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Education: Topic 2 (flashcards done) - Coggle Diagram
Education: Topic 2 (flashcards done)
Setting and Streaming
Sets and Streams
it is a way of grouping students on their predicted or actual ability
each group is then taught seperatelt from other for all subjects
Ideal Student
middle class pupils are more likely to be placed into higher sets because they reflect the teacher's view of the 'ideal pupil'
this creates a positive self-concept, more confidence and students consequently work harder to improve grades and meet the teachers expectations
self-fulfilling prophecy
Stephen Ball (1981) x
used the research method of 'Triangulation' in Beachside Comprehensive school in California
top-stream students
warmed up with fun, engaging lessons and given more freedom to express themselves
lower-stream students
cooled out with lessons where learning was secondary to discipline, conformity and routine
variations in exam attainment was primarily driven by the quality of the learning experience, rather then academic ability
the basis for pupils to polarise into sub-cultures were reduced when placed in the mixed ability groups and anti-school subculture declined.
when sets and streams are abolished, teachers still differentiate between pupils due to the idea of the 'ideal pupil.
this study showed that the effects of class inequality and labelling occur regardless of streaming or subcultures
Locked In
once in a set some students feel that they are locked in by their teachers' expectations. this is truer of lower sets as they feel that they have been written off as 'no-hopers'.
Educational Triage
Gillborn and Youdell (2004) x
teachers are less likely to see working-class pupils as having ability. Therefore they are more likely to be put into lower sets based on prejudice instead of actual ability
this impacts their future academic and career chance
this is done because of education policy of publishing school exam league tables
better results = more pupils and funding
focus on those who can achieve A-C grades and crates an 'A-C Economy'
pupils are split into three groups
B) Borderline cases
A lot of resources and time
stereotypically middle-class
C) Hopeless cases
less resources and time
stereotypically working-class
A) Those who will pass either way
less resources and time
stereotypically middle-class
the working class are placed into the lowest sets based on perceived ability. this means that they get less time and resources and therefore and destined to achieve low GCSE grades
this prevents meritocracy and creates inequalities
Pupil Subcultures and Identities
Lacy (1970) x
differentation
refers to the way that teachers categorise or 'Differentiate' between pupils according to stereotypes about ability, appearance etc.
polarisation
Pro-school subculture
associated with M/C
positive stereotype
'Halos'
positive labels
high status knowlegde and more attention
high expectations
high sets and streams
positive self-fulfilling prophecy
conform to the school ethos and rules
anti-school subculture
negative stereotype
negative labels
No 'Halos'
low expectations
low status knowledge and less attention
associated with W/C
negative self-fulfilling prophecy
criticise and reject the school system, creates an anti-school culture
Willis's lad study found they called the conformists 'ear 'oles'
low sets and streams
Hargreaves
Pro-school pupils were 'Warmed Up' by teachers
motivated and encouraged
anti-school pupils were 'Cooled Down'
disencouraged and alienated
highlighted how damaging factors such as labelling and streaming are
one solution to negative labels and low streams or sets was to seek out each other and create groups where they could create symbolic capital that is lost in school by the negative stereotypes
this symbolic capital was created by flouting rules (etc), and therefore guaranteeing academic failure
Stephen Ball's study of 'Beachside Comprehensive' supports Hargreaves' notion that Streaming can have a negative consequence for pupils as it encourages polarisation
the way that pupils respond to differentiation
moving to extremes (polar opposites)
study of Hightown boy's grammar school which look at the effect of polarisation
all the boys in the study were successful in primary school
once in the grammar school, they experienced the effects of streaming and labelling
those labelled as failures exhibited physical reactions such as insomnia and bed-wetting in their first year
by the second year those labelled as failures had adjusted to their anti-school subculture of failure
Peter Woods (1979) x
used a year-long participant observation in his study of a rural Midlands former secondary modern school
found evidence of a wider range of responses to school than simply 'Pro-' and 'anti-school' subcultures.
Woods split these responses into a max of eight categorises and these can change over time
found that dividing pupils' responses into just the two 'poles' of 'pro-' and 'anti-school' subcultures is too simple
examples of responses
rebellion
outright rejection
retreatism
daydreaming and messing about
ritualism
going through the motions
Ingratiation
teachers pet
Furlong (1984) x
also observes that pupils are not committed to one response, they are interchangeable - their responses depend on the teacher etc.
Habitus (Bourdieu) x
'Nike' Identities x
because of the symbolic violence that some pupils feel from society and school (looked down upon), they seek out alternative ways of creating self-worth, status and violence.
Nike identities are created by constructing meaningful class identities by investing heavily in 'styles', especially through brands like 'Nike'
the W/C choose the identity as a positive preference for a lifestyle. this means that they perceive education as not for them, so they actively reject it as it doesn't fit their identity or way of life.
the right appearance by using brands, earned symbolic capital and approval from peers which prevented bullying
this created conflict with school's dress codes. this caused the teachers to label them as 'rebels' as they reflected the M/C habitus of the school
refers to the 'dispositions' or learned, taken-for-granted ways of thinking, being and acting that are shared by a particular social class
it is formed as a response to it's position in the class structure
the M/C has the power to define its habitus as superior and to impose it on the education system, which places the M/C at an advantage in schools
because of this those with W/C habitus experience 'symbolic violence' as their tastes are deemed as worthless
the 'symbolic violence' is used to reproduce the class structure and keeps lower classes 'in their place'
because of this those who have been socialised with M/C habitus are given 'symbolic capital'
this difference in habitus creates a clash between the school and W/C pupils. this causes them to experience education as unnatural and alien like (alienation)
Archer
found that the W/C pupils felt that to be successful in education they would have to change their habitus to fit in and because of this it felt like 'losing yourself'
Ingram (2009) x
W/C identity and educational success
studies 2 groups of Belfast boys. one group passed the 11+ and went to grammar school, while the other group failed it and went to comprehensive school
went to grammar school
the boys had a W/C habitus but went to a M/C school
the W/C locality put greater emphasis on the boys to conform, however, because of the difference in habitus between home and the school this was difficult
to succeed and avoid ridicule at school (symbolic violence) the boys abandoned their W/C habitus. this can also create tension at home as the difference in habitus continued in some places.
didn't go to grammar school
same habitus with the school so there was less conflict between school and home
Evans (2009) x
class identity and self exclusion
London W/C girls were reluctant to apply to uni's like Oxbridge and the few that did apply flet a sense of hidden barriers and of not fitting in.
girls have a strong sense of attachment to their locality
many W/C people think of Oxbridge as being 'not for the likes of us' - difference in habitus and culture
their habitus includes beliefs and expectations of opportunities available to them. this leads them to create self-barriers to themselves as they exclude themselves from elite uni's
labelling
Hargreaves x
Halo Effect
labelling means that certain students are given halos which are carried with them through out their educational career
future interactions with teachers are based off of the behaviours and attitudes which gave the student the halo in the first place
Howard Becker (1971) x
interviews with 60 Chicago high school teachers
labels were created when students were judged against the image of the 'ideal pupil'
students were judged based on
work, conduct and appearance
found that the middle-class pupils were closest to this image and working-class pupils were furthest away
to attach a meaning ort definition to someone. this can be based on preseived behaviour, intellect or prejudices and biases
Hempel-Jorgensen (2009) x
worked off of Becker's idea about labelling
found that different teachers and schools had different images of the 'ideal pupil'
Rowan primary school
predominantly middle class pupil
'ideal pupil' was based off of personality and ability rather than behaviour
Aspen primary school
predominantly working class pupils
'ideal pupil' was based off of behaviour not ability
quiet, passive and obedient
Self-Fulfilling Prophecy
a teacher believes a judgement about a student and behaves differently towards that student to fit the belief
negative idea of the student
negative and unmotivating behaviour with less support
the student buys into this belief (internalises) and does not work hard as they believe that they cannot succeed so what is the point of trying. this fulfils the prophecy
positive idea of the student
positive and encouraging behaviour with more support
the student buys into this belief (internalises) and works harder as they believe that they can and in turn fulfil the prophecy
created through labelling
often heavily influenced by the sets and streams of students
a prediction that comes true purely on the basis of it being made in the first place
Rosenthal and Jacobson (1968) x
took a Californian primary school and used a fake IQ test to tell teachers that a
random 20% of the pupils were 'Spurters'
the 'Spurters' were believed by the teachers to be of high ability and would succeed in education
a year later
, it was found that
47%
of the randomly identified 'Spurters' had made
significant progress
when compared to the rest of the 'Spurter' pupils
concluded that the way that the teachers interacted with the spurters was now different as it was used to convey their high expectations of them.
this belief of the teachers was internalised by the pupils and created a self-fulfilling prophecy that they would believe
Fuller x
critique
of Rosenthal and Jacobson
studied Black girls in a London comprehensive school
the girsl reacted to the racist stereotypes from teachers by working harder and proving these stereotypes and labels wrong
Rutter (1979)
Fifteen Thousand Hours: Secondary Schools and their Effect on children
schools can make a difference between the success or failure of an individual
there are specific characteristics that can make a school good or bad
brings a focus to the role of teachers in the quality of the school and an individual's success or failure
characteristics of a good school
teachers
genuine interest
treats pupils as responsible people
lead by example
punctuality
place more emphasis on reward and parise than punishment and blame
high expectations of pupils
well prepared for lessons
generate an ethos which reflects these points:
mixed ability classes
high ability lead by example
used as a critique of Marxists, as this proves that internal factors make a difference and that the structure of society is not deterministic