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EDUCATION: working class internal factors - Coggle Diagram
EDUCATION: working class internal factors
TEACHER LABELLING
the idea that teachers label working class students as not as good as middle class students which leads to self fulfilling prophecy
RIST (1970)
interactionist study of American kindergartens found that labelling occurs at a very young age. He found that the teachers he studied placed students around the classroom based on class background
The
TIGERS
were sat at the front, next to the teacher so they were given the greatest encouragement and support. These students were mostly
MIDDLE CLASS
The
CLOWNS
and
CARDINALS
were sat closest to the back, given lower level books and less encouragement as they were deemed 'not worth the effort'. These students tended to be
WORKING CLASS
ROSENTHAL AND JACOBSEN (1968)
Studied an American primary school, where they conducted an experiment to study what they called
'THE PYGMALION EFFECT'
they gave the elementary school students an IQ test, and informed their teachers which students were average and which were
'BLOOMERS'
(the 20% of students who showed 'unusual potential for intellectual growth).
this labelling led to self fulfilling prophecy as the students were aware of their placement and lack of challenging tasks
BLOOMERS
-given a nicer environment
-more time and attention invested into them
-called on them for answers
-better feedback
HOWEVER, unknown to the teachers, the bloomers were selected randomly, and after
8 MONTHS
they retested the students IQ and the 'bloomers' results had risen significantly higher than the average students (gained an avg of 4 overall IQ points)
BECKER (1971)
1971, interviewed
60 Chicago high school teachers
, found that teachers judged pupils on how close they matched the
IDEAL PUPIL
teachers labelled
MC
students as the
'ideal pupil'
and the
WC
students as
badly behaved
, leading to self fulfilling prophecy and WC students underachieving
AO3
deterministic
, assumes pupil's have no choice over their labels
research based in USA
small sample, culturally might not be applicable to the world. EMIC APPROACH
STUDENTS LABELLING
middle class students labelling working class students as inferior is responsible for working class underachievement
HOLLINGSWORTH AND WILLIAMS (2009)
'chavs, charvers and townies'
Spent time in one North England school, and one South England school. In both schools, the
MC
students had negative labels for
WC
pupils.
they would call working class students chavs, charvers or townies- the WC pupil were aware of their negative labels and felt judged and demotivated at school often. LED TO ANTI-SCHOOL SUBCULTURES
AO3
deterministic
assumes that working class students don't fight to combat labels and just accept them
SETS AND STREAMS
working class students often placed in lower sets and streams due to negative labelling
DOUGLAS
students placed in a higher stream by age eight had improved their IQ score by age 11
GILLBORN AND YOUDELL (2011)
found that teachers decided on a students set based on a
stereotypical understanding of their ability
, and are
less likely
to see
working class
and black pupils as having
ability
- lower tier GCSES
they also linked this to pressure from
league tables
, they want students to achieve
higher grades
so they can be
highly ranked in the league tables
. As a result, schools have an
'A-C economy'
where they
focus
more on pupils they
expect to succeed
to boost the school's league tables
they call this
EDUCATIONAL TRIAGE
at the top
: those who will
pass anyway
and are left to 'get on with it'
in the middle
: those with potential to get C grade or better, but need help
at the bottom
: hopeless cases, doomed to fail
students are sorted into the triage based on stereotypes of their class, according to GILLBORN AND YOUDELL, so wc pupils are more likely to be labelled 'hopeless cases'
AO3
what about the middle class students in lower sets, do they get help or not?
ANTI-SCHOOL SUBCULTURES
when wc students are placed in lower sets it leads to a self-esteem loss, so they find an alternative way of gaining status amongst peers
LACEY AND HARGREAVES
subcultures form in 2 different ways
DIFFERENTIATION
teachers place students into sets and streams based on how hard they work and the labels they attach to students, this leads to...
POLARISATION
pupils become divided into two seperate groups
MC
pro-school subcultures, and
WC
anti-school subcultures
LOUISE ARCHER
nike identities
research into working class pupils found they tried to create their own anti school class identity by wearing certain branded clothing along with their uniform
they also did this to go against the middle-class cultural capital branding streetwear as 'bad taste' so were also fighting against the dress codes, labelling themselves as rebels, they gained status through this as they couldn't through getting good grades
EVANS
found wc pupils 'self-excluded' meaning WC pupils will not try and do well at school or go to uni as they say A levels and university is "not for the likes of them"
AO3
WOODS
many subcultures in school that range from pro to anti, not just two subcultures
FULLER'S GIRLS
instance of black girls being in a pro-school but anti-teacher subculture, still succeed
more and more wc students going to university and doing A levls shows they don't always enter anti-school subcultures
EDUCATIONAL POLICIES