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qualifications and exam results vary systematically between groups defined by social class, gender or ethnicity."},{"text":"Differences in teaching methods between individual schools.","correct":false,"explanation":"Comparing teaching methods concerns differences in school practice, not differential educational achievement. The correct focus is differences in educational outcomes between social groups."},{"text":"Differences in educational policies between different countries.","correct":false,"explanation":"International policy comparison is a separate area of study. Differential educational achievement compares educational outcomes between social groups, such as classes, genders or ethnicities."},{"text":"Differences in subject choices between individual pupils.","correct":false,"explanation":"Subject choice may contribute to achievement patterns, but it is not the definition. Differential educational achievement compares educational outcomes between social groups."}]},{"id":"7665b49c-b271-400e-a9fc-5e87a04d03d9","cardType":"cloze","points":null,"front":"Educational achievement is socially patterned, but it is not [ ]; pupils still have [ ].","back":"Educational achievement is socially patterned, but it is not fixed; pupils still have agency.","mcqOptions":[{"text":"Educational achievement is socially patterned, but it is not fixed; pupils still have agency.","correct":true,"explanation":"Social patterns influence pupils’ educational chances without determining every outcome. Agency means pupils can make choices and respond actively to their circumstances."},{"text":"Educational achievement is socially patterned, but it is not changeable; pupils still have agency.","correct":false,"explanation":"Describing achievement as not changeable makes outcomes effectively fixed, contradicting the role of agency. Social patterns influence achievement, but pupils can still act and make choices."},{"text":"Educational achievement is socially patterned, but it is not fixed; pupils still have predestination.","correct":false,"explanation":"Predestination suggests outcomes are decided in advance, which removes pupils’ capacity to act. The correct term is agency because pupils can make choices despite social constraints."},{"text":"Educational achievement is socially patterned, but it is not structured; pupils still have conformity.","correct":false,"explanation":"Achievement is structured by social factors, while conformity means following expectations rather than exercising choice. It is not fixed, and pupils still possess agency."}]},{"id":"16346825-5182-440c-b92f-d35c7a742c40","cardType":"basic","points":3,"front":"How do external explanations differ from internal explanations?","back":"

External: influences outside school.
Internal: processes inside school.

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External: influences outside school.
Internal: processes inside school.

","correct":true,"explanation":"External explanations concern influences such as poverty and home culture, whereas internal explanations concern school processes such as labelling, setting and pupil subcultures."},{"text":"

External: processes inside school.
Internal: influences outside school.

","correct":false,"explanation":"This reverses the two categories. External explanations concern influences outside school, while internal explanations examine processes operating within schools."},{"text":"

External: processes before starting school.
Internal: processes after leaving school.

","correct":false,"explanation":"The distinction is based on location, not whether influences occur before or after schooling. External factors operate outside school; internal processes operate inside it."},{"text":"

External: differences between schools.
Internal: differences between pupils.

","correct":false,"explanation":"The categories do not separate schools from pupils. External explanations examine influences outside school, while internal explanations examine processes within school."}]},{"id":"4d05157c-65bb-4091-9541-12616146402b","cardType":"basic","points":1,"front":"What is FSM used as a rough indicator of?","back":"Economic disadvantage.","mcqOptions":[{"text":"Economic disadvantage.","correct":true,"explanation":"Eligibility for free school meals is commonly used as a proxy for economic disadvantage because it is linked to household income and benefit eligibility."},{"text":"Cultural deprivation.","correct":false,"explanation":"FSM records do not directly measure language, values or parental attitudes associated with cultural deprivation. They are used as a rough indicator of economic disadvantage."},{"text":"Educational attainment.","correct":false,"explanation":"Attainment is measured through results, grades or qualifications rather than free school meal eligibility. FSM is used as a rough indicator of economic disadvantage."},{"text":"Special educational needs.","correct":false,"explanation":"Special educational needs are identified through learning needs and support requirements, not FSM eligibility. FSM is instead a rough indicator of economic disadvantage."}]},{"id":"70f1eb02-d7fb-4a59-8509-a5a55e4cce69","cardType":"basic","points":2,"front":"How can material deprivation lower achievement?","back":"It restricts study resources such as space, internet, books or food.","mcqOptions":[{"text":"It restricts study resources such as space, internet, books or food.","correct":true,"explanation":"Low income can limit access to basic necessities and resources needed for effective study, reducing concentration, homework opportunities and readiness to learn."},{"text":"It encourages negative teacher labelling based on pupils’ behaviour.","correct":false,"explanation":"Negative teacher labelling is an internal school process rather than material deprivation itself. Material deprivation lowers achievement by restricting resources such as food, books, internet and study space."},{"text":"It limits elaborated language codes used in classroom discussion.","correct":false,"explanation":"Language codes belong to cultural explanations associated with Bernstein, not material deprivation. Material deprivation concerns restricted access to resources such as books, food, internet and study space."},{"text":"It creates anti-school peer pressure among friendship groups.","correct":false,"explanation":"Anti-school peer pressure concerns pupil subcultures rather than a direct material restriction. Material deprivation lowers achievement by limiting resources needed for learning and study."}]},{"id":"cec7ad26-9fcf-4abe-9413-46fbfb163f0d","cardType":"cloze","points":null,"front":"The [ ] gives schools extra funding for [ ].","back":"The Pupil Premium gives schools extra funding for disadvantaged pupils.","mcqOptions":[{"text":"The Pupil Premium gives schools extra funding for disadvantaged pupils.","correct":true,"explanation":"The Pupil Premium provides additional school funding linked mainly to disadvantaged pupils, enabling schools to support their attainment and reduce educational inequalities."},{"text":"The Education Maintenance Allowance gives schools extra funding for disadvantaged pupils.","correct":false,"explanation":"Education Maintenance Allowance was paid to eligible students to support continued participation, rather than being extra school funding. The Pupil Premium funds schools for disadvantaged pupils."},{"text":"The Pupil Premium gives schools extra funding for high-achieving pupils.","correct":false,"explanation":"The funding is not awarded specifically for high prior attainment. The Pupil Premium gives schools additional funding to support disadvantaged pupils."},{"text":"The Sure Start programme gives schools extra funding for preschool children.","correct":false,"explanation":"Sure Start provided early-years services for young children and families rather than this form of school funding. The Pupil Premium gives schools funding for disadvantaged pupils."}]},{"id":"d686adc1-4b78-4c9c-9037-fb4686ea9e1a","cardType":"basic","points":1,"front":"According to Bernstein, which language code are middle-class pupils more likely to use?","back":"An elaborated code.","mcqOptions":[{"text":"An elaborated code.","correct":true,"explanation":"Bernstein argued that middle-class pupils are more likely to use an elaborated code, whose explicit and context-independent language closely matches the language used in education."},{"text":"A restricted code.","correct":false,"explanation":"Bernstein associated restricted code more strongly with working-class speech contexts. Middle-class pupils are more likely to use an elaborated code, which matches schools’ linguistic expectations."},{"text":"A localised code.","correct":false,"explanation":"Localised code is not Bernstein’s term for the speech pattern associated with middle-class pupils. He argued that they are more likely to use an elaborated code."},{"text":"A non-verbal code.","correct":false,"explanation":"Bernstein’s theory concerns patterns of spoken language rather than a non-verbal communication system. He associated middle-class pupils with the elaborated code."}]},{"id":"4271bc55-f5e0-4445-9148-426a44575773","cardType":"basic","points":2,"front":"Why can cultural deprivation be criticised as a deficit view?","back":"It may imply working-class culture is inferior.","mcqOptions":[{"text":"It may imply working-class culture is inferior.","correct":true,"explanation":"The deficit view treats working-class language, values and socialisation as lacking compared with middle-class culture, rather than recognising cultural difference or structural inequality."},{"text":"It may imply schools deliberately favour working-class pupils.","correct":false,"explanation":"Cultural deprivation theory does not claim that schools intentionally favour working-class pupils. Its deficit assumption is that working-class culture is inferior or lacks educationally valued features."},{"text":"It may imply middle-class pupils reject school values.","correct":false,"explanation":"Cultural deprivation approaches usually present middle-class culture as closely aligned with school values. The deficit criticism is that they portray working-class culture as inferior."},{"text":"It may imply achievement differences are purely biological.","correct":false,"explanation":"Cultural deprivation focuses on socialisation, language and values rather than biological inheritance. It is called a deficit view because it may portray working-class culture as inferior."}]},{"id":"dd52f3a7-3343-4253-8e07-ce25292d2bc8","cardType":"cloze","points":null,"front":"Bourdieu argued schools may treat middle-class [ ] as [ ].","back":"Bourdieu argued schools may treat middle-class cultural capital as ability.","mcqOptions":[{"text":"Bourdieu argued schools may treat middle-class cultural capital as ability.","correct":true,"explanation":"Bourdieu argued that schools value the language, knowledge and dispositions of the middle class, misrecognising their culturally acquired advantages as natural academic ability."},{"text":"Bourdieu argued schools may treat middle-class economic capital as effort.","correct":false,"explanation":"Economic capital concerns material resources such as income and wealth, while Bourdieu argued that schools often treat middle-class cultural capital as evidence of ability."},{"text":"Bourdieu argued schools may treat middle-class cultural deprivation as ability.","correct":false,"explanation":"Cultural deprivation describes an alleged lack of valued culture rather than a middle-class advantage. Bourdieu argued schools may mistake middle-class cultural capital for ability."},{"text":"Bourdieu argued schools may treat middle-class cultural capital as conformity.","correct":false,"explanation":"Schools may reward conformity, but Bourdieu’s specific argument was that middle-class cultural capital resembles the dominant school culture and is therefore treated as ability."}]},{"id":"62f9a08f-f372-4200-ae6f-14c593b95476","cardType":"basic","points":1,"front":"What did Becker find teachers used to judge pupils?","back":"An ideal student image.","mcqOptions":[{"text":"An ideal student image.","correct":true,"explanation":"Becker found that teachers compared pupils with an image of the ideal student, judging them through characteristics such as appearance, conduct, language and attitude to work."},{"text":"An average student image.","correct":false,"explanation":"Becker studied teachers’ informal judgements rather than a standardised image of average attainment. They assessed pupils against an ideal student image shaped by teacher expectations."},{"text":"An ideal teacher image.","correct":false,"explanation":"The study concerned teachers’ perceptions of pupils, not their expectations of colleagues. Becker found that teachers judged pupils against an ideal student image."},{"text":"An ideal parent image.","correct":false,"explanation":"Although teachers may form views of families, Becker’s finding focused on the criteria used to evaluate pupils themselves: an image of the ideal student."}]},{"id":"8f81cc48-0697-4c42-950a-fa3a8f988230","cardType":"cloze","points":null,"front":"In a self-fulfilling prophecy, a [ ] affects treatment, so pupils act in ways that [ ] it.","back":"In a self-fulfilling prophecy, a label affects treatment, so pupils act in ways that confirm it.","mcqOptions":[{"text":"In a self-fulfilling prophecy, a label affects treatment, so pupils act in ways that confirm it.","correct":true,"explanation":"A label shapes how others treat a pupil, which can alter the pupil’s self-concept and behaviour until they act in ways that confirm the original label."},{"text":"In a self-fulfilling prophecy, a label affects treatment, so pupils act in ways that challenge it.","correct":false,"explanation":"A self-fulfilling prophecy occurs when pupils come to confirm a label, not necessarily challenge it. Changed treatment and self-concept help produce the predicted behaviour."},{"text":"In a self-fulfilling prophecy, an examination result affects treatment, so pupils act in ways that confirm it.","correct":false,"explanation":"An examination result may influence treatment, but the interactionist process specifically begins with a label that pupils may eventually confirm through their behaviour."},{"text":"In a self-fulfilling prophecy, a setting affects treatment, so pupils act in ways that reject it.","correct":false,"explanation":"Setting is a method of grouping pupils rather than the initial judgement in this process. A label changes treatment and may lead pupils to confirm it."}]},{"id":"fbc1321f-92c0-43a3-95fe-8956de60c0b1","cardType":"cloze","points":null,"front":"[ ] groups pupils by ability in particular subjects; [ ] groups them across most or all subjects.","back":"Setting groups pupils by ability in particular subjects; streaming groups them across most or all subjects.","mcqOptions":[{"text":"Setting groups pupils by ability in particular subjects; streaming groups them across most or all subjects.","correct":true,"explanation":"Setting places pupils in different ability groups separately for individual subjects, whereas streaming assigns pupils to one ability group for most or all subjects."},{"text":"Streaming groups pupils by ability in particular subjects; setting groups them across most or all subjects.","correct":false,"explanation":"The two definitions have been reversed. Setting allows a pupil to occupy different groups by subject, while streaming uses one general ability group across subjects."},{"text":"Setting groups pupils by ability in particular subjects; banding groups them across most or all subjects.","correct":false,"explanation":"Banding places pupils into broad ability ranges and is not the standard term for grouping them across most or all subjects. That practice is streaming."},{"text":"Banding groups pupils by ability in particular subjects; streaming groups them across most or all subjects.","correct":false,"explanation":"Banding does not normally describe separate ability groups for particular subjects. Setting is subject-specific, while streaming allocates pupils across most or all subjects."}]},{"id":"99b52a88-8150-44a7-bf0c-e89b8e82e904","cardType":"basic","points":2,"front":"How can lower ability groups disadvantage working-class pupils?","back":"They may bring lower expectations and less demanding work.","mcqOptions":[{"text":"They may bring lower expectations and less demanding work.","correct":true,"explanation":"Teachers may expect less from lower groups and provide easier, less stimulating work. Working-class pupils are disproportionately placed in these groups, restricting their opportunities to progress."},{"text":"They may bring higher expectations and more demanding work.","correct":false,"explanation":"Higher expectations and more demanding work would generally promote progress rather than explain disadvantage. Lower groups may instead receive lower expectations and less demanding work."},{"text":"They may bring greater teacher attention and more challenging work.","correct":false,"explanation":"Additional attention and challenging work could support achievement, so they do not explain the usual disadvantage. Lower groups often face lower expectations and less demanding tasks."},{"text":"They may bring smaller class sizes and additional resources.","correct":false,"explanation":"Smaller classes and extra resources would normally be supportive rather than a mechanism of disadvantage. The concern is lower teacher expectations and less demanding work."}]},{"id":"f8b53fd3-33f3-4517-aaf6-479372b45452","cardType":"basic","points":2,"front":"Why might educational triage disadvantage some pupils?","back":"Schools prioritise pupils near grade boundaries, disadvantaging others.","mcqOptions":[{"text":"Schools prioritise pupils near grade boundaries, disadvantaging others.","correct":true,"explanation":"Under educational triage, schools concentrate resources on pupils likely to cross key grade boundaries, while very high or low achievers may receive less attention."},{"text":"Schools prioritise pupils with the highest grades, disadvantaging others.","correct":false,"explanation":"Educational triage does not mean concentrating only on pupils already achieving the highest grades. Schools typically target borderline pupils who could cross important grade boundaries."},{"text":"Schools prioritise pupils from all attainment levels, disadvantaging others.","correct":false,"explanation":"Equal support for every pupil would avoid the selective allocation central to educational triage. Triage prioritises pupils close to strategically important grade boundaries."},{"text":"Schools prioritise pupils with the lowest attainment, disadvantaging others.","correct":false,"explanation":"Schools may neglect pupils considered unlikely to improve headline results rather than prioritise them. Educational triage usually directs support towards pupils near grade boundaries."}]},{"id":"3b369113-05ff-4033-b8fa-fa1c1d488c88","cardType":"cloze","points":null,"front":"Since the late 1980s, [ ] have generally overtaken [ ] in many achievement measures, especially GCSE.","back":"Since the late 1980s, girls have generally overtaken boys in many achievement measures, especially GCSE.","mcqOptions":[{"text":"Since the late 1980s, girls have generally overtaken boys in many achievement measures, especially GCSE.","correct":true,"explanation":"Girls’ performance improved relative to boys’ from the late 1980s, and girls subsequently achieved higher results on many indicators, particularly at GCSE level."},{"text":"Since the late 1980s, boys have generally overtaken girls in many achievement measures, especially GCSE.","correct":false,"explanation":"This reverses the established gender trend. Since the late 1980s, girls have generally overtaken boys in achievement measures, with a notable gender gap at GCSE."},{"text":"Since the late 1980s, working-class pupils have generally overtaken middle-class pupils in many achievement measures, especially GCSE.","correct":false,"explanation":"Class inequalities remain substantial, and working-class pupils have not generally overtaken middle-class pupils. The well-documented change concerns girls overtaking boys."},{"text":"Since the late 1980s, private-school pupils have generally overtaken state-school pupils in many achievement measures, especially GCSE.","correct":false,"explanation":"Private-school pupils generally held an existing achievement advantage, so this is not the late-1980s reversal identified here. The major trend was girls overtaking boys."}]},{"id":"3e618e77-823e-4eb3-8e40-bac9023b85b1","cardType":"basic","points":1,"front":"What did Sue Sharpe find about girls’ ambitions by the 1990s?","back":"Girls increasingly prioritised careers and independence.","mcqOptions":[{"text":"Girls increasingly prioritised careers and independence.","correct":true,"explanation":"Sharpe’s later research found that girls increasingly valued paid employment, financial autonomy and self-reliance, placing careers and independence ahead of traditional domestic ambitions."},{"text":"Girls increasingly prioritised marriage and family.","correct":false,"explanation":"Marriage and family had ranked highly in Sharpe’s earlier 1970s research. By the 1990s, girls increasingly placed careers and independence first."},{"text":"Girls increasingly prioritised domesticity and dependence.","correct":false,"explanation":"Domesticity and dependence represent the traditional ambitions that had become less dominant. Sharpe found growing emphasis on careers, financial autonomy and independence by the 1990s."},{"text":"Girls increasingly prioritised femininity and motherhood.","correct":false,"explanation":"Traditional femininity and motherhood more closely reflect earlier expectations of women. By the 1990s, Sharpe found girls increasingly prioritised careers and independence."}]},{"id":"32e5fff2-c8a1-413f-8b75-80b814884d9e","cardType":"basic","points":1,"front":"Despite girls’ overall achievement, what remains strongly gendered?","back":"Subject choices.","mcqOptions":[{"text":"Subject choices.","correct":true,"explanation":"Girls’ overall attainment has improved, but subjects remain divided by gender, with boys and girls often choosing different courses because of stereotypes, socialisation and career expectations."},{"text":"School attendance.","correct":false,"explanation":"Attendance is not the key pattern identified here. Despite girls’ overall achievement, subject choices remain strongly gendered because socialisation and stereotypes continue to influence preferences."},{"text":"Exam regulations.","correct":false,"explanation":"Exam regulations generally apply to all pupils rather than being strongly divided by gender. The persistent gendered feature is subject choice, such as contrasting entries for physics and sociology."},{"text":"School starting ages.","correct":false,"explanation":"Boys and girls normally begin compulsory schooling at the same age. Subject choices remain strongly gendered, reflecting influences including peer pressure, gender domains and career expectations."}]},{"id":"4077bd3e-85f9-4e2c-bbf2-c36cb1503548","cardType":"basic","points":2,"front":"According to Francis and Jackson, how can laddish or laddette identities affect effort?","back":"They can make effort appear uncool.","mcqOptions":[{"text":"They can make effort appear uncool.","correct":true,"explanation":"Francis and Jackson argue that laddish and laddette identities may treat visible academic effort as uncool, encouraging pupils to hide enthusiasm or reduce effort to maintain peer approval."},{"text":"They can make effort appear compulsory.","correct":false,"explanation":"School rules may make work compulsory, but this is not the peer-group effect Francis and Jackson describe. Laddish or laddette identities can make academic effort appear uncool."},{"text":"They can make effort appear effortless.","correct":false,"explanation":"Some pupils may conceal how hard they work, but the central claim is that laddish or laddette identities make effort appear uncool and potentially damaging to peer status."},{"text":"They can make effort appear feminine.","correct":false,"explanation":"Laddish cultures may sometimes label schoolwork as feminine, but this does not capture the full argument about both laddish and laddette identities: they can make effort appear uncool."}]},{"id":"cca1fd3c-31d0-4079-a205-c6978f48bddd","cardType":"basic","points":2,"front":"How can class overlap with ethnicity in achievement patterns?","back":"Some groups face poverty, overcrowding or insecure employment.","mcqOptions":[{"text":"Some groups face poverty, overcrowding or insecure employment.","correct":true,"explanation":"Class and ethnicity intersect because some ethnic groups are disproportionately exposed to material disadvantages such as poverty, overcrowded housing and insecure employment, which can restrict educational achievement."},{"text":"Some groups face affluence, spacious housing or secure employment.","correct":false,"explanation":"These are material advantages and would generally support, rather than hinder, educational achievement. Class overlaps with ethnicity where groups experience poverty, overcrowding or insecure employment."},{"text":"Some groups face streaming, labelling or teacher stereotyping.","correct":false,"explanation":"These are internal school processes rather than examples of class-based material disadvantage. The overlap described concerns poverty, overcrowding or insecure employment affecting some ethnic groups."},{"text":"Some groups face truancy, exclusion or anti-school subcultures.","correct":false,"explanation":"These may be related educational outcomes or school experiences, but they do not directly show class overlapping with ethnicity. The overlap involves poverty, overcrowding or insecure employment."}]},{"id":"9e62b29b-f59d-4876-988a-3de12ecd894d","cardType":"cloze","points":null,"front":"[ ] is racism built into an organisation’s routines, policies and assumptions.","back":"Institutional racism is racism built into an organisation’s routines, policies and assumptions.","mcqOptions":[{"text":"Institutional racism","correct":true,"explanation":"Institutional racism describes discrimination embedded within an organisation’s normal policies, routines and assumptions, rather than racism being limited to the deliberate prejudice of particular individuals."},{"text":"Individual racism","correct":false,"explanation":"Individual racism concerns a person’s prejudiced attitudes or discriminatory actions. Racism embedded in an organisation’s routines, policies and assumptions is called institutional racism."},{"text":"Cultural deprivation","correct":false,"explanation":"Cultural deprivation theory attributes underachievement to supposedly inadequate values, language or socialisation in the home. Organisational routines and policies that reproduce racism constitute institutional racism."},{"text":"Ethnic stereotyping","correct":false,"explanation":"Ethnic stereotyping means applying simplified assumptions to members of an ethnic group. When racism is embedded across an organisation’s routines, policies and assumptions, it is institutional racism."}]},{"id":"dce7c9d2-59fe-48cc-91ed-705458bc0336","cardType":"basic","points":2,"front":"What did Gillborn and Youdell argue about Black pupils in schools?","back":"Black pupils were more likely to be disciplined and seen as threatening.","mcqOptions":[{"text":"Black pupils were more likely to be disciplined and seen as threatening.","correct":true,"explanation":"Gillborn and Youdell found that racialised teacher expectations constructed Black pupils as threatening, making them more likely to receive discipline and contributing to unequal educational experiences."},{"text":"Black pupils were more likely to be praised and seen as hard-working.","correct":false,"explanation":"This reverses Gillborn and Youdell’s finding about negative racialised expectations. They argued that Black pupils were more likely to be disciplined and perceived as threatening."},{"text":"Black pupils were more likely to be streamed highly and seen as academic.","correct":false,"explanation":"Their research did not identify consistently positive placement and expectations for Black pupils. It highlighted their greater likelihood of being disciplined and constructed by teachers as threatening."},{"text":"Black pupils were more likely to be ignored and seen as passive.","correct":false,"explanation":"Being overlooked and stereotyped as passive is more commonly associated with research on some Asian pupils. Gillborn and Youdell emphasised Black pupils being disciplined and seen as threatening."}]},{"id":"12bdd13a-1ac5-40d4-baec-8d82ed60d17c","cardType":"basic","points":2,"front":"How can an ethnocentric curriculum affect pupils?","back":"It can make some pupils feel their identities are excluded.","mcqOptions":[{"text":"It can make some pupils feel their identities are excluded.","correct":true,"explanation":"An ethnocentric curriculum centres the history, culture and viewpoints of a dominant ethnic group, so pupils from other backgrounds may feel that their identities are excluded."},{"text":"It can make some pupils feel their identities are superior.","correct":false,"explanation":"An ethnocentric curriculum privileges the dominant culture rather than presenting every pupil’s identity as superior. Pupils whose cultures are marginalised may instead feel their identities are excluded."},{"text":"It can make some pupils feel their abilities are identical.","correct":false,"explanation":"Ethnocentrism concerns whose culture and identity the curriculum represents, not whether pupils have identical abilities. It can make pupils from marginalised groups feel their identities are excluded."},{"text":"It can make some pupils feel their qualifications are devalued.","correct":false,"explanation":"Qualification value concerns recognition by institutions or employers, not cultural representation within teaching. An ethnocentric curriculum can make some pupils feel that their identities are excluded."}]},{"id":"5f17a3b6-4b35-4539-9450-adab75c8084b","cardType":"basic","points":2,"front":"How does intersectionality improve broad claims like ‘boys underachieve’?","back":"It shows class, ethnicity, religion and locality combine to shape experience.","mcqOptions":[{"text":"It shows class, ethnicity, religion and locality combine to shape experience.","correct":true,"explanation":"Intersectionality avoids treating all boys as one uniform group by examining how gender combines with class, ethnicity, religion and locality to produce different educational experiences and outcomes."},{"text":"It shows gender, biology, intelligence and ability combine to shape experience.","correct":false,"explanation":"This substitutes largely individual or biological characteristics for intersecting social positions. Intersectionality improves the claim by showing how class, ethnicity, religion and locality combine to shape experience."},{"text":"It shows schools, teachers, lessons and exams combine to shape experience.","correct":false,"explanation":"These are parts of education rather than intersecting dimensions of social identity and inequality. Intersectionality considers how class, ethnicity, religion and locality combine to shape pupils’ experiences."},{"text":"It shows effort, behaviour, attendance and motivation combine to shape experience.","correct":false,"explanation":"These pupil behaviours do not capture the intersecting social inequalities highlighted by intersectionality. The approach examines how class, ethnicity, religion and locality combine to differentiate boys’ experiences."}]},{"id":"7dae1bae-48fd-4e25-944f-9c3d5258a322","cardType":"basic","points":2,"front":"Why can GCSE results have limited validity as education data?","back":"They measure exam performance, not the whole educational experience.","mcqOptions":[{"text":"They measure exam performance, not the whole educational experience.","correct":true,"explanation":"GCSE results measure performance in particular assessments, but education also includes learning, wellbeing, relationships and personal development. Results therefore have limited validity as a measure of the whole experience."},{"text":"They measure teacher performance, not the whole educational experience.","correct":false,"explanation":"GCSE results may be used to evaluate schools or teachers, but they directly record pupils’ exam performance. Their limited validity comes from not capturing the whole educational experience."},{"text":"They measure school attendance, not the whole educational experience.","correct":false,"explanation":"Attendance data record whether pupils are present, whereas GCSE grades primarily measure exam performance. They have limited validity because examination outcomes do not represent the whole educational experience."},{"text":"They measure pupil intelligence, not the whole educational experience.","correct":false,"explanation":"Treating GCSE results as direct measures of intelligence confuses assessed attainment with innate ability. They measure exam performance and cannot capture every aspect of a pupil’s educational experience."}]}]}],"examCountdown":{"examDate":"2027-05-14","paperLabel":"Paper 1"},"heading":"Differential educational achievement","title":"Differential educational achievement Flashcards","topbar":{"backHref":"/a-level/sociology/aqa/flashcards"},"topicSidebar":"$L37"}]}],"topicId":"e4864be8-ab67-5645-a603-c2be4628d2d0","walled":"$L38"}],"$L39","$L3a"]