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AS‐Level Sociology
Tudor Grange Academy
Education‐ Revision Booklet 1
This booklet will aid you in your revision for your AS Sociology exam for paper 1.
I am now more than half‐way through my AS Sociology course. I had a mock
exam in January, where I got the following grade: ________. My target grade is
______. Whether or not I met my target grade, if I want to do well in AS
Sociology, I must REVISE.
Or maybe I want to go and work full time at Lidl. In which case, I don’t have to bother
with need an A revision‐level in sociology (and to work I can there.) throw this booklet away). (Just to be clear, I’m not having a go at people who work in Lidl, just pointing out that you don’t
Hand in date: You are to hand in a COMPLETED version of this
booklet 07/03/
(One day, this could be you! But it won’t be if you don’t REVISE)
How to use a textbook (part 2)
Some of you only use your textbooks in lessons. Some of you just
carry it around in your bag to give your shoulders a work out. Having
buff shoulders is important, but not as important as getting an A‐level.
How to use the textbook (again):
- Reading is Reading. READING IS NOT REVISION. Reading is when your eyes look at the page and the letters and words make sense to you as sentences, and then as ideas. If you’re still doing that thing when you read a page and then realise you don’t have a clue what you’ve just read, then it’s about time you stopped doing that. If this keeps happening, you’re taking too much information in at once. Read it in smaller chunks.
- You only need chapters 1 ‐ 4 (ignore chapters 5 ‐ 7 completely. Seriously. Don’t even look at them)
- All of the theories are on pages 12 ‐ 21 (for the moment, ignore structuration, and New Right.)
- The extra detail in the textbook should extend your understandings of classwork. Of course, if you don’t understand something, you should always ask.
- As the textbook is quite detailed, it will contain some sociological studies we have not looked at in class. This shouldn’t worry you. What do you do about these? Well you have two key choices:
- ignore studies we haven’t looked at in class because your teacher has taught you more than enough to get an A grade. 2) Look at these studies and panic thinking that you have to know all of them to get an A. One of these choices is correct, the other isn’t.
- Each section usually has a bunch of activities at the end. since we do activities in class, I’d just use the book for revision/exam questions. I wouldn’t particularly bother with these. 7) Importantly, most sections have EXAM STYLE QUESTIONS. These are definitely worth your time. How would you know what grade you’ve got? You could type up the answers instead of writing them down, EMAIL/SCAN THEM TO YOUR TEACHER AND YOUR TEACHER WILL GIVE YOU A GRADE WITHIN 3 WORKING DAYS.
Now, funnily enough the AQA sociology textbook that you have is directly linked to
the AQA sociology course that you are doing. When your teacher is teaching you
something from the course, it might be an idea to look at the corresponding section
in the textbook, to sure up your knowledge. If you are doing this, you probably aren’t
complaining about the lessons being “too fast”, because you are keeping up with the
work through DOING THE READING.
(See revision booklet 2 from your last paper for revision tips, ensure you give yourself
enough time to revise for all of your exams)
Now, just some reminders on how to revise: Use revision cards to memorise studies Create posters/mindmaps COMPLETE EXAM QUESTIONS IN TIMED CONDITIONS
Paper 1: Education with methods in context
Exam Date: 17 ‐ 05 ‐ 2016 (1hr 30mins)
Your exam is worth a total of 60 marks: (54 = A, 48= B, 42= C)
STUDIES
(Below is a list of the studies we have looked at in class up to this point) IN THIS MODULE YOU CANNOT REALLY WRITE ABOUT THEORIES WITHOUT WRITING ABOUT STUDIES ATTACHED TO THAT THEORY! Sociological Theory Studies we have looked at Functionalism Durkheim/ Parsons Davis & Moore Marxism Althusser Bowles and Gintis Willis Feminism Sharpe McRobbie Francis
Your first task is to write down some DETAILED revision notes for EACH of the studies we have looked at in class. Start with Durkheim and Parsons below:
DURKHEIM AND PARSONS
DAVIS AND MOORE
CONTINUE writing some DETAILED revision notes for all of the following studies we have looked at in class: Althusser
Bourdieu
Bowles and Gintis
Which sociological THEORY do the above theorists believe in? __________________
What are some key similarities between the ideas of the theorists above? (At least 3)
Q) Now, in your exam if you find yourself in a situation where you have two theorists who say something similar, will you get marks for repeating the same idea twice, but you make it clear that the other sociologist who says the same thing is someone else?
A) No, not really.
Hopefully that was fun and you enjoyed it more than anything you’ve ever done before. Let’s say, just for argument’s sake you didn’t enjoy it…No‐one cares. Maybe you’ll enjoy it more the second time around:
Your task is to write down some revision notes for EACH of the studies we have looked at in class. Start with Durkheim and Parsons below:
DURKHEIM AND PARSONS
DAVIS AND MOORE
Which sociological THEORY do the above theorists believe in? __________________
USING YOUR OWN SKILL AS A SOCIOLOGIST BASED ON WHAT WE’VE STUDIED, COME
UP WITH ANY TWO CRITICISMS OF THE IDEAS ABOVE:
CONTINUE writing some revision notes for all of the following studies we have looked at in class IN DETAIL: Althusser
Bourdieu
Bowles and Gintis
Which sociological THEORY do the above theorists believe in? __________________
What bulletpoints) are some key similarities between the ideas of the theorists above? (at least 3
Q) Now, in your exam if you find yourself in a situation where you have two theorists who say something similar, will you get marks for repeating the same idea twice, but you make it clear that the other sociologist who says the same thing is someone else?
A) No.
20 MARKERS – ITEM B
You will be asked ONE 20 marker on RESEARCH METHODS IN THE CONTEXT OF EDUCATION:
As this is a new paper, there are no past exam questions. Here are some examples of questions that may arise:
Applying material from Item B and your knowledge of research methods, evaluate the strengths and limitations of using self‐completion written questionnaires to investigate unauthorised absences from school. (20 marks)
Applying material from Item B and your knowledge of research methods, evaluate the strengths and limitations of using close‐range observations over an 18 month time frame to investigate anti‐school values of working class boys. (20 marks)
Item B Investigating unauthorised absences from school underachievement. Those pupils who are not doing well at school are more likely to truant. Similarly,^ There is a close correlation between frequent unauthorised absence from school and educational absent without authorisation for many reasons, from caring responsibilities at home or dislike of school,those who truant regularly are likely to finish their school career with poor qualifications. Pupils may be to parents arranging family holidays in term time. Sociologists may use self-completion written questionnaires to study unauthorised absences. These can be distributed easily to large numbers of pupils, parents or teachers. The findings of the However, self-completion questionnaires often have very low response rates, especially when they askquestionnaires can also be used to establish patterns and trends in relation to unauthorised absences. about sensitive issues
Investigating the ‘anti-school values’ of working class boys^ Item B In 1977, Paul Willis studied a group of 12 working-class boys during their last year in school and theirfirst few months at work (18 months in total). He conducted a series of interviews and observations within the school, with the aim of discovering why 'working class kids get working class jobs'. gained a strong rapport with these boys and was able to identify with their worldview through his close-He identified a group of pupils known as the ‘lads’. Over the 18 months he studied the ‘lads’, Willis range observations. According to Willis, the ‘lads’ were working class boys who expressed a negative attitude to academicwork and also showed strongly racist and sexist attitudes. They would drink and smoke in order to try to become part of a more adult world and thought that manual work, such as working in a factory, wasfar more important to academic (school) work. The lads felt that there was no equal opportunity for middle class students. This led to a self-fulfilling prophecy of ‘the lads’ becoming manual workers.them in schools, as no matter how hard they tried, they would still remain far less successful than
In (^) answer.paper (^1) Theyou researchwill have methodsTWO 20 markersquestion to will be the final question in the paper.
20 MARKER – ITEM B RESEARCH METHOS IN CONTEXT
How to answer a 20 marker (ITEM B) question (3 paragraphs in total)
ITEM B will contain a lot of information. This information may be to do with PET issues, or it may be to do with a specific advantage or disadvantage of the main research method being asked about.
P ractical = T ime, A ccess, F unding (problems) E thical = ‐ Informed consent ‐ Anonymity ‐ Is all research unethical? T heoretical= Which theorist would want To use this method? Why? EVERY SINGLE SENTENCE YOU WRITE ABOUT MUST LINK BACK TO THE CONTEXT PRESENTED IN ITEM B AND THE QUESTION. IF YOU DO NOT DO THIS YOU CANNOT GET ABOVE AN ‘E’ GRADE. Use key words! (use keywords that are relevant only) IS THIS A POSITIVIST/INTERPRETIVIST METHOD? WHY WOULD THE OPPOSING THEORISTS CRITICISE THIS? VALIDITY/RELIABILITY QUAL/QUANT GENERALISABILITY/REPRESENTATIVENESS RAPPORT/ HAWTHORNE VERSTEHEN/BIAS SAMPLE/ SAMPLING FRAME PRIMARY/ SECONDARY EVERY SINGLE SENTENCE YOU WRITE ABOUT MUST LINK BACK TO THE CONTEXT PRESENTED IN ITEM B AND THE QUESTION. IF YOU DO NOT DO THIS YOU CANNOT GET ABOVE AN ‘E’ GRADE. Use key words! (use keywords that are relevant only) IS THIS A POSITIVIST/INTERPRETIVIST METHOD? WHY WOULD THEY ARGUE IT’S A GOOD METHOD? VALIDITY/RELIABILITY QUAL/QUANT GENERALISABILITY/REPRESENTATIVENESS RAPPORT/ HAWTHORNE VERSTEHEN/BIAS SAMPLE/ SAMPLING FRAME PRIMARY/ SECONDARY
EVERY SINGLE SENTENCE YOU WRITE ABOUT MUST LINK BACK TO THE CONTEXT PRESENTED IN ITEM B AND THE QUESTION. IF YOU DO NOT DO THIS YOU CANNOT GET ABOVE AN ‘E’ GRADE.
In (^) answer.paper (^1) Theyou researchwill have methods TWO 20 markersquestion to STEP 1 will^ be^ the^ final^ question^ in^ the^ paper. READ ITEM B & THE QUESTION CAREFULLY and be clear which research method is being asked about. There are huge clues in Item B to help you.
STEP 2 – PARAGRAPH 1 (PET)
What are the practical, ethical
and theoretical issues associated
with this research method in the
context of Item B and the
question presented?
STEP 3 – Paragraph 2
What are the STRENGTHS of
using this method?
(YOU NEED AT LEAST 3
STRENGTHS) Preferably 4
STEP 4 – Paragraph 3
What are the LIMITATIONS of
using this method?
(YOU NEED AT LEAST 3
LIMITATIONS) Preferably 4
20 MARKERS – ITEM A
You will be asked ONE 20 marker on
A THEORETICAL PERSPECTIVE
OF EDUCATION
As this is a new paper, there are no past exam questions.
Here are some examples of questions that may arise:
Applying material from Item A and your knowledge, evaluate the view that schools
provide pupils with the norms and values that allow them to take part in a
meritocratic society. (20 marks)
Applying material from Item A and your knowledge, evaluate the view that differences
in educational achievement between social groups are the result of factors and
processes within schools. (20 MARKS)
Applying material from Item A and your knowledge, evaluate the view that the
marketization of education has mainly benefited middle‐class parents and pupils. (
marks)
(Don’t worry if the out question is either above Marxism looks or scary, the New we haven’tRight, and studied this will ‘marketisation’ make up paragraph yet. The 1.) theory that stands
The paper structure 1 is slightly of a (^20) different marker to(ITEM paper A) 2.for You more have detail to and,use the you source need tomaterial focus on in writing stronger replies. However, paragraphs. you only need 3 key
Item A There are important differences in the educational achievements of different social groups. In the view of some sociologists, these differences in achievement are the result of factors andprocesses within schools.
For example, how teachers perceive and treat pupils from different backgrounds can have a major positive or negative effect on their achievement. Similarly, interactions and relationships among pupils themselves can shape their identities. This can have an important effect on their chances of educational failure or success.
Item A Recent changes have tried to create a free-market in education. Schools have become more independent, free-standing institutions, with more control over their own affairs. Parents now have more choice in the school their children attend, and Ofsted reports and school league tables help them to find the best schools. In the educational marketplace, schools compete with each other to attract students and income. Education policymakers believed creating an educational marketplace would raise standards. Like supermarkets competing for customers, schools producing good results would be popular with parents and students. Those that were failing to provide good-quality ‘products’ would lose students and money, and be forced to improve, or close down.
HOW TO WRITE A 20 MARKER (ITEM A) FOR PAPER 1: This Here question is how you is entirely answer basedan ITEM on A, your 20 abilitymarker: to EVALUATE (criticise) THEORY. YOU SHOULD REVISE HOW TO STUDY A 20 MARKER (ITEM A)
Step 1 READ ITEM A! THEN READ THE QUESTION! There are usually HUGE CLUES in item A about what the examiner wants you to focus your writing on. If you don’t use ideas from Item A, you won’t get the point of the question. Step 2 ‐ Paragraph 1 – Explaining your theory from Item A Based on Item A, write down AS MUCH DETAIL AS POSSIBLE about the key theory in ITEM A, ENSURING THAT YOU ARE LINKING YOUR THEORY BACK TO QUESTION AND ITEM A. Example, if the question is on how far society is ‘meritocratic’. You must keep coming back to the idea of meritocracy. IMPORTANT: DON’T BE AFRAID TO USE QUOTES FROM ‘ITEM A’ Step 3 – Paragraph 2 – GENERAL CRITICISMS (THIS IS THE MOST IMPORTANT PARAGRAPH) Give THREE general criticisms of the theory IN AS MUCH DETAIL AS POSSIBLE without using theory. (leave some space, if you have time at the end you can add more criticisms) IMPORTANT: DON’T BE AFRAID TO CRITICISE QUOTES FROM ‘ITEM A’ Step 4 – Paragraph 3 – USE ONE OTHER THEORY TO CRITICSE YOUR ORIGINAL POSITION Using one OTHER THEORY, CRITICISE the position outlined in PARAGRAPH ONE using this other theory IN DETAIL. Try and have at least two criticisms from this theory. AFTER EACH CRITICISM: LINK BACK TO THE QUESTION. At the end of the paragraph. Give your theory a chance to answer BOTH of these^ criticisms. IF you can’t think of a specific criticism from your theory, in paper 1, you can use a general criticism (but this will not get you as many marks). IMPORTANT: DON’T BE AFRAID TO CRITICISE QUOTES FROM ‘ITEM A’ Step 6 – Paragraph 4 – Conclusion You BRIEFLY outline the theory/ theorists from paragraph one and explain – BRIEFLY ‐ which theorists you used to criticise their ideas. What happens if you don’t finish paragraph 4? It’s really no big deal.
The paper structure 1 is slightly of a (^20) different marker to(ITEM paper A) 2.for You more have detail to and,use the you source need tomaterial focus on in writing stronger replies. However, paragraphs. you only need 3 key
Marxism and education (use your notes and textbook too!)
1) Education reproduces capitalism (keep workers of tomorrow busy/ false consciousness)
2) Education makes people accept the ideology of the ruling class (IDEOLOGICAL STATE
APPARATUS)
- Bourdieu: Education reproduces the class structure in society
When Bourdieu looked at social class he devised the ideas of: ECONOMIC, SOCIAL, CULTURAL
CAPITAL (those with the most capital have the most advantages in education)
Schools provide workforce: In working class neighbourhoods particularly, working‐class
students are being made ready for the lower end of the workforce.
Workplace casts a ‘long shadow’ on education. The idea that education can give working class
students a better life is a lie. Poorer students are not supposed to make it out of the education
system.
CORRESPONDENCE PRINCIPLE – All Marxists
Say that the control of education by the
bourgeoisies corresponds (links)
to the control the bourgeoisies have over wider society.
Criticising Marxist views of education
Althusser’s views treats individuals as automatons (robots) who are being
controlled. He does not take into account individual freedom to reject norms and values taught
by the school.
For example, Paul Willis’ ‘lads’ made a conscious decision to not take part in the norms and
values of the school
- SOCIAL MOBILITY DOES EXIST:
Social mobility is clearly possible due to education. There are numerous cases of people who
have been able to move up the social class ladder due to their education.
Working class people do go to universities such as Oxford and Cambridge, their lack of capital
does not disadvantage them.
Working class people have their own cultural and social capital that is just as valuable to them
as the middle and upper class social capital that he says you need to do well in education.
Working class culture has VALUE too.
- CRITICISING BOWLES AND GINTIS :
Bowles and Gintis’ analysis is similar to a conspiracy theory. It is a Marxist social construction.
Bowles and Gintis only say what they do because that is what they want to believe.
Feminist views of education (Read through your notes on feminism/ textbook for more detail)
Feminism
- Feminists claim that FEMINISM is the cause of improving the rights and raising the expectations and self‐esteem of women. ALL feminists credit the feminist movement and its criticism of PATRIARCHY that have challenged traditional stereotypical roles of women. The stereotypical roles of women from as closely as 20 years ago, do not apply to women in contemporary society. Women are now more aware of patriarchy, gender role stereotyping and sex discrimination. This has given women more power.
- SHARPE (1976 & 1994) Sue Sharpe conducted a study entitled ‘Just Like a Girl’. In 1976, Sharpe found that girls’ priorities were: “love, marriage, husbands, children, jobs, and careers, more or less in that order.” When she repeated her research in 1994, she found these priorities changed to “job, career, and being able to support themselves.”
- Angela McRobbie McRobbie is a prominent writer on gender issues and femininity. (You may remember her work from paper 2 on ‘bedroom culture’ – that young girls form femininity in the private sphere of the bedroom). As far as gender and education is concerned, McRobbie argues that more and more women are ASPIRATIONAL. This means that girls are focussed on a career and a life outside of the traditional idea of being a wife and mother. McRobbie says that more women expect to get a degree and a successful career.
- Becky Francis wrote an influential book in 2000 entitled: ‘Boys, Girls and Achievement’. In this work, Francis carried out non‐participant observations and interviews with 14 ‐ 16 year old girls in London:
- She found that the girls she interviewed were highly AMBITIOUS.
- She found that girls were better organised in class and female peer groups were more pro‐school than male peer groups in their attitudes.
- Francis also observed ‘laddish’ behaviours by boys where peer‐groups gave a macho status to boys who resisted teachers and misbehaved. She also noticed that female teachers provided a more positive role model for students.
McRobbie to know is afor theorist both papers you need
