This document defines key terms and names related to families, education, and social stratification. It includes terms such as patriarchy, nuclear family, extended family, and cultural capital. It also lists influential theorists such as Parsons, Bernstein, Bourdieu, Bowles and Gintis, and Willis who have studied families and education.

1. Key terms and names

2. Terms
Names

3.  Patriarchy: A system legitimates male
domination.
 Reconstituted family: Families where
at least one of the adults has a child
from a previous relationship.
 Single parent family: Families headed
by only one parent.
 Same sex families: Families headed
by adults of the same sex.

4.  Nuclear family: A family consisting of
two generations (parents and
children).
 Extended family: A family consisting
of either three generations or two
generations plus other .
 Social mobility: Movement by people
from one level of the class hierarchy
to another.

5.  Achieved status: A status that is
'earned' by the person occupying it.
 Instrumental role: Concerned with the
material needs of the family -
associated with the male role.
Expressive role: Concerned with the
emotional and social needs of family
members - associated with the female
role.
 Stigma: Spoiled identity.

6.  Segregated roles: The man and woman
have separate and distinct family roles
and social lives.
 Joint roles: The man and woman share
the tasks required by family life.
Symmetrical: Each side mirrors the
other; applied to male and female roles
in some families.
 Dual career family: A family where both
the male and female have careers.

7.  Parsons: The essential functions of the
family.
 Willmott and Young: Extended families in
East London in the 1950's.
 Bott: 'The Family and Social Networks'
(1957). Coined terms segregated and
joint.
 Willmott and Young: 'The Symmetrical
Family' (1973).

8.  A. Oakley: 'The Sociology of Housework'
(1974).
Fletcher (1966): Increase in divorce a
consequence of higher expectations of
marriage.
 Wilson (1966): Increased in divorce because
of Secularisation.
 Gibson (1994): Financial state of marriage is a
good predictor of divorce.
 Dobash and Dobash (1980): 'Violence Against
Wives'.

9.  Schlegel (1972): Looked at 45 societies
and showed that 75% of them permitted
husbands to be aggressive towards their
wives.
 Abbott and Wallace (1990): 'Note the
main trigger for violence is the male
perception that a partner is failing in her
duties.
 Secularisation: changing something so it
is no longer under the control or
influence of religion

10. Terms
Names

11.  Cultural capital: A store of the sort of
culture that enables educational and
social advancement.
 Meritocracy: I.Q. + effort.
 Sub-culture: The culture of a distinct
group within a societal culture.
Tripartite system: The division of

secondary education into 3 types under
the 1944 Education Act.

12. Comprehensive: An inclusive educational
system. All pupils are taught within the same
institution.
 11+: The examination used to determine
what type of secondary education a pupil
should receive.
 Self-fulfilling prophecy: A belief that becomes
true because it is believed to be true.
 Material deprivation: Deprivation caused by a
lack of financial resources.

13.  Restricted and elaborate codes: Bernstein's
description of two distinct speech codes.
Sexual division of labour: Traditionally the

division of tasks into masculine and feminine.
 League tables: The rank ordering of schools
by exam results.
National Curriculum: Established core
curriculum subjects, laid out curriculum
guidelines, introduced standard attainment
tests at key stages.

14.  Baker (1988 Act): The act that brought in the
national curriculum.
 Parsons: The idea that schools perform
particular functions for society. Primarily
socialization and selection'.
 Durkheim: The division of labour
(specialization).
 Bowles and Gintis: 'Schooling in Capitalist
America' (1976).

15.  Bowles and Gintis 'Schooling in Capitalist America‘
argues the ‘correspondence principle’ explains how
the internal organization of schools corresponds to
the internal organization of the capitalist workforce in
its structures, norms, and values.
 For example, the hierarchy system in schools reflects
the structure of the labour market, with the head
teacher as the managing director, pupils fall lower
down in the hierarchy.
 Wearing uniforms and discipline are promoted among
students from working class, as it would be in the
workplace for lower levels employees.
 Education provides knowledge of how to interact in
the workplace and gives direct preparation for entry
into the labour market.

16.  Bourdieu: Cultural Capital, Habitus (the cultural
capital of the middle classes).
 Bernstein: Language codes; elaborate and restricted.
 Wright (1988 and 1992): Racialisation, conflict in
schools.
 Gilborn (1990): Penalisation of black students via
teacher stereotypes.
 Mac an Ghaill (1988)Resistance by black students to
educational institutions, but not to education itself.
 P. Willis: 'Learning to Labour' (1976).

17.  In 'Learning to Labour', Willis conducted an in-
depth ethnography of a set of working class
'lads’.
Willis conducts a series of interviews and

observations within a school, with the aim of
discovering how and why 'working class kids get
working class jobs'.
Willis' raw interviews with 'rebel' students

suggests that this counter-school culture of
resistance and opposition to academia and
authority has a strong resemblance to the culture
one may find in the industrial workplaces, the
same place they were headed.

18.  Sewell (1997): Students positive about educations but
rejected the schooling process.
 Cole (1992): Racist stereotyping in textbooks.
 Shaw (1977): Prospect of marriage works against
career planning.
 Connell (1986): The impact of feminism has raised
girls' career ambitions.
 OFSTED: Produced by the 1992 Act. Concerned with
standards and efficiency in schools.
 Education Reform Act (1988): Introduction of National
Curriculum, opting Out, City Technology Colleges.