Functionalists:
Secondary socialisation; role allocation; skills
DURKHEIM = norms, values, integration, social solidarity, anomie

PARSONS = universalistic norms, achievement, role allocation, meritocratic

DAVIS & MOORE = principles of stratification (unequal rewards)

Marxism:
skills & values for employers; ruling class ideology; legitimises inequality; myth of meritocracy

BOWLES & GINTIS = correspondence principle; hierarchy; motivation grades/pay; subservience; hidden curriculum

ALTHUSSER = ideological state apparatus; docile workforce

WILLIS = anti-school subculture ('the Lads')

BOURDIEU = cultural capital

Feminism: gender difference; patriarchy

New Right: individual choice; business; education market

Hidden curriculum - norms/values; punctuality; rewards; hierarchy; respect for authority

Labelling theory

Setting
Streaming
Mixed ability

Subcultures

Identity (internal and external factors)

Higher your social class = more likely to stay in education and achieve in line with or in excess of your potential.

Internal factors:
Labelling; subcultures (anti-sch more likely to be working-class)

External factors:
Material deprivation; cultural deprivation; class attitudes; immediate gratification; deferred gratification; linguistic deprivation

Higher levels of achievement: Chinese, Indian, mixed ethnicity. female black & male Asian more likely to enter HE

Lower levels of achievement: fewer black pupils achieve at GCSE; Roma/white/Bangladeshi less likely to enter HE

Internal factors:
Labelling; school curriculum; institutional racism

External factors:
cultural deprivation; family life

Intersection of ethnicity and material deprivation

Females = better in primary/GCSE, more likely to pass A Levels, more go to HE, though don't necessarily outperform males.

Internal factors:
feminised curriculum, national curriculum; textbooks; labelling; subcultures; subject choice

External factors:
socialisation; Social Policy (Equal pay act; Sex discrimination act); role models; labourmarket; family structure; identity crisis

KEY DATES
1944 - Butler Act = tripartite system; 11+; leaving age raised to 15; grammar, secondary modern, technical schools.

1965 - Comprehensivisation = seen as equality of opportunity; no 11+

1976 - Vocational Education = focus as education not seen as delivering skills needed. 1983 - YTS; 1986 - NVQs; 1992 - GNVQs; 1998 - New Deal

1988 - Education Reform Act = based on New Right ideas; marketisation; choice; National Curriculum compulsory for all students; OFSTED; grant-maintained; parental choice; league tables; SATs & GCSEs

1997-2010 = New Labour = 'third way' (state intervention + New Right marketisation); specialisms; privatisation; interventionist policies (class sizes; numeracy/literacy hours; Aim Higher); Curriculum 2000 (broader A Levels, vocational A Levels, key skills); compensatory policies; Uni fees (£1000/£3000)

2010 = Coalition Government = Widened acadamisation; increased privatisation; free schools; curriculum changes - linear exams, formal grammar in primary education; pupil premium; increase Uni fees (£9000)

Policies:

Gender = 1998 National Curriculum; Computer Club for Girls; Women Into Science and Engineering; Girls In Science and Technology. 1999 - grants for writing classes for boys; 2005 - Breakthrough Programme

Class = 1999 - (Compensatory) Sure Start; EMA; Educational Action Zones; Free School Meals; Academies Programme BUT 1998 - University Fees; 2004 Uni fees increased

Globalisation = need to be competitive - introduction of computer programming to primary curriculum; immigration - increase learning about other cultures/specialised support; shared educational ideas