AQA GCSE Sociology (Families and Education) Quiz

• Learning norms and values from family
• Learning norms and values from schools and peers
• Learning norms and values associated with being male or female
• A state of normlessness in society

• Double shift
• Triple shift
• Gender socialisation
• Canalisation

• A child is offered only gender-appropriate options so they feel they are choosing to follow gender rules
• Schools are run like workplaces to prepare students for work
• A teacher attaches a label to a student
• Parents lack cultural capital

• Schools are run like workplaces to prepare students for working life
• The family type seen as the normal or ideal family
• Only offering a child gender-appropriate options
• A state of normlessness in society

• True
• False

• Grouping students by ability so they can be in different sets for each subject
• Grouping students by ability so they stay in the same top, middle, or bottom group for all subjects
• A school funded by the government but controlling its own spending
• A school set up by a local group based on local need

• The skills and ideas parents pass to children that help them succeed in education
• The people parents know and how they can help their child in education
• A lack of cultural capital
• A small group within a school whose norms oppose the school's norms

• The people known by parents and how they can help their child in education
• The skills and ideas parents pass to their children to help them succeed
• A state of normlessness in society
• The process of learning norms and values from family

• True
• False

• Primary socialisation and stabilisation of adult personalities
• Sexual and reproductive functions
• Economic and educational functions
• Organisational and cultural diversity

• Organisational, cultural, class, life-course, and cohort
• Sexual, reproductive, economic, educational, and emotional
• Primary, secondary, gender, cultural, and social
• Public, private, state, free, and academy

Fill in the blank

• Differences in families' cultural values and beliefs
• Differences in the stage of the family life-cycle a family has reached
• Differences in the historical period in which a family passes through the life-cycle
• Differences in the amount of domestic work men do

• The resources available to its members, its role relationships and its child-rearing practices
• Only the number of children a family has
• Only the cultural values and beliefs the family holds
• Only the historical period in which the family lives

• The stage of the family life-cycle the family has reached
• The particular period of time in which a family passes through the life-cycle stages
• The cultural values and beliefs a family holds
• The social class position of a family

• True
• False

• That they overestimated the amount of domestic work men do
• That they underestimated the amount of domestic work men do
• That the family serves capitalism through inheritance
• That schools select students by ability because they compete for pupils

• True
• False

• That the family serves capitalism and that women are oppressed and financially exploited
• That the family is becoming more symmetrical than ever before
• That banding de-motivates students from poorer backgrounds
• That the family is a hierarchy with women at the top

Fill in the blank

• Bottom-band students were more likely to come from poorer backgrounds, often felt de-motivated, and were treated differently by teachers who expected less of them
• Bottom-band students came from wealthier backgrounds and were given the most teacher attention
• Banding had no effect on how teachers treated students
• Banding increased the motivation of all students equally

• True
• False

• Schools began to select by ability, focusing on more able students and largely neglecting lower-ability students
• Schools stopped selecting students and gave equal attention to all abilities
• Schools focused their resources on lower-ability students to improve results
• Schools abandoned banding because competition made it unnecessary