Chapter 12- Textbook Flashcards

1
Q

Generally speaking, what can we look at education as?

A

A means of producing good citizens.

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2
Q

What two ways does education happen?

A

formal and informal ways

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3
Q

What is formal education>

A

That which occurs in institutional settings, tends to be regulated and organized by the state.

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4
Q

What is informal education?

A

Involves learning activities that people seek outside of formally structured educational specs.

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5
Q

What do both formal and informal education contribute to?

A

social reproduction as education works to socialize the next generation

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6
Q

What are the earliest forms of formal education in Canada?

A

The residential schools that were established by missionaries an religious orders to educate Aboriginal peoples.

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7
Q

What did both industrialization and immigration create the need for?

A

An education system that would educate the masses. Education was essential to Canada’s economic development as well as the need of a common moral education.

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8
Q

What is a “common” education not to be understood as?

A

It is not to be understood as the “same” education. Boys were directed to ovational training and higher education and girls were streamed into domestic science courses. Boys and girls were often segregated within those schools.

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9
Q

Today, are Canadians spending more or fewer years in school?

A

More

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10
Q

What has there been a significant rise in ?

A

Postsecondary educational attainment.

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11
Q

What is massification?

A

The mass increase in postsecondary enrolment, in contrast to the smaller numbers that once constituted an elite group.

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12
Q

What is a result of massification?

A

A high school diploma today can no longer garner the same kind of paid job that it could even just a few decades ago.

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13
Q

Women account for___% of full-time undergraduate students in Canadian universities.

A

57

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14
Q

When we look at the rate of high school completion among those aged 25 to 64 in OECD countries, Canada fares very well, with___% of the population having earned a university degree.

A

64

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15
Q

What did Parsons argue is the functionalist approach to education?

A

Because schools function a social systems, Parsons argued that they need both to serve and reflect the values and interests of the society in which they operate. Schools help children to make the transition from being immersed in their individual homes an families to being future citizens able to function as workers in competitive spaces and as participants in public life.

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16
Q

How do schools help to maintain the equilibrium of the social system according to functionalism?

A

through two functions: allocation and socialization

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17
Q

What is allocation?

A

assigning grades and handing out certificates, diplomas, and degrees–schools act as a sorting mechanism for future roles in society; schools contribute to maintaining this equilibrium by training and sorting people to fulfill roles at all levels of the hierarchy

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18
Q

What is socialization?

A

Schools teach students how to function in the larger society–how to assimilate into that larger society Ultimately schools teach children to be “good” future citizens.

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19
Q

What is hidden curriculum?

A

Refers to the informal or less overt aspects of schooling that nonetheless influence and shape students by teaching them to be obedient, to value competitiveness, and so forth.

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20
Q

What is meritocracy ?

A

A society in which resources are distributed fairly on the basis of merit.

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21
Q

Why is the functionalist approach criticized?

A

For clinging to the idea of society as meritocracy, wherein resources are distributed fairly on the basis of merit.

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22
Q

How do conflict theorists understand schooling?

A

A serving the capitalist aims of profit and compliant workers. Schools are perceived as instrumental in preparing future conformers and thus as relinquishing their revolutionary possibilities for human development and progress.

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23
Q

What do conflict theorists believe inequality is?

A

Embedded in the very design of our capitalist society, and until these inequalities are remedied, education reforms alone cannot work.

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24
Q

What did Bowles and Gintis argue prevails between schools and the workplace.

A

Correspondence principle

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25
Q

What is the correspondence principle?

A

The principle whereby the structures of workplaces are reflected in the structure of schools.

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26
Q

Tuition increased by___% for general arts programs.

A

280

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27
Q

What was the average annual tuition for Canadian students in the arts?

A

$5581

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28
Q

Which two professional disciplines have the highest tuition?

A

dentistry and law

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29
Q

The realities of what are particularly highlighted in Canadian medical schools?

A

social class

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30
Q

Why is it important that people from all classes get into medical school?

A

If patients have access to doctors who are from a range of social classes and thus more likely to understand certain realities of patients’ lives.

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31
Q

Of students registered full-time, ___% are engaged in paid work while___% of part-time students are combining paid work with education.

A

48, 85

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32
Q

How do symbolic interactionist theorists’ approach education and schooling?

A

Tend to examine the meanings attached to school practices–not only for students but also for teachers, administrators, andarents. They also explore the symbolic aspects of education–for example, curriculum materials, language, and knowledge.

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33
Q

According to symbolic interactionism, what affects students’ experiences of education as well as their opportunities of achieving success in school?

A

Teachers’ categorization of students

34
Q

What can teacher-imposed labels lead to, acc. to symbolic interactionism?

A

A self-fulfilling prophecy

35
Q

What are teachers’ expectations of they students moderated by?

A

Students’ gender, race, and class

36
Q

What increased levels of students pursuing university-level studies?

A

Schools where positive student-teacher relationships are fostered

37
Q

What did research find about students who were expected to learn more independently in university?

A

They had to take greater personal responsibility for their learning. Students began to rely on each other, rather than on their professors, to navigate their way through their first year of university.

38
Q

What did 1970s feminist work in the field of education concern itself with?

A

The sexism embedded in both school texts and classroom practices. Teachers’ tendencies to engage more with boys than with girls, and to stream boys and girls into “gender-appropriate” subjects.

39
Q

Until the past half-century, what sorts of expectations reinforced teachers’ notions that girls and boys were to be prepared for different occupational and social roles?

A

Gendered expectations

40
Q

What do contemporary feminist studies document with education?

A

They continue to document gendered patterns of interactions.

41
Q

What are the problems with current curriculum according to feminist contemporary studies?

A

Boys and men continue to be depicted as active subjects while women and girls are still depicted as passive objects. Women’s contributions sometimes are ignored altogether.

42
Q

What drives the forms of masculinity and femininity portrayed in circular materials?

A

ideology

43
Q

What two dominant forms of masculinity and femininity are generally shown in course materials?

A

hegemonic masculinity and emphasized femininity

44
Q

Women now account for almost___% of full-time students in Canadian undergraduate programs.

A

60

45
Q

Success of the___women’s movement in arguing that education facilitates eh achievement of life goals by acting as an equalizing agent between men and women.

A

1960s

46
Q

What are female undergraduates concentrated in? What are male undergraduates concentrated in?

A

Female: social sciences, humanities, and education
Male: mathematics

47
Q

Men continue to earn lower or higher annual salaries than women with comparable levels of education?

A

higher

48
Q

Women account for___percent of teachers while high school levels differ with women accounting for___percent of teachers.

A

83, 57

49
Q

Women account for___percent of elementary school principals, and only___percent of high school principles. Women represent only___percent of all university professorial positions

A
  • 53
  • 32
  • 36
50
Q

What is the chilly climate?

A

The lack of warmth or encouragement that girls and women feel in school as a result of sexism.

51
Q

What reproduces and regulates particular normative constructions f masculinity and femininity?

A

Schools, through their organization, interactions,a and curricular materials.

52
Q

How do anti-racist theories approach education?

A

Compromise an action-oriented, educational, and political strategy for institutional and systemic change that addresses the issue of racism and the interlocking systems of social oppression (sexism, classism, heterosexism, ableism)

53
Q

What is anti-racism in contrast to multiculturalism?

A

Anti-racism sees race and racism as central to how we claim, occupy, and defend spaces. They seek to identify, challenge, and change the values, structures, and behaviours that perpetuate systemic racism and other forms of societal oppression.

54
Q

What is the difference between multiculturalism as a political doctrine and multiculturalism as an ideology?

A

Multiculturalism, as a political doctrine, promotes Canada as a culturally diverse space–not just its population but its social, political, and moral fabric. Multiculturalism as an ideology, on the other hand, works to promote sameness of humanity and tends to ignore or minimize instances of inequalities. It depoliticizes race and promotes “tolerance” of diversity

55
Q

What does anti-racism challenge and allow space for?

A

Challenges white privilege, but also allows space for white persons to be part of the production of an anti-racist identity.

56
Q

Which type of person is least likely to receive attention from their teachers?

A

Girls of colour

57
Q

What do teachers encourage girls to conform to? What do they hold about girls of colour?

A

Teachers encourage the girls to conform to a normative model of a docile femininity. Teachers hold racialized perceptions about black girls’ femininity, perceiving the girls as “course and overly assertive”

58
Q

What does an anti-racist pedagogy challenge?

A

Educators to be mindful of their own practices as well as attentive to the problems within official curricular materials.

59
Q

What do Frances Henry and Carol Tutor (anti-racist theory) argue?

A

That a “culture of whiteness” pervades Canadian universities. This whiteness is found in curricular materials, in who is authorized to teach, in who leads our universities, and so forth.

60
Q

What does cultural theory say about education?

A

Cultures tend to reproduce themselves, meaning that cultural values and norms are transmitted from generation to generation. Cultural capital.

61
Q

What did Pierre Bourdieu argue?

A

He uses the term cultural capital to explore how people can use particular cultural resources for economic and social success. Bourdieu argued that schools reproduce existing power relationship; they are not value natural. he argued that the culture of the dominant class sis successfully reproduced through schooling because schools endorse a particular way of speaking, writing, and behaving. Children from higher social backgrounds come to school with greater cultural capital.

62
Q

What did Lareau find, in keeping with Bourdieu’s framework?

A

That the upper-middle-class children’s home lives more closely mirrored the language, structure, and organization of schooling than those of their working-class counterparts.

63
Q

What were parents, who understood school processes better able to meet?

A

Teachers’ an administrates’ expectations regarding parental involvement, and thus these parents were viewed as competent in supporting their children’s education.

64
Q

While class may provide certain social and cultural resources, these resources nevertheless must___?

A

Be invited or activated in order to become a form of cultural capital.

65
Q

How does post-structuralist theory approach education?

A

Foucault talks about power/knowledge as a nexus–that is, power is alway implicated in the production of knowledge; we cannot separate knowledge from the context in which it is produced. Further, Foucault uses the term discourse to describe systems of thought that govern how we might think, speak, or act about a particular topic.

66
Q

While there is no one agreed-upon definition of racism, many sociologist understand it as being…?

A

Multidimensional and complex. Racism is understood as intersecting with other social relations and has material consequences for the oppressed as well as the oppressors.

67
Q

What do todays’s textbooks situate racism in Canada as?

A

As an element of the past and not part of the country’s current social fabric.

68
Q

What does a post-structural analysis of education materials allow us to uncover?

A

The discursive structures of dominance that are presented to Canadian students as truth.

69
Q

Has government funding of higher educational institutions increased or decreased?

A

Decreased

70
Q

Have Canadian faculty members decreased or increased? What about student enrolment?

A

Faculty: decreased
Enrolment: increased

71
Q

What has decreased funding result in/

A

A greater reliance on private dollars, higher student tuition fees, and faculty increasingly must rely on private research monies.

72
Q

Corporate sources now account for the___(greater than___percent) of clinical medical research dollars.

A
  • majority

- 52

73
Q

What have Canadian universities become more involved with over the past decade to generate revenue?

A

With industry and the private sector as a means of generating revenue.

74
Q

What is associated with the rise of neoliberal universities?

A

calls to evaluate the quality of our universities and establish their accountability

75
Q

How is McDonaldization applied to universities?

A

The notion that institutions are expected to function in every more efficient ways, with a high degree of predictability and standardization.

76
Q

What factors all combine to diminish the possibility of Canadian institutions offering high-quality, accessible education?

A

Increased class sizes, fewer faculty members, less direct government funding, and increased tuition costs.

77
Q

___% of nearly 15, 000 Canadian undergraduates admitted to cheating on written work at least once in the 12 months before the survey in a 2006 study.

A

53

78
Q

What are the 5 most frequently reported academic misconduct behaviours?

A

1) working with others when asked for individual work
2) getting questions and answers from someone who has already taken a test
3) copying a few sentences from the Internet without footnoting
4) coping a few sentences of material from a written source without footnoting
5) fabricating or falsifying lab data

79
Q

___% of faculty and ___% of teaching assistants ignored cases of suspected academic misconduct.

A
  • 46

- 38

80
Q

How is academic misconduct perceived by students?

A

They perceived little risk of being caught and/or penalized.