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Identity - Coggle Diagram

- - - - Relevant to society today as there is still a decline in industrial labour jobs
      - Reason for lack of academic achievement = lack of identity
      - Huge push to send children to university (45% go to uni)
  - - - Upper class habitus is seen as superior and is imposed onto education
      - Advantages M/C as school is surrounded by their culture and allows them to feel at ease
      - W/C habitus is seen as inferior, language codes are deficient and affects educational achievement
    - - As M/C have superior habitus, their way of life, language, and image is seen to have more worth
      - M/C are socialised the 'superior' way at home
    - - Society looks down upon W/C habitus and their way of life + ideas are demeaning and deficient
      - Withholding of cultural capital is seen as symbolic violence
      - Keeps them in their place / stops them from being mobile
    - - Because of symbolic violence, W/C become concerned with fashion
      - Policed by their peers
      - Not conforming is social suicide
      - Right clothing style / appearance earns SC and brings safety from bullying
      - W/C develop Nike identities because of marginalisation from education
    - - Appearance is policed by their peers
      - If they are not seen as 'glamorous', then they would be called a 'tramp'
- - - - Not relevant to society
      - Only 25, M/C girls
      - Cannot apply to all classes, genders
- - - - Marketisation + competition in society creates a climate of fear
      - Pressure on students to do good to improve league tables, but they believe they will fail anyway (teachers focus on higher achieving students)
    - - Having friends and being popular is important for young people who can't become successful
      - Being cool is not just about being popular, but also as a defence mechanism to school failure
    - - Used mixed methods
      - Large response rate
      - Students + teachers can consolidate findings
- - - - Anti school subculture
      - Thought schools were racist
      - Drew them closer to their culture
      - Led to withdrawal from other students
    - - Conformed to school values to achieve academic success
      - Still felt schools were racist / sexist
    - - Called rebels by the teachers
      - Saw unequal opportunities at home + in community (difference in privilege)
      - 'Subculture of the Asian gang'
    - - Priority to religion
      - Integrated with other ethnic minority groups of the same faith
      - Also followed survival strategy to gain academic success
    - - Not applicable to society
      - Only Asian girls - doesn't tell us about how the ethnicities of other students affects academic performance
    - - Small sample (44)
      - Doesn't show other Asian students outside of the sample