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Differences In Achievement - Coggle Diagram

- - - - To label someone is to attach a meaning of definition to them. Studies show that teachers attach labels regardless of a student's ability, rather on the basis of their class background. W/c pupils are often negatively labelled, whereas m/c pupils tend to be positively labelled.
      - Howard Becker
        
        Carried out an important internationalist study on labelling.
        
        60 Chicago high school teachers were interviewed to find that they judged pupils based on how closely they fitted the image of an "ideal pupil."
        
        Saw students from m/c backgrounds as the closest to ideal and students from w/c backgrounds as furthest from ideal (since they regarded them as badly behaved.)
      - Jorgensen
        
        Developed Howard Becker's ideas, finding tht the notions of an "ideal pupil" differed on the social class makeup of the school.
        
        Largely w/c Aspen primary school - the ideal pupil was defined as quiet and disobedient (defined in terms of behaviour, not ability.)
        
        Mainly m/c Rowan school - the ideal pupil was defined in terms of personality and academic ability, having few discipline problems.
      - Dunne and Gazeley
        
        "Schools persistently produce w/c underachievement because of the labels and assumptions of teachers."
        
        Interviews in nine English state secondary schools - found that teachers "normalised" the underachievement of w/c pupils. They labelled w/c parents as uninterested in their children's education and m/c parents as supportive.
        
        This leads to the view that w/c children are underachieving, so they will be set extension work and will be entered for easier exams.
      - Ray Rist
        
        Study of American kindergarten shows - found that the teacher used information about children's home backgrounds and appearance to place them in separate groups (on different tables.)
        
        M/c "tigers" - seated these students nearest to front, offered more encouragement.
        
        W/c "clowns" - seated further away from the front, given lower-level books are fewer chances to show their abilities.
    - - Teachers label a pupil and makes predictions for the student based on the label. The teacher treats the student according to the prediction. Students then internalises the teacher's expectations, becoming apart of their self-concept. Students act according to their labels, gaining or losing confidence. The prediction then becomes fulfilled.
      - Rosenthal and Jacobson
        
        Sent teachers and IQ test telling them it was actually a test that predicted which students would "spurt ahead." The students sat the test and then picked a random selection of students who would be "spurters," letting the teachers know about the "findings."
        
        Almost half of the "spurters" made significant progress, suggesting the teacher's interactions with these students caused a self-fulfilling prophecy on the students.
    - - Involves separating students based on ability. Higher streams include students who will "pass anyway," lower streams include students who are "hopeless cases."
      - W/c students are more likely to be placed in lower streams, due to teacher's expectations based on their social class. Students in lower streams struggle to move up to higher streams and accept their positions. This creates a self-fulfilling prophecy in which w/c students live p to their teachers low expectations and underachieve.
      - Douglas - m/c students benefit most from streaming, gaining positive self-concepts from being placed in higher streams.
  - - - W/c Subculture (Barry Sugarman)
        
        Fatalism, Collectivism, Immediate Gratification and Present-Time Orientation.