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internal factors: class differences - Coggle Diagram
internal factors: class differences
labelling
micro theory
peter wood (1979)
- responses to labelling -
ingratiation
being a teachers pet -
ritualism
going through the motions and staying out of trouble -
retreatism
daydreaming and mucking about -
rebellion
outright rejection of everything the schools stands for
criticism of labelling theory
teachers attach labels regardless of pupils attitudes or ability instead of stereotyped assumptions based on their socioeconomic background
becker (1971)
interviewed 60 hs teachers - labelled based on how closely the pupil fit the image of the ideal pupil and mc pupils were closest to that
hempel-jorgenson (2009)
supports becker notions vary according to social class make up of the school - largely wc primary discipline was the problem the ideal pupil was quiet passive obedient defined in terms of behaviour not achievement - largely mc school the ideal pupil was defined by academic ability due to few discipline problems
dunne and gazeley (2008)
schools persistently produce wc underachievement because of labels and assumptions of teachers - interviewed 9 state schools - teachers normalised underachievement of wc pupils were unconcerned about it felt they could do little about it alternatively believed mc pupils could overcome underachievement
major reason was teachers beliefs in the role of pupils backgrounds labelled wc parents as uninterested in pupils education versus labelling mc parents as supportive
changed the way teachers dealt with underachievement - mc pupils got extension work whereas wc pupils got entered for easier exams - teachers underestimated a wc pupils potential
ray rist (1970)
labelling occurs from the outset of children's educational careers - us kindergarten - teacher used children's home backgrounds and appearance to set and seat children - fast learner 'tigers' were mc neat and clean seated nearest to her to encourage them - 'cardinals' and 'clowns' seated further away mostly wc given lower level books + fewer chances to show abilities , reading in a group vs individually
self fulfilling prophecy
prediction that comes true simply by the virtue of it having being made
rostental & jackson (1968)
told school they had new test to identify children who would spurt ahead (untrue) teachers believed what they were told - tested all pupils but randomly selected 20% at random to be spurters - when they returned a year later found that half of spurters (47%) had made significant progress - effect is great on young children
teachers beliefs were influenced by the test and teachers conveyed these beliefs through the way they interacted with them - body language and amount of attention and interaction encouragement they got - shows interactions belief that what people believe to be true will have real effects even if its not true
streaming and setting
stephen ball (1981)
- study of a school who were abolishing streaming. students were less likely to form anti-school subcultures or be influenced by them. teachers still continued to differentiate within classes creating self fulling prophecies and benefitting mc kids
the education reform act 1988 led to more streaming and different types of schools and curriculums creating new opportunities for inequality
once streamed it is usually hard for children to move to higher streams and children are locked into their teachers expectations of them - creates a self fulfilling prophecy
douglas
found that children placed in a lower stream at 8yrs had suffered a decline in their IQ score 11yrs - children placed in higher streams at 8yrs had an increase in IQ score at 11yrs
mc students benefit from streaming as they are likely to be placed in higher streams (reflecting the ideal pupil) as a result they develop a more positive self concept gain confidence worker harder and improve their grades
gilbourne & youndell (2001) - A to C economy
- study of 2 london secondary schools - teachers are less likely to see wc and black pupils as having ability -> results pupils in lower streams and lower tier exams which denies knowledge opportunity to close attainment gap - due to league tables teachers focus on students likely to get 5 Cs as this would improve their positions and
leads to
educational triage
pupils in three groups 1) those who will pass anyway 2) those who with help will get 5 Cs 3) hopeless cases that wont achieve 5 Cs even with help - teacher stereotypical streaming puts wc black pupils in 3rd category creating self fulfilling prophecy
gilbourne and youndell put teacher labelling and stereotyping etc in a broader context of the education system where marketisation affects micro level processes that produce class difference.
student subcultures
pierre bourdieu
- habitus - learned ways of thinking, being and acting that are shared by a particular social class - school habitus is imposed by the mc who have power to claim their superiority as mc pupils values and culture are reflected in school so they 'fit in' with education as they think the way the school does.
symbolic capital and violence
- mc habitus means that those who have been socialised into mc class habitus have social capital and this devalues wc habitus - the withholding of symbolic capital is
symbolic violence
- defining wc as inferior creating a clash and wc students find education alien and unnatural
nicola ingram (2009)
two groups of catholic boys from same highly deprived area in belfast one group passed 11+ and went to grammar school and one didn't - grammar had mc habitus and expectations and comprehensive didn't - found working class identity was inseparable from belonging in wc locality - close neighbourhoods have boys strong sense of belonging - pressure to fit in felt especially on grammar school boys who were now on the outside - worthless at school and worthiness at home
have to surrender their identity to fit in with school - symbolic violence
colin lacey (1970)
differentiation and polarisation explain how pupil subcultures develop -
differentiation
- teachers categorise by ability attitude and or behaviour ie streaming -
polarisation
- pupils respond to streaming by moving towards one of two opposite poles or extremes
study of grammar school streaming polarised boys into pro school and anti school subcultures
pro school subculture
pupils placed in high streams (mc) likely to remain committed to values and attitudes of the school they gain status and through academic success own values are those of the school
anti school subculture
those placed in lower streams (wc) suffer loss of self esteem as school has undermined self worth by placing them in position of inferior status label of failure forces search for alternative methods of gaining status - through behaviour and attitudes (cheeking a teacher trunating smoking
joining anti school subculture leads to self fulfilling prophecy of educational failure
archer
wc students felt that to be educationally successful they would have to change how they talked and presented themselves - educational success equals losing yourself
nike identities
- using branded items to create an identity and sense of self within a system that alienated and disregards you. created strongly gendered styles - not conforming = social suicide
archer
mc habitus stigmatises wc pupils identities - mc see nike identities as tasteless but for wc students they are means of gaining symbolic capital and wealth
rejection of higher education - unrealistic vs undesirable -
unrealistic
for people not like us for richer posher cleverer pupils would not fit in unaffordable risky investment -
undesirable
not suit their prefered lifestyle or habitus don't want a student loan as they want to afford street clothes
archer et all
wc investment in nike identities is not only due to school marginalisation but also pos preference for the lifestyle - wc choose to actively reject because it doesn't fit in with their way of life as well as being told they dont fit in within school
class identities
archer- nike identities - due symbolic violence wc students create nike identities through which they gain symbolic capital through consuming branded goods -> this leads to further conflict within the school. nike identities symbolise the rejection of education higher education is unattainable and undesirable
sarah evans (2009)
21 wc students in london studying for a levels reluctant to apply for oxbridge due to perceived barriers that were hidden or that they wouldn't fit in
strong sense of locality 4 out of 21 moved away
bourdieu (1984)
many wc ppl think of places like oxbridge as not like us due to their habitus due to opportunities and fitting in this leads to wc excluding themselves from elite education
reay et al (2005)
self exclusion from elite education devalues the experiences narrows options for wc and limits their success