history, customs \& identity, as well as, in most cases, language \& religion, and who see themselves as a distinct unit." (Lawson \& Garrod, 2000)} \tn 
% Row Count 7 (+ 4)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 7 (+ 0)
% Row 3
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Highest achieving groups: Chinese and Indian – GCSE, A level, stay in education longer, more likely to enter university} \tn 
% Row Count 10 (+ 3)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Lowest achieving groups: poorest white British, black Caribbean, Pakistani, Bangladeshi, gypsy/Roma, Irish travellers - below average reading skills lower levels of attainment} \tn 
% Row Count 14 (+ 4)
% Row 5
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Black Caribbean students are overrepresented in special schools and more likely to be categorised as having emotional behavioural or social difficulties than white students} \tn 
% Row Count 18 (+ 4)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{When streamed by ability ethnic minorities are overrepresented in the lower streams even when they get better results than white students. More likely to leave school without any qualifications, less likely to stay on in education} \tn 
% Row Count 23 (+ 5)
% Row 7
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 23 (+ 0)
% Row 8
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{CULTURAL DIFFERENCES}}} \tn 
% Row Count 24 (+ 1)
% Row 9
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Value placed on education may result from subcultureAsian family life has been characterised as consisting of close knit extended families which have high aspirations for their children and very supportive attitudes to education} \tn 
% Row Count 29 (+ 5)
% Row 10
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Archer and Francis (2007)}} found that parents of Chinese pupils placed an exceptionally high value on education. ….education was a 'family project' a family's standing in the community was partly related to educational performance of their children.} \tn 
% Row Count 35 (+ 6)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{ETHNIC DIFFERENCES (cont)}}  \tn
% Row 11
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 0 (+ 0)
% Row 12
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Lupton (2004) suggests that lower working class white British families in the most disadvantaged areas have a fairly indifferent or negative attitude towards learning and towards school and low aspirations for their children. These family cultures may contribute to differences in attainment between ethnic groups} \tn 
% Row Count 7 (+ 7)
% Row 13
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 7 (+ 0)
% Row 14
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Reasons for cultural differences}}} \tn 
% Row Count 8 (+ 1)
% Row 15
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Strand (2008) "more recent groups…often see education as a way out of the poverty they have come from. By contrast, if you've been in a white working class family for three generations, with high unemployment, you don't necessarily believe that education is going to change that"} \tn 
% Row Count 14 (+ 6)
% Row 16
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Many members of minority ethnic groups may have more cultural capital than would be expected from their present class position.} \tn 
% Row Count 17 (+ 3)
% Row 17
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{This may be because their jobs after migrating to the UK were lower in pay and prestige than their previous jobs} \tn 
% Row Count 20 (+ 3)
% Row 18
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 20 (+ 0)
% Row 19
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Sewell relates the 'inadequate' socialisation of black children to the high rates of single mothers} \tn 
% Row Count 23 (+ 3)
% Row 20
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{- The lack of father figure means that boys instead find male role models in gangsters} \tn 
% Row Count 25 (+ 2)
% Row 21
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{- Black masculinity is reflected and reinforced by the media with gangster rap and hip hop fashions and news reports emphasising black street crime and gun culture} \tn 
% Row Count 29 (+ 4)
% Row 22
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 29 (+ 0)
% Row 23
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Minority ethnic groups are far more likely to live in low-income households and to be in the poorest fifth of the population.} \tn 
% Row Count 32 (+ 3)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{ETHNIC DIFFERENCES (cont)}}  \tn
% Row 24
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{This means some ethnic groups face problems like poor quality housing, overcrowding, higher levels of unemployment} \tn 
% Row Count 3 (+ 3)
% Row 25
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{this material disadvantage can affect achievement in school.} \tn 
% Row Count 5 (+ 2)
% Row 26
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 5 (+ 0)
% Row 27
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{INSTITUTIONAL RACISM}}} \tn 
% Row Count 6 (+ 1)
% Row 28
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{marketisation and segregation}}} \tn 
% Row Count 7 (+ 1)
% Row 29
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Gillborn: school selection gives schools more scope to select pupils - negative stereotypes can affect admission decisions.} \tn 
% Row Count 10 (+ 3)
% Row 30
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Moore and Davenport's U.S. research supports this, e.g. primary school reports influence secondary school selection.} \tn 
% Row Count 13 (+ 3)
% Row 31
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Concluded ethnically stratified education system} \tn 
% Row Count 14 (+ 1)
% Row 32
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{The CRE (1993) similar in Britain - minority pupils more likely to go to poorer schools due to:} \tn 
% Row Count 16 (+ 2)
% Row 33
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 16 (+ 0)
% Row 34
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{ethnocentric curriculum}}} \tn 
% Row Count 17 (+ 1)
% Row 35
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Ethnocentricity is an attitude or policy that prioritises one group (e.g. White British culture) and is an example of institutional racism.} \tn 
% Row Count 20 (+ 3)
% Row 36
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{ethnocentric curriculum is one that reflects one culture while neglecting others.} \tn 
% Row Count 22 (+ 2)
% Row 37
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{EXAMPLE: Lack of access to Asian languages in preference to European languages ignores some culture, literature and music} \tn 
% Row Count 25 (+ 3)
% Row 38
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 25 (+ 0)
% Row 39
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{access to oppurtunity}}} \tn 
% Row Count 26 (+ 1)
% Row 40
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{White students twice as likely as black pupils to be identified as gifted and talented.} \tn 
% Row Count 28 (+ 2)
% Row 41
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Black students more likely than White students to be entered for lower tiers.} \tn 
% Row Count 30 (+ 2)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{ETHNIC DIFFERENCES (cont)}}  \tn
% Row 42
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 0 (+ 0)
% Row 43
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{EVALUATION OF GILLBORN INSTITUTIONAL RACISM VIEW}}} \tn 
% Row Count 2 (+ 2)
% Row 44
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Sewell: Racism in schools is not enough of an explanation; we also need to consider external factors.} \tn 
% Row Count 5 (+ 3)
% Row 45
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{'Model minorities': If institutional racism is truly a problem, why do high-achieving "model" groups such as Indian and Chinese pupils do better than White pupils ?} \tn 
% Row Count 9 (+ 4)
% Row 46
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Model minorities' performance creates the false impression that the system is fair.} \tn 
% Row Count 11 (+ 2)
% Row 47
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Ignores the racism which is still experienced by groups such as Chinese pupils.} \tn 
% Row Count 13 (+ 2)
% Row 48
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 13 (+ 0)
% Row 49
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Interactions effect = class \& gender interact differently with different ethnic groups.} \tn 
% Row Count 15 (+ 2)
% Row 50
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Examples…} \tn 
% Row Count 16 (+ 1)
% Row 51
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Black boys more likely to be seen as hyper-masculine \& disruptive (irrespective of class).} \tn 
% Row Count 18 (+ 2)
% Row 52
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Greater difference shown in treatment between m/c \& w/c White pupils than other ethnic groups.} \tn 
% Row Count 20 (+ 2)
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Boys and achievement}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Boys and literacy}}} \tn 
% Row Count 1 (+ 1)
% Row 1
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{DCSF (2007):the 'gender gap' is the result of poor literacy among males.} \tn 
% Row Count 3 (+ 2)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Reading is 'feminised'.} \tn 
% Row Count 4 (+ 1)
% Row 3
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Boys are socialised to be 'active', girls have 'bedroom culture'.} \tn 
% Row Count 6 (+ 2)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 6 (+ 0)
% Row 5
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Globalisation and the decline of traditional men's jobs}}} \tn 
% Row Count 8 (+ 2)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Mitsos \& Browne (1998) suggest that this has created a 'crisis of masculinity'.} \tn 
% Row Count 10 (+ 2)
% Row 7
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Manual working-class jobs have declined.} \tn 
% Row Count 11 (+ 1)
% Row 8
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 11 (+ 0)
% Row 9
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Feminisation of education (Sewell)}}} \tn 
% Row Count 12 (+ 1)
% Row 10
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{education has become 'feminised'} \tn 
% Row Count 13 (+ 1)
% Row 11
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{education does not nurture 'masculine' traits of competitiveness and leadership} \tn 
% Row Count 15 (+ 2)
% Row 12
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{coursework is a cause of boys' underachievement} \tn 
% Row Count 16 (+ 1)
% Row 13
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{need a greater focus on outdoor activity and more exams} \tn 
% Row Count 18 (+ 2)
% Row 14
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 18 (+ 0)
% Row 15
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Shortage of male primary school teachers}}} \tn 
% Row Count 19 (+ 1)
% Row 16
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Lack of positive make role models, 1.5 million female-headed lone parent families.} \tn 
% Row Count 21 (+ 2)
% Row 17
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{DfES (2012): 14\% of primary school teachers are male.} \tn 
% Row Count 23 (+ 2)
% Row 18
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Some suggest boys need male teachers from an early age to impose strict discipline.} \tn 
% Row Count 25 (+ 2)
% Row 19
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 25 (+ 0)
% Row 20
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{{\bf{Are more male teachers really needed?}}} \tn 
% Row Count 26 (+ 1)
% Row 21
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Francis (2006): two thirds of 708 year-olds did not think gender of a teacher matters.} \tn 
% Row Count 28 (+ 2)
% Row 22
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Haase (2008): schools 'masculinised' structure that is dominated by females} \tn 
% Row Count 30 (+ 2)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Boys and achievement (cont)}}  \tn
% Row 23
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Jones (2006): leadership – one in four males, one in 13 females} \tn 
% Row Count 2 (+ 2)
% Row 24
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 2 (+ 0)
% Row 25
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Epstein (1998): construction of 'laddish' subcultures in school. Working-class boys labelled sissies/gay if appear to be 'swots'. 'Real boys don't work.'} \tn 
% Row Count 6 (+ 4)
% Row 26
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 6 (+ 0)
% Row 27
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{Ringrose (2013): moral panic about 'failing boys'. Unemployable underclass – threat to social stability. Now policy moves to raise boys' achievement} \tn 
% Row Count 10 (+ 4)
% Row 28
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{} \tn 
% Row Count 10 (+ 0)
% Row 29
\SetRowColor{LightBackground}
\mymulticolumn{1}{x{5.377cm}}{McVeigh (2001): gender difference not as great as class or ethnic differences.} \tn 
% Row Count 12 (+ 2)
% Row 30
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Gender gaps are larger in some ethnic groups than in others – e.g. large gap between Black Caribbean boys and girls (Fuller's study).} \tn 
% Row Count 15 (+ 3)
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Gender and subject choice}}  \tn
% Row 0
\SetRowColor{LightBackground}
{\bf{Intro of National Curriculum 1988}} & Reduced pupils' freedom to choose or drop subjects, with most being compulsory until 16. \tn 
% Row Count 5 (+ 5)
% Row 1
\SetRowColor{white}
 & Where choice is possible, such as GCSE options, there are clear gender differences. \tn 
% Row Count 10 (+ 5)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 10 (+ 0)
% Row 3
\SetRowColor{white}
{\bf{A levels}} & Gendered choices become more obvious in post-16 education. \tn 
% Row Count 13 (+ 3)
% Row 4
\SetRowColor{LightBackground}
 & Boys more likely to opt for maths and physics \tn 
% Row Count 16 (+ 3)
% Row 5
\SetRowColor{white}
 & Girls are more likely to opt for Sociology and English \tn 
% Row Count 19 (+ 3)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 19 (+ 0)
% Row 7
\SetRowColor{white}
{\bf{Vocational courses}} & Only 2 in 100 construction apprentices are girls. \tn 
% Row Count 22 (+ 3)
% Row 8
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 22 (+ 0)
% Row 9
\SetRowColor{white}
{\bf{Why do these differences occur?}} & Ann Oakley (1973): gender is the learned cultural differences between males and females. \tn 
% Row Count 27 (+ 5)
% Row 10
\SetRowColor{LightBackground}
 & Primary socialisation shapes gender identity. \tn 
% Row Count 30 (+ 3)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Gender and subject choice (cont)}}  \tn
% Row 11
\SetRowColor{LightBackground}
 & Fiona Norman (1988): Girls and boys are dressed differently, given different toys, encouraged to take part in different activities. \tn 
% Row Count 7 (+ 7)
% Row 12
\SetRowColor{white}
 & Boys are rewarded for being active. \tn 
% Row Count 9 (+ 2)
% Row 13
\SetRowColor{LightBackground}
 & Girls are rewarded for being passive. \tn 
% Row Count 11 (+ 2)
% Row 14
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 11 (+ 0)
% Row 15
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Schools are also important in gender socialisation.} \tn 
% Row Count 13 (+ 2)
% Row 16
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 13 (+ 0)
% Row 17
\SetRowColor{LightBackground}
{\bf{Eileen Byrne (1979):}} & Teachers encourage boys to be tough and to show initiative. \tn 
% Row Count 16 (+ 3)
% Row 18
\SetRowColor{white}
 & Girls are expected to be quiet and helpful and not rough or noisy \tn 
% Row Count 20 (+ 4)
% Row 19
\SetRowColor{LightBackground}
{\bf{Murphy and Elwood (1998): these tastes inform subject choices}} & Boys prefer hobby books and information texts = Science \tn 
% Row Count 24 (+ 4)
% Row 20
\SetRowColor{white}
 & Girls prefer books about people = English based subjects \tn 
% Row Count 27 (+ 3)
% Row 21
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 27 (+ 0)
% Row 22
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Children's beliefs about 'gender domains' are shaped by their early experiences and expectations of adults (Browne and Ross, 1991).} \tn 
% Row Count 30 (+ 3)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Gender and subject choice (cont)}}  \tn
% Row 23
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{They see some tasks as part of male or female 'territory' and therefore as relevant or irrelevant to themselves.} \tn 
% Row Count 3 (+ 3)
% Row 24
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Children are more confident in tasks they see as part of their own domain.} \tn 
% Row Count 5 (+ 2)
% Row 25
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{{\bf{Boys focus more on how things work.}}} \tn 
% Row Count 6 (+ 1)
% Row 26
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{{\bf{Girls focus more on people.}}} \tn 
% Row Count 7 (+ 1)
% Row 27
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 7 (+ 0)
% Row 28
\SetRowColor{white}
{\bf{Single-sex schooling}} & Less stereotyping \tn 
% Row Count 9 (+ 2)
% Row 29
\SetRowColor{LightBackground}
 & Girls more likely to take maths and science A-levels \tn 
% Row Count 12 (+ 3)
% Row 30
\SetRowColor{white}
 & Boys take English and languages \tn 
% Row Count 14 (+ 2)
% Row 31
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 14 (+ 0)
% Row 32
\SetRowColor{white}
{\bf{Gender identity and peer pressure}} & Pressure if outside gender domain \tn 
% Row Count 16 (+ 2)
% Row 33
\SetRowColor{LightBackground}
 & Paechter – girls in sport not seen as feminine. \tn 
% Row Count 19 (+ 3)
% Row 34
\SetRowColor{white}
 & Dewar – sporty girls seen as 'lesbian'. \tn 
% Row Count 22 (+ 3)
% Row 35
\SetRowColor{LightBackground}
 & Peer pressure relieved in single-sex setting. \tn 
% Row Count 25 (+ 3)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Pupils' sexual and gender identities}}  \tn
% Row 0
\SetRowColor{LightBackground}
{\bf{Factors impacting on pupils' sexual \& gender identities}} & Double standards of moral expectations of girls \& boys \tn 
% Row Count 4 (+ 4)
% Row 1
\SetRowColor{white}
 & Verbal abuse of girls \tn 
% Row Count 6 (+ 2)
% Row 2
\SetRowColor{LightBackground}
 & The application of the male gaze to girls \tn 
% Row Count 9 (+ 3)
% Row 3
\SetRowColor{white}
 & Influence of male peer groups on expression of masculinity \tn 
% Row Count 12 (+ 3)
% Row 4
\SetRowColor{LightBackground}
 & Impact of female peer groups on policing of identity \tn 
% Row Count 15 (+ 3)
% Row 5
\SetRowColor{white}
 & Impact of teacher discipline on boys \& girls \tn 
% Row Count 18 (+ 3)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 18 (+ 0)
% Row 7
\SetRowColor{white}
{\bf{Hegemonic masculinity}} & Connell (1995): \tn 
% Row Count 20 (+ 2)
% Row 8
\SetRowColor{LightBackground}
 & Heterosexual masculine identity \tn 
% Row Count 22 (+ 2)
% Row 9
\SetRowColor{white}
 & Subordination of female/gay identities \tn 
% Row Count 24 (+ 2)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{2.18988 cm} x{2.78712 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{functionalist perspective on education}}  \tn
% Row 0
\SetRowColor{LightBackground}
Functionalists believe that…. & society is a system of interdependent parts held together by a shared culture or value consensus \tn 
% Row Count 5 (+ 5)
% Row 1
\SetRowColor{white}
 & an agreement among society's members about what values are important. \tn 
% Row Count 9 (+ 4)
% Row 2
\SetRowColor{LightBackground}
 & each part of society, such as the family, economy or education system, performs functions that help to maintain society as a whole. \tn 
% Row Count 15 (+ 6)
% Row 3
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 15 (+ 0)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{{\bf{DURKHEIM IDEA}}} \tn 
% Row Count 16 (+ 1)
% Row 5
\SetRowColor{white}
social solidarity & Individual members must feel themselves to be part of a single 'body' or community. \tn 
% Row Count 20 (+ 4)
% Row 6
\SetRowColor{LightBackground}
 & Education system creates this by transmitting society's culture \tn 
% Row Count 23 (+ 3)
% Row 7
\SetRowColor{white}
 & – shared beliefs \& values from one generation to the next \tn 
% Row Count 26 (+ 3)
% Row 8
\SetRowColor{LightBackground}
 & School acts as a 'society in miniature' preparing us for life in wider society \tn 
% Row Count 30 (+ 4)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.18988 cm} x{2.78712 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{functionalist perspective on education (cont)}}  \tn
% Row 9
\SetRowColor{LightBackground}
specialist skills & Education teaches individuals the specialist knowledge \& skills that they need to play their part in the social division of labour \tn 
% Row Count 6 (+ 6)
% Row 10
\SetRowColor{white}
 & {\bf{New Vocationalism:}} involves work-related study, learners acquire job-specific knowledge \& skills on or in work-like situations \tn 
% Row Count 12 (+ 6)
% Row 11
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 12 (+ 0)
% Row 12
\SetRowColor{white}
{\bf{PARSONS}} & {\emph{"In a meritocracy, everyone is given an equal opportunity, and individuals achieve rewards through their own effort and ability".}} \tn 
% Row Count 19 (+ 7)
% Row 13
\SetRowColor{LightBackground}
 & Education meritocratic – encouraged to work to best of ability \tn 
% Row Count 22 (+ 3)
% Row 14
\SetRowColor{white}
 & Education socialises – values of individual achievement and achieved status \tn 
% Row Count 26 (+ 4)
% Row 15
\SetRowColor{LightBackground}
 & Bridges gap between family \& work \tn 
% Row Count 28 (+ 2)
% Row 16
\SetRowColor{white}
 & Universalistic standards \tn 
% Row Count 30 (+ 2)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.18988 cm} x{2.78712 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{functionalist perspective on education (cont)}}  \tn
% Row 17
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 0 (+ 0)
% Row 18
\SetRowColor{white}
{\bf{ROLE ALLOCATION}} & Davis \& Moore: \tn 
% Row Count 2 (+ 2)
% Row 19
\SetRowColor{LightBackground}
 & Focus on the relationship between education \& social inequality \tn 
% Row Count 5 (+ 3)
% Row 20
\SetRowColor{white}
 & Inequality is necessary to ensure that the most important roles in society are filled by the most talented people \tn 
% Row Count 11 (+ 6)
% Row 21
\SetRowColor{LightBackground}
 & This will encourage everyone to compete \tn 
% Row Count 13 (+ 2)
% Row 22
\SetRowColor{white}
 & Education plays a key part in this process, since it acts as a proving ground for ability \tn 
% Row Count 18 (+ 5)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{2.18988 cm} x{2.78712 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Neoliberalism and the New Right}}  \tn
% Row 0
\SetRowColor{LightBackground}
{\bf{NEOLIBERALISM}} & Based on an economic principle – free-market economy, limited regulation (if any) by the state. \tn 
% Row Count 5 (+ 5)
% Row 1
\SetRowColor{white}
 & Encourage privatisation and competition – drive up standards. \tn 
% Row Count 8 (+ 3)
% Row 2
\SetRowColor{LightBackground}
 & State should not control individuals. \tn 
% Row Count 10 (+ 2)
% Row 3
\SetRowColor{white}
 & State should not control individuals. \tn 
% Row Count 12 (+ 2)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 12 (+ 0)
% Row 5
\SetRowColor{white}
{\bf{THE NEW RIGHT}} & A conservative political view. \tn 
% Row Count 14 (+ 2)
% Row 6
\SetRowColor{LightBackground}
 & Incorporates neoliberal ideas (previous slides). \tn 
% Row Count 17 (+ 3)
% Row 7
\SetRowColor{white}
 & Some people are naturally more talented than others. \tn 
% Row Count 20 (+ 3)
% Row 8
\SetRowColor{LightBackground}
 & Agree with functionalists that education should be run on meritocratic principles of open competition. \tn 
% Row Count 25 (+ 5)
% Row 9
\SetRowColor{white}
 & They believe that education should socialise pupils into shared values \& provide a sense of national identity. \tn 
% Row Count 30 (+ 5)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.18988 cm} x{2.78712 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Neoliberalism and the New Right (cont)}}  \tn
% Row 10
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 0 (+ 0)
% Row 11
\SetRowColor{white}
{\bf{THE MARKET VERSUS THE STATE}} & {\emph{The New Right view}} \tn 
% Row Count 2 (+ 2)
% Row 12
\SetRowColor{LightBackground}
 & State control has resulted in inefficiency, national economic decline and a lack of personal initiative. \tn 
% Row Count 7 (+ 5)
% Row 13
\SetRowColor{white}
 & Education inevitably ends up as one size fits all that does not meet individual needs or the needs of employers for skilled \& motivated workers. \tn 
% Row Count 14 (+ 7)
% Row 14
\SetRowColor{LightBackground}
 & the state cannot meet people's needs. \tn 
% Row Count 16 (+ 2)
% Row 15
\SetRowColor{white}
 & Schools that get poor results do not change because they are not accountable to their consumers \tn 
% Row Count 21 (+ 5)
% Row 16
\SetRowColor{LightBackground}
 & The result is lower standards and a less qualified workforce. \tn 
% Row Count 24 (+ 3)
% Row 17
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 24 (+ 0)
% Row 18
\SetRowColor{LightBackground}
{\bf{CHUBB AND MOE}} & {\bf{CONSUMER CHOICE}} \tn 
% Row Count 25 (+ 1)
% Row 19
\SetRowColor{white}
 & Data shows that pupils from low-income families do about 5\% better in private schools. \tn 
% Row Count 29 (+ 4)
% Row 20
\SetRowColor{LightBackground}
 & This suggests that state education is NOT meritocratic. \tn 
% Row Count 32 (+ 3)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.18988 cm} x{2.78712 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Neoliberalism and the New Right (cont)}}  \tn
% Row 21
\SetRowColor{LightBackground}
 & State education has failed to create equal opportunity because it does not have to respond to pupil's needs. \tn 
% Row Count 5 (+ 5)
% Row 22
\SetRowColor{white}
 & Parents \& communities cannot do anything about failing schools while the schools are controlled by the state. \tn 
% Row Count 10 (+ 5)
% Row 23
\SetRowColor{LightBackground}
 & Private schools deliver higher quality education because they are answerable to paying consumers – the parents. \tn 
% Row Count 16 (+ 6)
% Row 24
\SetRowColor{white}
{\bf{CHUBB \& MOE: THE SOLUTION}} & Market system in state education. \tn 
% Row Count 18 (+ 2)
% Row 25
\SetRowColor{LightBackground}
 & Give control to consumers. \tn 
% Row Count 20 (+ 2)
% Row 26
\SetRowColor{white}
 & This should be done via a voucher system in which each family would be given a voucher to spend on buying education from a school of their choice. \tn 
% Row Count 27 (+ 7)
% Row 27
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 27 (+ 0)
% Row 28
\SetRowColor{white}
{\bf{TWO ROLES FOR THE STATE}} & 1.Imposing a framework \tn 
% Row Count 29 (+ 2)
% Row 29
\SetRowColor{LightBackground}
 & 2.Transmission of shared culture \tn 
% Row Count 31 (+ 2)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{The Marxist perspective on education}}  \tn
% Row 0
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Marxists are critical of the capitalist system and the inequality it produces.} \tn 
% Row Count 2 (+ 2)
% Row 1
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Contrast to functionalists – a conflict view.} \tn 
% Row Count 3 (+ 1)
% Row 2
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Society and education based on class division and exploitation} \tn 
% Row Count 5 (+ 2)
% Row 3
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Marxists believe that society is an unfair system is built upon the exploitation of those who lack power, by those who possess it} \tn 
% Row Count 8 (+ 3)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{The capitalist class - the bourgeoisie - are the minority class but they own \& control} \tn 
% Row Count 10 (+ 2)
% Row 5
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{The working class - the proletariat - are the majority who provide their labour to the bourgeoisie.} \tn 
% Row Count 12 (+ 2)
% Row 6
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Division creates class conflict – working class realise they are exploited – this would lead to revolution} \tn 
% Row Count 15 (+ 3)
% Row 7
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{{\bf{but education is used to teach the ideas that will prevent a revolution.}}} \tn 
% Row Count 17 (+ 2)
% Row 8
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 17 (+ 0)
% Row 9
\SetRowColor{white}
{\bf{ALTHUSSER}} & THE IDEOLOGICAL STATE APPARATUS \tn 
% Row Count 19 (+ 2)
% Row 10
\SetRowColor{LightBackground}
 & Repressive State Apparatuses (RSAs): Physical control through institutions such as the police, justice system \& the military. \tn 
% Row Count 26 (+ 7)
% Row 11
\SetRowColor{white}
 & Ideological State Apparatuses (ISAs): Control over people's ideas, beliefs and values (no physical force is used). \tn 
% Row Count 32 (+ 6)
\end{tabularx}
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{The Marxist perspective on education (cont)}}  \tn
% Row 12
\SetRowColor{LightBackground}
 & ISA pass on the ruling class's dominant ideology. \tn 
% Row Count 3 (+ 3)
% Row 13
\SetRowColor{white}
 & The more successful the ISAs are at passing on ruling class dominant ideology, the less work the RSAs have to do. \tn 
% Row Count 9 (+ 6)
% Row 14
\SetRowColor{LightBackground}
 & Althusser believes that education has replaced religion as the most important ISA. \tn 
% Row Count 14 (+ 5)
% Row 15
\SetRowColor{white}
 & The education system passes on ruling-class ideology \& teaches basic skills needed to perform in capitalist society. \tn 
% Row Count 20 (+ 6)
% Row 16
\SetRowColor{LightBackground}
 & The W/C are essentially forced to fail \& end up taking up low status, low paid, alienating work roles. \tn 
% Row Count 26 (+ 6)
% Row 17
\SetRowColor{white}
 & The R/C 'go to the top of the pile' \& go on to university where they are trained to fill their R/C roles. \tn 
% Row Count 32 (+ 6)
\end{tabularx}
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\vfill
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{The Marxist perspective on education (cont)}}  \tn
% Row 18
\SetRowColor{LightBackground}
 & All of this means that social class inequalities are reproduced. \tn 
% Row Count 4 (+ 4)
% Row 19
\SetRowColor{white}
 & Meritocracy is a myth that has to be constantly reinforced so that inequalities are legitimised. \tn 
% Row Count 9 (+ 5)
% Row 20
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 9 (+ 0)
% Row 21
\SetRowColor{white}
{\bf{HIDDEN CIRRICULUM}} & Ideas not part of official curriculum taught through schools such as competition and hierarchy. Essentially, unofficial lessons that are part of the reproduction of education inequalities \tn 
% Row Count 19 (+ 10)
% Row 22
\SetRowColor{LightBackground}
 & Cohen: youth training schemes teach young people values rather than skills. They accept low-paid work. \tn 
% Row Count 25 (+ 6)
% Row 23
\SetRowColor{white}
 & This consists of things that pupils learn informally for their experience of going to school on a daily basis. \tn 
% Row Count 31 (+ 6)
\end{tabularx}
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\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{The Marxist perspective on education (cont)}}  \tn
% Row 24
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 0 (+ 0)
% Row 25
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Bowles \& Gintis agree with Althusser that meritocracy is a myth.} \tn 
% Row Count 2 (+ 2)
% Row 26
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{The system must prevent rebellion.} \tn 
% Row Count 3 (+ 1)
% Row 27
\SetRowColor{white}
Education is a 'myth making machine' designed to justify inequality by promoting the idea that failure is due to lack of hard work & -rather than injustices \& inequalities of capitalist society. \tn 
% Row Count 10 (+ 7)
% Row 28
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 10 (+ 0)
% Row 29
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Not every student passively accepts the rules, regulations and ideology that the education system passes on. This can be seen in the work of Willis (1970).} \tn 
% Row Count 14 (+ 4)
% Row 30
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 14 (+ 0)
% Row 31
\SetRowColor{white}
{\bf{PAUL WILLIS: 'LEARNING TO LABOUR'}} & Gintis, Willis does not believe that there is a simple relationship between education \& work \tn 
% Row Count 19 (+ 5)
% Row 32
\SetRowColor{LightBackground}
 & study of 12 W/C 'lads' in their final year of school using unstructured interviews \& observations \tn 
% Row Count 25 (+ 6)
% Row 33
\SetRowColor{white}
 & He found that the lads had a counter school culture which directly opposed the values of the education system (\& capitalism). \tn 
% Row Count 32 (+ 7)
\end{tabularx}
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\vfill
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{The Marxist perspective on education (cont)}}  \tn
% Row 34
\SetRowColor{LightBackground}
 & They rejected values of subservience, motivation \& acceptance of hierarchy. \tn 
% Row Count 4 (+ 4)
% Row 35
\SetRowColor{white}
 & The lads actively chose to fail so that they could land their 'dream jobs' of manual labour. \tn 
% Row Count 9 (+ 5)
% Row 36
\SetRowColor{LightBackground}
 & not accepting the system (through their counter-culture) meant the 'lads' ended up doing the unskilled labour that capitalism needed. \tn 
% Row Count 16 (+ 7)
% Row 37
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 16 (+ 0)
% Row 38
\SetRowColor{LightBackground}
{\bf{CRITICISMS OF WILLIS}} & Small sample (unrepresentative / cannot generalise findings) \tn 
% Row Count 19 (+ 3)
% Row 39
\SetRowColor{white}
 & The lads could have exaggerated / lied. - HAWTHORNE EFFECT \tn 
% Row Count 22 (+ 3)
% Row 40
\SetRowColor{LightBackground}
 & Willis ignores 'conformist culture' within education \& only focuses on one small subculture \tn 
% Row Count 27 (+ 5)
% Row 41
\SetRowColor{white}
 & Feminists argue that Willis ignores females in his study \& suggest that his work tells us more about masculinities rather than social class \tn 
% Row Count 34 (+ 7)
\end{tabularx}
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\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{The Marxist perspective on education (cont)}}  \tn
% Row 42
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 0 (+ 0)
% Row 43
\SetRowColor{white}
{\bf{EVALUATION OF MARXIST APPROACHES}} & Postmodernists say we now live in a different type of society – education reproduces diversity, not inequality. \tn 
% Row Count 6 (+ 6)
% Row 44
\SetRowColor{LightBackground}
 & Marxists disagree with one another on whether pupils are indoctrinated or have free will. \tn 
% Row Count 11 (+ 5)
% Row 45
\SetRowColor{white}
 & Ignores other forms of inequality – gender, ethnicity and sexuality. \tn 
% Row Count 15 (+ 4)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Dispatches - Secret Teacher (2005)}  \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Educational policy and globalisation}}  \tn
% Row 0
\SetRowColor{LightBackground}
{\bf{Selection: the tripartite system}} & Introduced 1944 \tn 
% Row Count 2 (+ 2)
% Row 1
\SetRowColor{white}
 & Achieved status through own effort (not ascribed) \tn 
% Row Count 5 (+ 3)
% Row 2
\SetRowColor{LightBackground}
 & Supposedly based on meritocracy \tn 
% Row Count 7 (+ 2)
% Row 3
\SetRowColor{white}
 & Discriminated against girls \tn 
% Row Count 9 (+ 2)
% Row 4
\SetRowColor{LightBackground}
 & Reproduced class inequality \tn 
% Row Count 11 (+ 2)
% Row 5
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 11 (+ 0)
% Row 6
\SetRowColor{LightBackground}
{\bf{Comprehensivisation}} & Introduced 1965 \tn 
% Row Count 13 (+ 2)
% Row 7
\SetRowColor{white}
 & To overcome inequality of tripartite \tn 
% Row Count 15 (+ 2)
% Row 8
\SetRowColor{LightBackground}
 & Labour government \tn 
% Row Count 16 (+ 1)
% Row 9
\SetRowColor{white}
 & School catchment areas introduced rather than selection \tn 
% Row Count 19 (+ 3)
% Row 10
\SetRowColor{LightBackground}
 & Streaming within school – still M/C advantage \tn 
% Row Count 22 (+ 3)
% Row 11
\SetRowColor{white}
 & Labelling often a feature \tn 
% Row Count 24 (+ 2)
% Row 12
\SetRowColor{LightBackground}
 & Some LEAs retained grammar schools – Conservative areas \tn 
% Row Count 27 (+ 3)
% Row 13
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 27 (+ 0)
% Row 14
\SetRowColor{LightBackground}
{\bf{Coalition government}} & Joint government of Conservatives and Liberal Democrats, 2010-15 \tn 
% Row Count 31 (+ 4)
\end{tabularx}
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Educational policy and globalisation (cont)}}  \tn
% Row 15
\SetRowColor{LightBackground}
 & Influenced by neoliberalism and the New Right – \tn 
% Row Count 3 (+ 3)
% Row 16
\SetRowColor{white}
 & Reduce the role of the state – free schools from 'dead hand of the state' \tn 
% Row Count 7 (+ 4)
% Row 17
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 7 (+ 0)
% Row 18
\SetRowColor{white}
{\bf{Fragmented centralisation}} & Ball: Free schools and academies \tn 
% Row Count 9 (+ 2)
% Row 19
\SetRowColor{LightBackground}
 & Fragmentation: diversity of provision \tn 
% Row Count 11 (+ 2)
% Row 20
\SetRowColor{white}
 & Centralisation: more central government control \tn 
% Row Count 14 (+ 3)
% Row 21
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 14 (+ 0)
% Row 22
\SetRowColor{white}
{\bf{Coalition policies and inequality}} & Some policies to attempt to decrease inequality \tn 
% Row Count 17 (+ 3)
% Row 23
\SetRowColor{LightBackground}
 & Free school meals for all reception, year one and year two \tn 
% Row Count 20 (+ 3)
% Row 24
\SetRowColor{white}
 & Pupil premium: extra money for pupils from disadvantaged background \tn 
% Row Count 24 (+ 4)
% Row 25
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Spending cuts:  Buildings  Cuts to Sure Start  EMA abolished  University fees tripled} \tn 
% Row Count 26 (+ 2)
% Row 26
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 26 (+ 0)
% Row 27
\SetRowColor{LightBackground}
{\bf{The privatisation of education}} & Privatisation – transfer of public assets (schools) to private companies. \tn 
% Row Count 30 (+ 4)
\end{tabularx}
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Educational policy and globalisation (cont)}}  \tn
% Row 28
\SetRowColor{LightBackground}
 & This means education is used to make a profit. \tn 
% Row Count 3 (+ 3)
% Row 29
\SetRowColor{white}
 & Ball: Education services industry \tn 
% Row Count 5 (+ 2)
% Row 30
\SetRowColor{LightBackground}
 & Companies make more profits on these projects than other contracts. \tn 
% Row Count 9 (+ 4)
% Row 31
\SetRowColor{white}
 & Public-private partnerships (PPP) \tn 
% Row Count 11 (+ 2)
% Row 32
\SetRowColor{LightBackground}
 & Private companies involved in:  Building schools, supply teachers, work-based learning, careers \tn 
% Row Count 16 (+ 5)
% Row 33
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 16 (+ 0)
% Row 34
\SetRowColor{LightBackground}
{\bf{Privatisation and globalisation}} & Many globalised companies involved in education, e.g. Edexcel owed by Pearson. \tn 
% Row Count 20 (+ 4)
% Row 35
\SetRowColor{white}
 & Educational software companies owned by media multinationals. \tn 
% Row Count 24 (+ 4)
% Row 36
\SetRowColor{LightBackground}
 & Also UK policies and initiatives exported. \tn 
% Row Count 27 (+ 3)
% Row 37
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 27 (+ 0)
% Row 38
\SetRowColor{LightBackground}
{\bf{Cola-isation of schools}} & Indirect privatisation: \tn 
% Row Count 29 (+ 2)
% Row 39
\SetRowColor{white}
 & Vending machines \tn 
% Row Count 30 (+ 1)
\end{tabularx}
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Educational policy and globalisation (cont)}}  \tn
% Row 40
\SetRowColor{LightBackground}
 & Branded displays \tn 
% Row Count 1 (+ 1)
% Row 41
\SetRowColor{white}
 & links to purchases, e.g. Tesco computers for schools (£110,000 purchases needed for one PC!) \tn 
% Row Count 6 (+ 5)
% Row 42
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 6 (+ 0)
% Row 43
\SetRowColor{white}
{\bf{Features of Globalisation}} & Technological  Development \tn 
% Row Count 8 (+ 2)
% Row 44
\SetRowColor{LightBackground}
 & Economic Changes \tn 
% Row Count 9 (+ 1)
% Row 45
\SetRowColor{white}
 & Political Changes \tn 
% Row Count 10 (+ 1)
% Row 46
\SetRowColor{LightBackground}
 & Cultural Developments \tn 
% Row Count 12 (+ 2)
% Row 47
\SetRowColor{white}
 & Migration \tn 
% Row Count 13 (+ 1)
% Row 48
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 13 (+ 0)
% Row 49
\SetRowColor{white}
{\bf{Impact Of Globalisation on Education}} & Increased competition for Jobs meaning that schools have to change the curriculum to meet new needs. \tn 
% Row Count 18 (+ 5)
% Row 50
\SetRowColor{LightBackground}
 & Global ICT companies such as Apple and Google creating online resources and curriculums. \tn 
% Row Count 23 (+ 5)
% Row 51
\SetRowColor{white}
 & Increased multiculturalism in schools and decline of the ethnocentric curriculum \tn 
% Row Count 27 (+ 4)
% Row 52
\SetRowColor{LightBackground}
 & Increased competition between schools and universities for students. \tn 
% Row Count 31 (+ 4)
\end{tabularx}
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Educational policy and globalisation (cont)}}  \tn
% Row 53
\SetRowColor{LightBackground}
 & Global rankings used to compare and contrast systems and raise standards. \tn 
% Row Count 4 (+ 4)
% Row 54
\SetRowColor{white}
 & Increased risk and safeguarding issues for schools. \tn 
% Row Count 7 (+ 3)
% Row 55
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 7 (+ 0)
% Row 56
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{{\bf{Views on Globalisation and Education}}} \tn 
% Row Count 8 (+ 1)
% Row 57
\SetRowColor{LightBackground}
{\bf{Hyper-Globalist View - Ohmae}} & Globalisation has been good for education. \tn 
% Row Count 11 (+ 3)
% Row 58
\SetRowColor{white}
{\bf{Marxist View - Spring}} & Globalisation only provides more educational opportunities to the wealthy. \tn 
% Row Count 15 (+ 4)
% Row 59
\SetRowColor{LightBackground}
{\bf{New Fordist View}} & Globalisation has increased competition in the job market which means governments should increase education spending. \tn 
% Row Count 21 (+ 6)
% Row 60
\SetRowColor{white}
{\bf{Neo-Liberal View}} & Globalisation means that governments can play a reduced role in the education system and reduce funding. \tn 
% Row Count 27 (+ 6)
% Row 61
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 27 (+ 0)
% Row 62
\SetRowColor{white}
{\bf{Policies on gender}} & Equal opportunities policies: GIST, WISE – women into science \& engineering \tn 
% Row Count 31 (+ 4)
\end{tabularx}
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Educational policy and globalisation (cont)}}  \tn
% Row 63
\SetRowColor{LightBackground}
 & National Curriculum - Introduction of coursework + Equality in subjects \tn 
% Row Count 4 (+ 4)
% Row 64
\SetRowColor{white}
 & Impact of feminism \tn 
% Row Count 5 (+ 1)
% Row 65
\SetRowColor{LightBackground}
 & Higher education more open \tn 
% Row Count 7 (+ 2)
% Row 66
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 7 (+ 0)
% Row 67
\SetRowColor{LightBackground}
{\bf{Policies on ethnicity}} & Assimilation – knowledge of British culture \tn 
% Row Count 10 (+ 3)
% Row 68
\SetRowColor{white}
 & Multicultural education – valuing all cultures e.g. Black History month \tn 
% Row Count 14 (+ 4)
% Row 69
\SetRowColor{LightBackground}
 & Social inclusion – monitoring results, legislation, EAL. \tn 
% Row Count 17 (+ 3)
% Row 70
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 17 (+ 0)
% Row 71
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{{\bf{Criticisms of multicultural education}}} \tn 
% Row Count 18 (+ 1)
% Row 72
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Underachievement may not be due to lack of self-esteem.} \tn 
% Row Count 20 (+ 2)
% Row 73
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Critical race theorists argue that MCE stereotypes minority cultures and does not tackle institutional racism.} \tn 
% Row Count 23 (+ 3)
% Row 74
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{New Right argue MCE perpetuates cultural divisions. Education should promote a single national culture and assimilate minorities into it.} \tn 
% Row Count 26 (+ 3)
% Row 75
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 26 (+ 0)
% Row 76
\SetRowColor{white}
{\bf{Policies to encourage Social Inclusion}} & Detailed monitoring of results by ethnicity \tn 
% Row Count 29 (+ 3)
% Row 77
\SetRowColor{LightBackground}
 & Legal duty through Race Relations Act amendment \tn 
% Row Count 32 (+ 3)
\end{tabularx}
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{Educational policy and globalisation (cont)}}  \tn
% Row 78
\SetRowColor{LightBackground}
 & Help for voluntary 'Saturday schools' for minority ethnic groups \tn 
% Row Count 4 (+ 4)
% Row 79
\SetRowColor{white}
 & Continued funding of EAL \tn 
% Row Count 6 (+ 2)
% Row 80
\SetRowColor{LightBackground}
{\bf{BUT...}} & Mirza: fail to tackle structural causes \tn 
% Row Count 8 (+ 2)
% Row 81
\SetRowColor{white}
 & Gillborn: institutional racism must be tackled \tn 
% Row Count 11 (+ 3)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{MAERKETISATION}}  \tn
% Row 0
\SetRowColor{LightBackground}
{\bf{Introducing the market to education:}} & Choice \tn 
% Row Count 2 (+ 2)
% Row 1
\SetRowColor{white}
 & Competition \tn 
% Row Count 3 (+ 1)
% Row 2
\SetRowColor{LightBackground}
 & Reduction of state control \tn 
% Row Count 5 (+ 2)
% Row 3
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Choice for schools on who to take and for parents on where to send children.} \tn 
% Row Count 7 (+ 2)
% Row 4
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 7 (+ 0)
% Row 5
\SetRowColor{white}
{\bf{MARKETISATION}} & Introduced 1988 – Education Reform Act (ERA) \tn 
% Row Count 10 (+ 3)
% Row 6
\SetRowColor{LightBackground}
 & Conservative government – Thatcher (New Right) \tn 
% Row Count 13 (+ 3)
% Row 7
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Power to parents rather than teachers and schools - parentocracy} \tn 
% Row Count 15 (+ 2)
% Row 8
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Power to parents rather than teachers and schools - parentocracy} \tn 
% Row Count 17 (+ 2)
% Row 9
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{2010 further steps such as academies and free schools} \tn 
% Row Count 19 (+ 2)
% Row 10
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Favoured by New Right as makes schools raise standards to attract 'customers' in competition} \tn 
% Row Count 21 (+ 2)
% Row 11
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 21 (+ 0)
% Row 12
\SetRowColor{LightBackground}
{\bf{FEATURES OF MARKETISATION}} & Publication of exam results \& Ofsted reports \tn 
% Row Count 24 (+ 3)
% Row 13
\SetRowColor{white}
 & Business sponsorship of schools \tn 
% Row Count 26 (+ 2)
% Row 14
\SetRowColor{LightBackground}
 & Open enrolment – no catchment \tn 
% Row Count 28 (+ 2)
% Row 15
\SetRowColor{white}
 & Funding per pupil – same for all \tn 
% Row Count 30 (+ 2)
\end{tabularx}
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\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{MAERKETISATION (cont)}}  \tn
% Row 16
\SetRowColor{LightBackground}
 & Specialist schools – to widen parental choice \tn 
% Row Count 3 (+ 3)
% Row 17
\SetRowColor{white}
 & Can opt out of LEA – become academies \tn 
% Row Count 5 (+ 2)
% Row 18
\SetRowColor{LightBackground}
 & Tuition fees for HE \tn 
% Row Count 6 (+ 1)
% Row 19
\SetRowColor{white}
 & Parents can set up free schools \tn 
% Row Count 8 (+ 2)
% Row 20
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 8 (+ 0)
% Row 21
\SetRowColor{white}
{\bf{REPRODUCTION OF INEQUALITY}} & Marketisation criticised by many – {\bf{Ball and Whitty}} \tn 
% Row Count 11 (+ 3)
% Row 22
\SetRowColor{LightBackground}
 & Increased inequality due to benefit mainly to M/C. \tn 
% Row Count 14 (+ 3)
% Row 23
\SetRowColor{white}
{\bf{league table}} & High achieving schools can be more selective \tn 
% Row Count 17 (+ 3)
% Row 24
\SetRowColor{LightBackground}
 & Cream-skimming and silt-shifting \tn 
% Row Count 19 (+ 2)
% Row 25
\SetRowColor{white}
{\bf{Funding formula}} & Better schools: more funding and better teachers and facilities \tn 
% Row Count 23 (+ 4)
% Row 26
\SetRowColor{LightBackground}
 & Unpopular schools: lose income; difficult to match skills \tn 
% Row Count 26 (+ 3)
% Row 27
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 26 (+ 0)
% Row 28
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{{\bf{MYTH OF PARENTOCRACY}}} \tn 
% Row Count 27 (+ 1)
% Row 29
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Marketisation reproduces and legitimates inequality.} \tn 
% Row Count 29 (+ 2)
% Row 30
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Ball: only appears to be choice – cultural capital determines the amount.} \tn 
% Row Count 31 (+ 2)
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{x{2.4885 cm} x{2.4885 cm} }
\SetRowColor{DarkBackground}
\mymulticolumn{2}{x{5.377cm}}{\bf\textcolor{white}{MAERKETISATION (cont)}}  \tn
% Row 31
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Leech and Campos: middle class can afford to move closer to better schools} \tn 
% Row Count 2 (+ 2)
% Row 32
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Parentocracy appears to make the system fair but is a myth.} \tn 
% Row Count 4 (+ 2)
% Row 33
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 4 (+ 0)
% Row 34
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{{\bf{NEW LABOUR AND INEQUALITY}}} \tn 
% Row Count 5 (+ 1)
% Row 35
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Widening diversity and choice} \tn 
% Row Count 6 (+ 1)
% Row 36
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Raising standards and addressing underachievement} \tn 
% Row Count 7 (+ 1)
% Row 37
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Reforming the post-compulsory sector} \tn 
% Row Count 8 (+ 1)
% Row 38
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{{\bf{Policies included:}}} \tn 
% Row Count 9 (+ 1)
% Row 39
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Education Action Zones – increased funding} \tn 
% Row Count 10 (+ 1)
% Row 40
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Aim Higher} \tn 
% Row Count 11 (+ 1)
% Row 41
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{National Literacy Strategy} \tn 
% Row Count 12 (+ 1)
% Row 42
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{EMA to support low-income students} \tn 
% Row Count 13 (+ 1)
% Row 43
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{Creation of academies where schools failing} \tn 
% Row Count 14 (+ 1)
% Row 44
\SetRowColor{white}
\mymulticolumn{2}{x{5.377cm}}{Increased funding} \tn 
% Row Count 15 (+ 1)
% Row 45
\SetRowColor{LightBackground}
\mymulticolumn{2}{x{5.377cm}}{} \tn 
% Row Count 15 (+ 0)
% Row 46
\SetRowColor{white}
{\bf{CRITICISMS OF NEW LABOUR}} & Cost of education: EMA to help with FE - but still fees for Higher Education \tn 
% Row Count 19 (+ 4)
% Row 47
\SetRowColor{LightBackground}
 & Grammar \& fee paying schools: New Labour didn't abolish them \tn 
% Row Count 23 (+ 4)
% Row 48
\SetRowColor{white}
 & Marketisation: Maintains inequality - supported by New Labour \tn 
% Row Count 27 (+ 4)
\hhline{>{\arrayrulecolor{DarkBackground}}--}
\end{tabularx}
\par\addvspace{1.3em}


% That's all folks
\end{multicols*}

\end{document}