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1.5 student relationship and process - Coggle Diagram
1.5 student relationship and process
Subcultures
Subculture can be defined as a group within a wider social group whose attitudes lifestyle and values are shared by the subculture members an are significantly different from those in the wider society
Hargreves(1967) found members of working class subcultures were in the bottom streams of secondary schools
Peter woods analysis of subcultures differed from Hargreaves and wills as he argued that pupils subculutres were complex, and there were many different variations
Hollingworth believed that middle class subcultures were based on shared hobbies whilst W/c were based on dislike for school
mac an ghaill identified manny groups including , macho lads, academic achievers, the new enteprisers , real englishmen and gay students
remasculanisation of the curriculum means that subjects taht lead to the highest paying jobs are often male dominated
Female subcultures are different to male subcultures as girls fight against the stereotypes or groups they are put in
the hiddenn curriculum
children are socialised to vairous norms and values not in school
messages and ideas that schools do not directly teach but which children learn whilst being at school
Marxists feel that the hidden curriculum leigitimates innequality
Cotton , winter an bailey claim hidden curriculum places value on efficency and money rather than equality and opportunity.
The two ways the hidden curriculum are transmitted is wearing uniform and heirarchy of management
Neo marxist henry giroux said that schools were places of ideological struggle as the are places where different political and moral views may co-exist and be in competition
Muslim males find that the cultural belief of being the breadwinners means they do well in education despite also valueing the macho attude
The self fulfilling prophecy is where the label the teacher gives a student comes true as the student beliefs they can only fulfill what is expected of them
Education sets
Mixed ability teaching sets is where pupils of all abilities are put in same set, this allows broader social mix
However a problem that comes with this is lower achieving students can hold back high achievers
Streaming is where pupils are grouped by ability for most of their subjects
Setting is where pupils are placed in ability groups for paticular subjects
white middle class students benefit the most from streaming and setting
NED stand for non - educated -dliquents
Peter woods saw there were eight ways to adapy to school
Ingratiation – This is the most positive adaptation. Pupils who try to ingratiate themselves identify completely with teachers, and try to earn their favour. Such pupils care little about other pupils’ attitudes to them and they may be regarded by other pupils as ‘creeps’ or ‘teacher’s pets’.
Compliance – This is a less strong positive adaptation to the school. Woods regards this adaptation as typical of new pupils in secondary schools. It is also common among older pupils who are studying for external exams, who comply for instrumental reasons.
Opportunism – This is an adaptation which often develops in the second year at school and may be a temporary phase. Opportunist pupils fluctuate between trying to gain the approval of their teachers and their peer group.
Ritualist – This is where pupils are deviant to the extent that they reject the goals of education, but they are not difficult to control. They will ‘go through the motions’ of attending school, and will not break school rules.
Retreatists – This is where other pupils develop more deviant adaptations. Retreatists reject both the goals and the means laid down by the school, but without outright rebellion. Then try to pass the time by daydreaming in lessons, ‘mucking about’ or ‘having a laugh’, but they are not consciously trying to oppose the values of the school.
Colonization – According to Woods, a very common adaptation in later years at the school is colonization. This is characterized by ‘indifference to goals with ambivalence about means’. Colonizers attach no great importance to academic success, but will try to get away with just enough to ‘keep their noses clean’.
Intransigence – This represents one of the most difficult adaptations for schools to cope with. Intransigent pupils are indifferent to academic success, and reject the accepted standards of behaviour. They are much less afraid than the colonizers to hide their deviance.
Rebellion – The final adaptation, rebellion, involves the rejection of both goals and means and their replacement with alternatives. School life is directed towards quite different objectives from those sanctioned by the school. For example, some girls might devote their school life to showing concern for their personal appearance, or discussing boys. Some boys might only be interested in escaping school to enter the world of unskilled manual work.