This document lists various sociological theories related to education from the 1960s to 2000s. It includes theories about the impact of factors like class, gender, ethnicity and housing on educational achievement. Some key points covered are that parental attitudes and teacher expectations can influence student outcomes, and that schools may unintentionally transmit social inequalities or stereotype certain groups. The document also discusses how gender roles and expectations continue to shape the classroom experience for both boys and girls.

1. Theoretical Bingo
Douglas (1967) Stanworth (1983) Reid (1996) Kelly (1981) Lawrie and Brown (1992)
.
Mitsos and Browne (1998) Sharpe (1976) The Plowden Report (1967) Swann Report (1985) Mac an Ghaill (1992)
Wright (1992) Paul Willis (1977) Francis (2000) Roesnthal and Jacobson Coard (1971)
(1968)
Gillborn and Youdell (2000) Halsey, Heath and Ridge Moir and Moir (1998) Mirza (1997) Bowles and Gintis (1976)
(1980)
Davis and Moore (1945) Chubb and Moe (1988) Bourdieu (1971) Bartlett and Le Grand (1993) Hargreaves (1967)

2. Theoretical Bingo
Douglas (1967) Stanworth (1983) Reid (1996) Kelly (1981) Lawrie and Brown (1992)
Poor housing, overcrowding, Girls have less of an impact Ethnic DEA due to class Science perceived as male Girls in mixed classes see
lack of privacy all adversely in the classroom and are rather than ethnicity. due to text book images. maths as harder than girls in
affect education. underestimated. single sex classes.
Mitsos and Browne (1998) Sharpe (1976) The Plowden Report (1967) Swann Report (1985) Mac an Ghaill (1992)
Gender stereotyping still Girls have lower aspirations Parental attitudes determine Identified massive Ethnic minority students
exists within the class room, due to socialisation educational success. differences in ethnic stereotyped by teachers.
particularly in science. minorities results.
Wright (1992) Paul Willis (1977) Francis (2000) Roesnthal and Jacobson Coard (1971)
(1968)
Asian students face Lads developed a ‘counter Girls still dominated by boys Teacher expectations impact British education system
discrimination because of school culture’ in in the classroom on educational achievement. makes black children
teachers assumptions about preparation for working life. educationally subnormal.
language skills.
Gillborn and Youdell (2000) Halsey, Heath and Ridge Moir and Moir (1998) Mirza (1997) Bowles and Gintis (1976)
(1980)
Teachers have racialised Higher percentage of Schools are now too ‘girl Afro Caribbean girls reject Hidden curriculum transmits
expectations. working class children leave friendly’. labels given to them. middle class values.
school at earliest
opportunity.
Davis and Moore (1945) Chubb and Moe (1988) Bourdieu (1971) Bartlett and Le Grand (1993) Hargreaves (1967)
Boys in Secondary Moderns
Education is a method of Schools should be Cultural Capital Theory. Education not really a created a counter culture as
role allocation. reorganised along market market therefore can’t be they felt labelled as failures.
lines marketised.