Compensatory education providing extra resources to schools and communities
in deprived areas to compensate for deprivation at home
Feminist ideas have had a major impact on policies within education, for examples policies such as GIST encourage girls to pursue subjects they might avoid Increase in female teachers and heads, these woman act as role models holding responsibilities outside of traditional gender roles Sociologists argue that the gender gap increased sharply with the introduction of coursework and GCSE in 1989, girls are better at coursework because they spend more time on their work and meet deadlines (Mitos) Interactionists focus on the labelling of students self-fulfilling prophecy, Gillborn and Youdell found teachers were faster to discipline black pupils, This was because they had racialized expectations of black boys and expected them to be poorly behaved, students reacted negatively to this thus causing the stereotypes which teachers hold and continuing the cycle Some sociologists argue that ethnic minorities are not offered the same opportunities as white students, for example the Gifted and Talented programmed was supposed to help children in low-income families , However, Gillborn found that white students were twice as likely to be in the G&T, Furthermore Tikly showed that black students were also more likely to be entered for the lower tier examinations Working class students are more likely tro see debt negatively, For example they may see the 9000 university cost as too big a risk, Callender and Jackson found that working class students were more likely to avoid debt and therefore less likely to apply for university, Working class students are less likely to receive financial support from families at uni, Working class students are more likely to try and go to a university near their home and work through their degree Poor housing can affect achievement, an overcrowded house can make it harder for children to study and get enough sleep, poor housing can also affect a childs health as they are at greater risk of accident and illness, It could be argue that Chinese students on FSM outperform in many areas so cultural factors may not be important Sullivan tested 465 pupils in a questionnaire, she asked them about habits and hobbies to test cultural capital, she found those with cultural capital performed better at school, children who performed the best were children of graduates who could spend on cultural capital, Even when middle class and working class students had the same cultural capital according to the test, the middle class still did better in GCSEs this suggests there are other factors