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24:[["$","$L33",null,{"feature":"flashcards"}],"$L34",["$","$L35",null,{"href":"/a-level/sociology/eduqas/education/flashcards","label":"Education","subjectCode":"a_level_sociology__eduqas","surface":"flashcards"}],["$","$L36",null,{"runner":["$","div",null,{"className":"min-h-0 flex-1 overflow-hidden bg-background","children":["$","$L37",null,{"decks":[{"id":"856e7744-a7e6-4438-a886-f94056aa9fe8","title":"Education Flashcards","topicId":"f5677dae-9d19-535b-975e-2e618d48bb54","topicSlug":"education","cards":[{"id":"696c5682-d516-4fd6-83e8-5fa2832ccd23","cardType":"cloze","points":null,"front":"Sociologists treat education as a [ ] because it shapes behaviour and identity through organised learning.","back":"Sociologists treat education as a social institution because it shapes behaviour and identity through organised learning.","mcqOptions":[{"text":"social institution","correct":true,"explanation":"Education is a social institution because it is an organised system that transmits knowledge, norms and values, shaping individuals’ behaviour and identities."},{"text":"social interaction","correct":false,"explanation":"Social interaction describes communication between individuals or groups, not an organised structure. The correct term is social institution because education has established roles, rules and functions."},{"text":"social identity","correct":false,"explanation":"Social identity is a person’s sense of belonging to social groups, rather than an organised system. Education is classified as a social institution."},{"text":"social sanction","correct":false,"explanation":"A social sanction is a reward or punishment used to encourage conformity. Education as an organised system of learning is instead a social institution."}]},{"id":"6c8cb0cc-a2c1-4999-aaa4-3fd426232f3c","cardType":"cloze","points":null,"front":"The [ ] is official taught content; the [ ] is unofficial lessons from routines, rules and expectations.","back":"The formal curriculum is official taught content; the hidden curriculum is unofficial lessons from routines, rules and expectations.","mcqOptions":[{"text":"The formal curriculum is official taught content; the hidden curriculum is unofficial lessons from routines, rules and expectations.","correct":true,"explanation":"The formal curriculum consists of deliberately taught subjects and knowledge, while the hidden curriculum transmits unofficial norms and values through everyday school organisation."},{"text":"The hidden curriculum is official taught content; the formal curriculum is unofficial lessons from routines, rules and expectations.","correct":false,"explanation":"This reverses the two concepts. The formal curriculum contains official taught content, whereas the hidden curriculum communicates unofficial lessons through routines, rules and expectations."},{"text":"The national curriculum is official taught content; the informal curriculum is unofficial lessons from routines, rules and expectations.","correct":false,"explanation":"The national curriculum is a specific government-prescribed programme, while informal curriculum is not the required sociological term. The correct pair is formal curriculum and hidden curriculum."},{"text":"The hidden curriculum is official taught content; the informal curriculum is unofficial lessons from routines, rules and expectations.","correct":false,"explanation":"Official subject knowledge belongs to the formal curriculum, not the hidden curriculum. Unofficial lessons conveyed by school routines and expectations form the hidden curriculum."}]},{"id":"ae17d6fa-7097-423e-9f9c-8a0e78ab7196","cardType":"cloze","points":null,"front":"A [ ] approach stresses shared values; a [ ] approach stresses inequality, competition and power struggles.","back":"A consensus approach stresses shared values; a conflict approach stresses inequality, competition and power struggles.","mcqOptions":[{"text":"A consensus approach stresses shared values; a conflict approach stresses inequality, competition and power struggles.","correct":true,"explanation":"Consensus theories emphasise social agreement and shared values, whereas conflict theories focus on divisions between groups and unequal struggles over power and resources."},{"text":"A conflict approach stresses shared values; a consensus approach stresses inequality, competition and power struggles.","correct":false,"explanation":"This reverses the approaches. Consensus theory stresses shared values and social integration, while conflict theory highlights inequality, competition and struggles between groups."},{"text":"A consensus approach stresses shared values; a functionalist approach stresses inequality, competition and power struggles.","correct":false,"explanation":"Functionalism is normally a consensus perspective because it emphasises integration and common values. Conflict approaches, such as Marxism, stress inequality and power struggles."},{"text":"A Marxist approach stresses shared values; a conflict approach stresses inequality, competition and power struggles.","correct":false,"explanation":"Marxism is a conflict approach and does not primarily stress shared values. The first term should be consensus, contrasted with the conflict approach."}]},{"id":"eaa2655a-21d9-446a-9d29-e107ccd2332a","cardType":"basic","points":1,"front":"According to Durkheim, what does schooling create among pupils?","back":"Schools create social solidarity.","mcqOptions":[{"text":"Schools create social solidarity.","correct":true,"explanation":"Durkheim argued that schools transmit society’s shared culture and values, creating social solidarity by giving pupils a sense of belonging to a wider community."},{"text":"Schools create class consciousness.","correct":false,"explanation":"Class consciousness is associated with Marxist analysis of awareness of class interests. Durkheim instead argued that schooling creates social solidarity through shared norms and values."},{"text":"Schools create economic inequality.","correct":false,"explanation":"Economic inequality is central to conflict perspectives, not Durkheim’s account of education. He argued that schools unite pupils by creating social solidarity."},{"text":"Schools create individual competition.","correct":false,"explanation":"Although pupils may compete, this is not Durkheim’s central claim. He emphasised social solidarity, produced through learning common values and membership of society."}]},{"id":"03acb5be-d926-450f-9a24-ea017e45b72d","cardType":"basic","points":2,"front":"Why did Parsons see school as a bridge to wider society?","back":"Pupils move from particularistic family standards to universalistic school standards.","mcqOptions":[{"text":"Pupils move from particularistic family standards to universalistic school standards.","correct":true,"explanation":"Parsons argued that families judge children by standards specific to them, while schools apply the same universal rules and achievement criteria to all pupils."},{"text":"Pupils move from universalistic family standards to particularistic school standards.","correct":false,"explanation":"This reverses Parsons’ distinction. Families use particularistic standards based on the individual child, whereas schools are expected to judge everyone by universalistic standards."},{"text":"Pupils move from meritocratic family standards to ascribed school standards.","correct":false,"explanation":"Families do not normally operate as meritocracies, and schools supposedly reward achievement rather than ascribed status. Parsons described movement from particularistic to universalistic standards."},{"text":"Pupils move from competitive family standards to cooperative school standards.","correct":false,"explanation":"Competition and cooperation are not the basis of Parsons’ bridge analogy. He focused on movement from particularistic family standards to universalistic school standards."}]},{"id":"be4029da-5505-4331-8e17-6500ad77b86e","cardType":"cloze","points":null,"front":"A [ ] allocates qualifications, jobs and income by [ ], not inherited privilege.","back":"A meritocracy allocates qualifications, jobs and income by talent and effort, not inherited privilege.","mcqOptions":[{"text":"A meritocracy allocates qualifications, jobs and income by talent and effort, not inherited privilege.","correct":true,"explanation":"A meritocracy distributes rewards according to demonstrated ability and hard work, so social position is achieved through talent and effort rather than inherited advantages."},{"text":"A meritocracy allocates qualifications, jobs and income by wealth and family background, not inherited privilege.","correct":false,"explanation":"Wealth and family background are inherited advantages, so they contradict meritocratic allocation. A meritocracy is defined by rewards based on talent and effort."},{"text":"A plutocracy allocates qualifications, jobs and income by talent and effort, not inherited privilege.","correct":false,"explanation":"A plutocracy is a system dominated by wealthy people, not one allocating rewards by ability. The correct term is meritocracy, based on talent and effort."},{"text":"A meritocracy allocates qualifications, jobs and income by social class and connections, not inherited privilege.","correct":false,"explanation":"Allocation through class and personal connections reflects social advantage rather than merit. In a meritocracy, qualifications, jobs and income are allocated by talent and effort."}]},{"id":"49ff094d-7ab3-4003-abea-d8ec37b8823d","cardType":"basic","points":1,"front":"What do Davis and Moore say education does with pupils and jobs?","back":"It performs role allocation: sorting pupils into jobs by ability.","mcqOptions":[{"text":"It performs role allocation: sorting pupils into jobs by ability.","correct":true,"explanation":"Davis and Moore argued that education assesses ability and allocates people to suitable occupational roles, helping society fill its most functionally important positions."},{"text":"It performs social integration: sorting pupils into jobs by ability.","correct":false,"explanation":"Social integration concerns creating unity and shared values, not matching pupils to occupations. Davis and Moore called the sorting of pupils into jobs role allocation."},{"text":"It performs cultural reproduction: sorting pupils into jobs by ability.","correct":false,"explanation":"Cultural reproduction describes the continuation of class advantage and is associated with Bourdieu. Davis and Moore instead described ability-based occupational sorting as role allocation."},{"text":"It performs social control: sorting pupils into jobs by ability.","correct":false,"explanation":"Social control involves encouraging conformity through norms and sanctions. Davis and Moore used role allocation for education’s supposed function of sorting pupils into appropriate jobs."}]},{"id":"ccd522c0-8f62-48d7-8cb4-f33c74445943","cardType":"basic","points":2,"front":"Why may functionalists overstate equality of opportunity in education?","back":"Pupils enter with unequal money, support, confidence and cultural capital.","mcqOptions":[{"text":"Pupils enter with unequal money, support, confidence and cultural capital.","correct":true,"explanation":"Children begin education with unequal material and cultural resources, so formally equal rules do not produce genuinely equal opportunities to compete and succeed."},{"text":"Pupils enter with unequal intelligence, talent, effort and motivation.","correct":false,"explanation":"This individualises differences and echoes the meritocratic assumption functionalists make. The criticism focuses on unequal money, support, confidence and cultural capital before schooling begins."},{"text":"Pupils enter with unequal rules, subjects, exams and qualifications.","correct":false,"explanation":"Pupils within the same system may encounter similar formal rules and examinations. The deeper inequality lies in their money, support, confidence and cultural capital."},{"text":"Pupils enter with unequal teachers, timetables, uniforms and classrooms.","correct":false,"explanation":"School arrangements may vary, but this does not capture the main criticism of functionalism. Pupils bring unequal money, support, confidence and cultural capital into education."}]},{"id":"d2e4160b-3889-4be7-820c-19cd895d75ba","cardType":"basic","points":2,"front":"Why did Althusser call education an ideological state apparatus?","back":"It spreads ruling-class ideas for capitalism.","mcqOptions":[{"text":"It spreads ruling-class ideas for capitalism.","correct":true,"explanation":"Althusser argued that education secures consent by presenting ruling-class capitalist values as normal and legitimate, helping to reproduce the existing class system."},{"text":"It spreads working-class ideas against capitalism.","correct":false,"explanation":"This reverses Althusser’s argument: education generally discourages rather than promotes working-class opposition. The ideological state apparatus spreads ruling-class ideas that support capitalism."},{"text":"It uses physical force to protect capitalism.","correct":false,"explanation":"This confuses ideological and repressive state apparatuses. Education mainly controls through ideas and values, whereas institutions such as the police may use physical force."},{"text":"It creates equal opportunities within capitalism.","correct":false,"explanation":"This reflects a functionalist or meritocratic view rather than Althusser’s Marxism. He argued that education spreads ruling-class ideology and reproduces capitalist inequality."}]},{"id":"b241ccc3-5be6-4d3a-85a5-4a93795b9f83","cardType":"cloze","points":null,"front":"Bowles and Gintis’ [ ] says school [ ], teaching obedience, hierarchy and routine.","back":"Bowles and Gintis’ correspondence principle says school mirrors the workplace, teaching obedience, hierarchy and routine.","mcqOptions":[{"text":"Bowles and Gintis’ correspondence principle says school mirrors the workplace, teaching obedience, hierarchy and routine.","correct":true,"explanation":"The correspondence principle states that school organisation resembles capitalist employment, so pupils learn the obedience, hierarchy and routine expected from future workers."},{"text":"Bowles and Gintis’ meritocratic principle says school rewards talent fairly, teaching obedience, hierarchy and routine.","correct":false,"explanation":"Meritocracy suggests that achievement reflects talent and effort, but Bowles and Gintis criticised this view. Their correspondence principle says school mirrors the workplace."},{"text":"Bowles and Gintis’ correspondence principle says school challenges workplace hierarchy, teaching obedience, hierarchy and routine.","correct":false,"explanation":"The relationship has been reversed here. Bowles and Gintis argued that school mirrors and prepares pupils for workplace hierarchy rather than challenging it."},{"text":"Bowles and Gintis’ hidden curriculum says school mirrors the family, teaching obedience, hierarchy and routine.","correct":false,"explanation":"The hidden curriculum is related but is not the named principle, and the comparison is with employment rather than family life. The correspondence principle says school mirrors the workplace."}]},{"id":"fd552cc6-419c-4b21-931c-4c2fec453b30","cardType":"basic","points":1,"front":"What is social reproduction’s effect on class inequality?","back":"It passes class advantage and disadvantage between generations.","mcqOptions":[{"text":"It passes class advantage and disadvantage between generations.","correct":true,"explanation":"Social reproduction maintains the class structure because families transmit unequal economic, cultural and social resources to their children across generations."},{"text":"It removes class advantage and disadvantage between generations.","correct":false,"explanation":"This mistakes reproduction for equality. Social reproduction maintains class inequality by passing advantages and disadvantages from parents to their children."},{"text":"It passes individual talent and motivation between generations.","correct":false,"explanation":"This adopts a meritocratic explanation based on personal qualities. Social reproduction concerns the transmission of class advantages and disadvantages, not simply inherited talent or motivation."},{"text":"It replaces class inequality with equality between generations.","correct":false,"explanation":"Social reproduction preserves rather than replaces class inequality. Unequal resources and opportunities are transmitted between generations, maintaining class advantage and disadvantage."}]},{"id":"6d5d6a79-1c23-4f22-86c3-26bddea93f92","cardType":"basic","points":2,"front":"Why can cultural capital make middle-class pupils appear naturally able?","back":"They know the language and expectations valued by school.","mcqOptions":[{"text":"They know the language and expectations valued by school.","correct":true,"explanation":"Middle-class cultural capital matches the language, knowledge and behavioural expectations valued by schools, so these pupils’ socially acquired advantages may appear to be natural ability."},{"text":"They inherit the intelligence and ability valued by school.","correct":false,"explanation":"This treats educational success as biologically inherited and overlooks socialisation. Cultural capital consists of learned language, knowledge and expectations that match those valued by schools."},{"text":"They reject the language and expectations valued by school.","correct":false,"explanation":"This reverses the relationship. Middle-class pupils are advantaged because their language and expectations usually match school culture, not because they reject it."},{"text":"They know the rules and routines used by workplaces.","correct":false,"explanation":"This confuses cultural capital with the correspondence principle. Cultural capital advantages middle-class pupils through familiarity with the language and expectations valued by schools."}]},{"id":"932d9982-90f7-49bd-ad6a-e76c62ce39f3","cardType":"basic","points":2,"front":"What does Willis’s study show about pupil agency?","back":"Pupils can resist school, rather than passively accept it.","mcqOptions":[{"text":"Pupils can resist school, rather than passively accept it.","correct":true,"explanation":"Willis’s study of the ‘lads’ showed that pupils actively create anti-school subcultures, demonstrating agency even though their resistance can reproduce class inequality."},{"text":"Pupils always obey school, rather than actively challenge it.","correct":false,"explanation":"This presents pupils as passive, which Willis rejected. His ‘lads’ actively resisted school through an anti-school subculture, although this resistance led them towards working-class jobs."},{"text":"Pupils can escape capitalism, rather than reproduce inequality.","correct":false,"explanation":"Willis did not show that resistance frees pupils from capitalism. The ‘lads’ exercised agency, but their rejection of school helped reproduce their working-class position."},{"text":"Pupils simply absorb ideology, rather than interpret school life.","correct":false,"explanation":"This reflects an overly deterministic Marxist account. Willis showed that pupils interpret and resist school culture actively, rather than merely absorbing dominant ideology."}]},{"id":"c5159779-1ace-4db8-88ab-4de4aaa1cbda","cardType":"basic","points":1,"front":"What power structure do feminists examine in education?","back":"Patriarchy - male power in society.","mcqOptions":[{"text":"Patriarchy - male power in society.","correct":true,"explanation":"Feminists examine patriarchy, the wider system of male power that can shape school organisation, subject choices, interactions and the hidden curriculum."},{"text":"Capitalism - ruling-class power in society.","correct":false,"explanation":"Capitalism and ruling-class power are central to Marxist analysis. Feminists primarily examine patriarchy, meaning male power and gender inequality throughout society."},{"text":"Meritocracy - equal competition in society.","correct":false,"explanation":"Meritocracy is the belief that rewards reflect ability and effort, not a power structure examined specifically by feminists. Their central concern is patriarchy."},{"text":"Bureaucracy - official authority in society.","correct":false,"explanation":"Bureaucracy describes rule through formal offices and procedures. Feminist analysis instead focuses on patriarchy, the social structure through which male power is maintained."}]},{"id":"fd8da18e-f1a8-4685-a400-08a52fc972c9","cardType":"basic","points":3,"front":"How do liberal and radical feminists differ on education?","back":"

Liberal feminists: stress progress and equal opportunities.
Radical feminists: stress hidden curriculum and sexism.

","mcqOptions":[{"text":"

Liberal feminists: stress progress and equal opportunities.
Radical feminists: stress hidden curriculum and sexism.

","correct":true,"explanation":"Liberal feminists emphasise reforms that have expanded girls’ opportunities, whereas radical feminists argue that patriarchal attitudes and sexism continue through school culture and practices."},{"text":"

Liberal feminists: stress hidden curriculum and sexism.
Radical feminists: stress progress and equal opportunities.

","correct":false,"explanation":"The perspectives have been reversed. Liberal feminists emphasise progress through equal-opportunity reforms, while radical feminists focus on continuing patriarchy, sexism and the hidden curriculum."},{"text":"

Liberal feminists: stress capitalism and class conflict.
Radical feminists: stress meritocracy and role allocation.

","correct":false,"explanation":"Capitalist class conflict is associated with Marxism, while meritocracy and role allocation are functionalist ideas. Liberal feminists stress progress; radical feminists stress continuing sexism."},{"text":"

Liberal feminists: stress biological differences in ability.
Radical feminists: stress natural differences in subject choice.

","correct":false,"explanation":"Both statements use biological explanations that feminists generally challenge. Liberal feminism stresses equal opportunities, while radical feminism highlights patriarchy, sexism and the hidden curriculum."}]},{"id":"b129fa8a-056f-4cce-9f68-a3251fbddbab","cardType":"basic","points":2,"front":"What gender pattern remains despite girls’ improved attainment?","back":"Subject choice remains gendered, such as STEM and care subjects.","mcqOptions":[{"text":"Subject choice remains gendered, such as STEM and care subjects.","correct":true,"explanation":"Although girls’ overall attainment has improved, gender socialisation and stereotypes still influence subject selection, with persistent differences between STEM and care-related choices."},{"text":"Overall attainment remains male-dominated, including in most school subjects.","correct":false,"explanation":"This overlooks the gender reversal in achievement, as girls now outperform boys overall in many measures. The persistent pattern is gendered subject choice."},{"text":"School access remains gendered, with girls formally excluded from STEM subjects.","correct":false,"explanation":"Girls are not formally barred from STEM subjects in UK education. The continuing inequality concerns patterns of subject choice shaped by stereotypes and socialisation."},{"text":"Curriculum entitlement remains gendered, with different subjects required for each sex.","correct":false,"explanation":"The formal curriculum does not generally require boys and girls to study different subjects. Gender differences persist mainly in the subjects pupils choose."}]},{"id":"3255c5ae-e920-4402-8dcf-90cc301229fa","cardType":"cloze","points":null,"front":"[ ] defines a pupil in a particular way; a [ ] occurs when that label shapes behaviour until it appears true.","back":"Labelling defines a pupil in a particular way; a self-fulfilling prophecy occurs when that label shapes behaviour until it appears true.","mcqOptions":[{"text":"Labelling defines a pupil in a particular way; a self-fulfilling prophecy occurs when that label shapes behaviour until it appears true.","correct":true,"explanation":"Labelling assigns a definition to a pupil, while a self-fulfilling prophecy develops when responses to that label encourage behaviour that appears to confirm the original judgement."},{"text":"Streaming defines a pupil in a particular way; a self-fulfilling prophecy occurs when that label shapes behaviour until it appears true.","correct":false,"explanation":"The first process is labelling, not streaming: labelling gives a pupil a social definition, whereas a self-fulfilling prophecy is the process by which behaviour comes to fit it."},{"text":"Stereotyping defines a pupil in a particular way; a self-fulfilling prophecy occurs when that label shapes behaviour until it appears true.","correct":false,"explanation":"A stereotype is a generalised belief rather than the process described here. Labelling defines the pupil, and a self-fulfilling prophecy occurs when the label influences behaviour until it seems accurate."},{"text":"Labelling defines a pupil in a particular way; a self-image occurs when that label shapes behaviour until it appears true.","correct":false,"explanation":"The second term is not an institutionalisation process. Labelling provides the definition, while a self-fulfilling prophecy describes behaviour being shaped until it appears to confirm that definition."}]},{"id":"4b26d99a-304c-44c1-b667-94ea380b879f","cardType":"basic","points":2,"front":"In educational triage, why do schools focus resources on certain pupils?","back":"They are seen as likely to improve league table results.","mcqOptions":[{"text":"They are seen as likely to improve league table results.","correct":true,"explanation":"Educational triage directs attention towards pupils judged most likely to improve league table performance, because schools are held accountable for measurable results."},{"text":"They are seen as likely to reduce league table results.","correct":false,"explanation":"Triage is not mainly about helping pupils with the greatest material needs. It prioritises those expected to boost league table results, which can disadvantage pupils needing the most support."},{"text":"They are seen as likely to improve attendance figures.","correct":false,"explanation":"Schools may provide support for examination grades, but educational triage specifically targets pupils whose improvement is expected to raise league table results, not attendance figures."},{"text":"They are seen as likely to improve student leadership.","correct":false,"explanation":"Educational triage is driven by institutional performance rather than pupils’ likelihood of becoming student leaders. The selected pupils are those believed most able to improve league table results."}]},{"id":"3e2b36ba-a1b4-48c6-8533-f08b4d41bc20","cardType":"basic","points":2,"front":"What does Fuller’s study of Black girls show about negative labels?","back":"Pupils can reject stereotypes and still work towards success.","mcqOptions":[{"text":"Pupils can reject stereotypes and still work towards success.","correct":true,"explanation":"Fuller found that Black girls could reject teachers’ negative stereotypes while maintaining an anti-school identity and continuing to work hard towards educational success."},{"text":"Pupils can internalise stereotypes and still work towards success.","correct":false,"explanation":"Fuller’s study challenges the idea that negative labels are always accepted. The girls could reject stereotypes and still work towards success, rather than simply internalising them."},{"text":"Pupils can avoid challenging stereotypes and still work towards success.","correct":false,"explanation":"The study does not show that pupils must conform to negative labels to succeed. Fuller showed that they could reject stereotypes while continuing to work towards success."},{"text":"Pupils can reject stereotypes and still withdraw from success.","correct":false,"explanation":"Rejecting stereotypes did not prevent the girls from pursuing achievement. Fuller’s evidence shows that pupils can reject stereotypes and still work towards success, rather than abandoning education."}]},{"id":"0218a87d-eea6-4ead-9ef9-6a964a6e1287","cardType":"basic","points":2,"front":"How can material deprivation reduce working-class achievement?","back":"It limits study space, resources, food security and tutoring.","mcqOptions":[{"text":"It limits study space, resources, food security and tutoring.","correct":true,"explanation":"Material deprivation can make achievement harder by restricting the practical conditions needed for learning, including adequate study space, educational resources, reliable food and private tutoring."},{"text":"It increases study space, resources, food security and tutoring.","correct":false,"explanation":"Material deprivation is associated with fewer, not greater, educational advantages. It can limit study space, resources, food security and tutoring, reducing opportunities to achieve."},{"text":"It limits school uniform, transport, meals and attendance.","correct":false,"explanation":"The relevant issue is access to learning conditions rather than school uniform alone. Limited study space, resources, food security and tutoring can all restrict working-class achievement."},{"text":"It limits parental support, friendships, exercise and holidays.","correct":false,"explanation":"Material deprivation does not guarantee extensive parental help. Its effects include limited study space, resources, food security and tutoring, which can undermine educational progress."}]},{"id":"03aaba75-5968-4cbb-8770-f76647eba1b7","cardType":"basic","points":2,"front":"Why is "ethnic minorities underachieve" an inaccurate generalisation?","back":"Outcomes vary by ethnic group, class, gender, religion and racism.","mcqOptions":[{"text":"Outcomes vary by ethnic group, class, gender, religion and racism.","correct":true,"explanation":"Educational outcomes are not uniform across all minority groups. Achievement is shaped by intersecting factors including ethnic group, social class, gender, religion and experiences of racism."},{"text":"Outcomes vary only by ethnic group and language.","correct":false,"explanation":"The claim that all minority groups underachieve ignores variation and treats ethnicity as the only factor. Outcomes also differ by ethnic group, class, gender, religion and racism."},{"text":"Outcomes vary mainly by religion and family size.","correct":false,"explanation":"Religion alone cannot explain the pattern of educational outcomes. Variation reflects ethnic group, class, gender, religion and racism, so a single cultural explanation is too general."},{"text":"Outcomes vary by ethnic group, neighbourhood and school type.","correct":false,"explanation":"The statement remains too narrow because class, gender, religion and racism also shape achievement. Sociologists therefore examine intersecting differences rather than ethnicity in isolation."}]},{"id":"8983b573-a2e4-4ec9-9982-9a65b6542ddc","cardType":"basic","points":1,"front":"Which policy introduced stronger marketisation through choice, testing and league tables?","back":"The 1988 Education Reform Act.","mcqOptions":[{"text":"The 1988 Education Reform Act.","correct":true,"explanation":"The 1988 Education Reform Act introduced marketisation measures such as parental choice, national testing and league tables, increasing competition between schools."},{"text":"The 1944 Education Act.","correct":false,"explanation":"The Education Act 1944 expanded secondary education but did not introduce the later marketisation package of choice, testing and league tables associated with the 1988 Act."},{"text":"The 1996 Education Reform Act.","correct":false,"explanation":"The Education Reform Act 1996 consolidated existing education law rather than introducing the key marketisation reforms. Those measures were introduced by the 1988 Education Reform Act."},{"text":"The 2006 Education and Inspections Act.","correct":false,"explanation":"The Education and Inspections Act 2006 included later accountability and school-choice measures, but the stronger marketisation through choice, testing and league tables began with the 1988 Act."}]},{"id":"ff4cde6e-8d69-4b65-a2e6-988d0a0fa152","cardType":"basic","points":2,"front":"Why does the New Right support marketisation in education?","back":"Competition is seen as a way to raise standards.","mcqOptions":[{"text":"Competition is seen as a way to raise standards.","correct":true,"explanation":"The New Right argues that competition makes schools respond to consumer choice, improve efficiency and raise standards in order to attract pupils and maintain their position."},{"text":"Co-operation is seen as a way to raise standards.","correct":false,"explanation":"The New Right generally favours competition rather than removing it. Market pressure is expected to raise standards by encouraging schools to improve their performance."},{"text":"Centralisation is seen as a way to raise standards.","correct":false,"explanation":"The New Right does not primarily justify marketisation through increased central control. Its argument is that competition between schools will raise standards through pressure to improve."},{"text":"Equality is seen as a way to raise standards.","correct":false,"explanation":"Although equality may be a policy aim, the New Right’s specific justification for marketisation is competition, which is expected to drive schools towards higher standards."}]},{"id":"42ea2eae-19de-4ae7-b6c2-39a3c94f42be","cardType":"basic","points":2,"front":"Why can parental choice become a myth of parentocracy?","back":"Middle-class parents often have more resources to choose effectively.","mcqOptions":[{"text":"Middle-class parents often have more resources to choose effectively.","correct":true,"explanation":"Parentocracy suggests that parents appear free to choose schools, but middle-class families usually possess more money, information, time and cultural capital to make that choice effective."},{"text":"Working-class parents often have more resources to choose effectively.","correct":false,"explanation":"Working-class parents may have less access to the financial, cultural and informational resources needed to exercise school choice effectively. The advantage usually lies with middle-class parents."},{"text":"All parents often have equal resources to choose effectively.","correct":false,"explanation":"The issue is not that all parents have equal resources. Middle-class parents are typically better placed to use choice because they possess greater economic and cultural advantages."},{"text":"Teachers often have more resources to choose effectively.","correct":false,"explanation":"Teachers are not the group described by the parentocracy argument. It concerns unequal parental capacity to use school choice, with middle-class parents generally better resourced."}]},{"id":"61c270f8-e7a9-4f4a-9fc3-b375bc78774e","cardType":"cloze","points":null,"front":"[ ] often prefer large-scale statistics; [ ] often prefer interviews or observation.","back":"Positivists often prefer large-scale statistics; interpretivists often prefer interviews or observation.","mcqOptions":[{"text":"Positivists often prefer large-scale statistics; interpretivists often prefer interviews or observation.","correct":true,"explanation":"Positivists favour quantitative data that reveal broad social patterns, while interpretivists use qualitative methods to explore the meanings and experiences individuals attach to education."},{"text":"Interpretivists often prefer large-scale statistics; positivists often prefer interviews or observation.","correct":false,"explanation":"The approaches have been reversed. Interpretivists typically seek subjective meanings through interviews or observation, whereas positivists generally use large-scale statistics to identify patterns and correlations."},{"text":"Functionalists often prefer large-scale statistics; Marxists often prefer interviews or observation.","correct":false,"explanation":"Functionalists and Marxists are theoretical perspectives rather than opposing methodological approaches. Positivists usually prefer large-scale statistics, while interpretivists generally favour interviews or observation."},{"text":"Feminists often prefer large-scale statistics; functionalists often prefer interviews or observation.","correct":false,"explanation":"Feminism and functionalism concern explanations of society, not the principal quantitative-qualitative methodological divide. Positivists favour large-scale statistics, whereas interpretivists often choose interviews or observation."}]}]}],"examCountdown":{"examDate":"2027-05-14","paperLabel":"Component 1"},"heading":"Education","title":"Education Flashcards","topbar":{"backHref":"/a-level/sociology/eduqas/flashcards"},"topicSidebar":"$L38"}]}],"topicId":"f5677dae-9d19-535b-975e-2e618d48bb54","walled":"$L39"}],"$L3a","$L3b"]