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EDUCATION (2/3) - IN-SCHOOL PROCESSES (ALSO SOCIAL CLASS AND ACHIEVEMENT…

- - - - speculation - formation of a working hypothesis
      - elaboration - hypotheses are tested; confirmed or the opposite
      - stabilisation - teachers know what to expect of a student
    - - appearance
      - conformity to discipline
      - ability/ enthusiasm to work
      - likeability
      - relationships w/ others
      - deviancy
- - - - usually pupils in higher streams (mostly m/c) who conform and gain status is approved manners
    - - pupils in lower streams (mostly w/c) and go through loss of self-esteem and inferior status
      - label of failure leads them to search for other ways for status, usually by doing the opposite of the schools values
      - this status usually comes from peers
- - - - CAPITAL: mostly experienced by m/c class, gaining status by conforming to their superior habitus
      - VIOLENCE: usually faced by w/c for not being able to follow m/c habitus is school/ following w/c habitus
    - - symbolic violence led pupils to seek alternative ways to create status - done through creating class identities through 'styles' and brands like nike
      - the branded sportswear differentiated them from m/c, and wearing the brand gave them status despite teachers/ m/c seeing it as 'tasteless'
      - pupils had negative outlooks on education due to past experiences, and 'nike' identities led to clashes w/ teachers over uniform, further marginalising them in education
      - w/c pupils were aware of financial pressures so would've done 'shady' things to conform to the identity
      - they were also aware going to uni would limit their lifestyle, so decided on not going
      - these 'nike' identity pupils also demonstrated positive preference for a certain lifestyle, as a result perhaps choosing self-elimination/ exclusion from school as it wasn't part of their lifestyle
- - - - looked at a comprehensive school that abolished banding (streaming)
      - despite this, teachers still categorised pupils and m/c were more likely to get positive labels, showing teacher labelling continues even w/o streaming or subcultures