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Pupil Identities - Coggle Diagram
Pupil Identities
Habitus
dispositions or learned, taken for granted ways of thinking, being + acting shared by particular social class
includes tastes + preferences about lifestyles + consumptions, outlook on life + expectations about what's normal or realistic for 'people like us'
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school puts higher value on middle class tastes, preferences etc.
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identity can follow somebody through beyond school + can play part in shaping how someone sees themselves for many years after they've left school
Archer
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seen in a negative light, working class pupils pupils style is a struggle for recognition
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within middle class education system this is seen as inferior + worthless so also culturally worthless
working class pupils felt in order to be educationally successful they'd have to change how they spoke, acted + presented themseleves
for working class students, educational success is often experienced as a process of 'losing yourself'
not only do pupils 'get the message' education isn't for the likes of them but they actively choose to reject it as it doesn't fit with their identity or way of life
Symbolic Capital
status, recognition + sense of worth given to you by others
as schools have middle class habitus pupils who've been socialised into middle class tastes + preferences gain symbolic capital from the school + are deemed to have worth or value
school devalues working class habitus so working class pupils tastes are deemed tasteless + worthless
Symbolic Violence
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by defining working class + their tastes + lifestyle as inferior, symbolic violence reproduces class structure + keeps lower classes 'in their place'
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Reay
way school presents itself through publicity materials + advertisement can put people off going their because they don't see themselves as worthy
self-exclusion from elite or distant unis narrows options for many working class pupils, limiting their success
'Nike' identities
construct meaningful class identities by investing heavily in styles, especially through consuming branded clothing such as Nike
symbolic violence causes pupils to seek alternative ways of creating self worth, value + status
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right appearance earned symbolic capital + approval from peer groups, bringing safety from bullying
led to conflict with schools dress code reflecting schools middle class habitus as teachers opposed 'street' styles for showing 'bad taste'
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Ingram
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one group had passed 11+ exam + gone to grammar school while other group had failed + gone to local secondary school
grammar school had strongly middle class habitus of high expectations + academic achievement while secondary school had low expectations of of its underachieving pupils
having working class identity inseparable from belonging to working class locality as neighbourhoods network were key part of boys habitus, giving them strong sense of belonging
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boys at grammar school under pressure to 'fit in' + experienced tension between habitus of their neighbourhood + habitus of middle class school
choice is between unworthiness at school for wearing certain clothes + worthlessness at home for not
Evans
working class girls from south London comprehensive reluctant to apply to elite unis such as Oxbridge + the few that did apply felt sense of hidden barriers + not fitting in
EVALUATION
:( criticised for being deterministic as pupil identities are multi layered + school is only one aspect of a students identity
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:( could lead to pupils developing a negative self concept as they perceive themselves in a negative light
Bourdieu
many working class people think of places like Oxbridge as being 'not for the likes of us' which comes from their habitus including thoughts about what opportunities really exist for them
such thinking becomes part of their identity + leads working class pupils to exclude themselves from elite unis