Key Insight: Bourdieu's concept of cultural capital explains how middle-class knowledge, values and lifestyle give some students an unfair head start in our middle-class education system.

Reality Check: Students respond to streaming through polarisation - either embracing a pro-school attitude or rejecting education entirely through anti-school subcultures.

Important Point: These external factors interact with discrimination - many challenges stem from wider social racism rather than cultural deficiencies within ethnic communities themselves.

Key Finding: Sewell's research shows that pupils aren't passive victims - they actively develop strategies to cope with racist labelling, though some strategies can inadvertently harm their progress.

Success Factor: Teacher attention patterns favour girls - whilst boys dominate discussions, girls listen better and cooperate more, earning more positive feedback from teachers.

Challenge: Boys face peer pressure to demonstrate masculinity through anti-school behaviour, creating a toxic cycle where academic success equals social failure in their friendship groups.

Core Belief: Functionalists argue education creates a fair, efficient society where individual merit determines success - though critics question whether this ideal matches reality.

Critical Point: Both Marxists and feminists argue that education maintains existing inequalities rather than creating the fair, meritocratic society that functionalists describe.

Current Trend: Recent policies reflect neo-liberal thinking about reducing government involvement, but critics argue this increases inequality by allowing successful schools to become more selective.