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PUPIL IDENTITIES AND SUBCULTURES - Coggle Diagram
PUPIL IDENTITIES AND SUBCULTURES
PRO SCHOOL SUBCULTURES
Characteristics:
Committed to school values,
Gain approval/status through academic success.
Involved in wider life of school
Types: MAC AN GHAILL
New enterprisers: Rejected the traditional academic curriculum but were motivated to study subjects such as business and computing which they see as a route to economic success
Academic achievers: Seek to achieve academic success by focusing on traditional academic subjects such as English, maths and sciences
Subcultures: A group of people with culture that differentiates itself from the parent culture to which it belongs often maintaining some of the founding principals but developing their own norms and vlaues
ANTI SCHOOL SUBCULTURES
Characteristics:
Lower streams
Rejection of school values
Truanting
Disruption
Not doing homework
FORMATION (LACEY)
Differentiation:
The process of teachers catergorising pupils according to how they perceive their ability, attitude and behaviour. Streaming is a form of this
Polarization:
The process by which pupils respond to differentiation by moving towards one of two opposite poles or extremes (pro or anti school subcultures)
HOW SCHOOL SHAPE PUPIL IDENITITIES
School environments (REAY): Students align their ability with the type of school that they attend. Students who attend a poor performing school see themselves as poor students and more likely to form anti school subcultures, where as those attending high performing schools tend to form pro-school subcultures.
Peer groups and symbolic capital:
Reinforcing acceptable behaviors by ostracizing those that don't conform and giving status to those that do.
Symbolic violence (Archer):
Schools impose forms of symbolic violence against students whose identities are shaped by designer clothing or hyper heterosexual feminine behavior which suggests to those students that education is not for them
Subject choice: Schools reinforced gender stereotypes in subject choices, pushing girls to expressive subjects and boys to instrumental ones, this reinforces gender identity.
can also be achieved through stereotypical images within school.
Uniforms: reinforces gender roles as girls are expected to wear skirts and blouses and boys trousers and ties.
Can also shape class identity with schools demanding certain standards of dress or pupils being sent home.
Most schools also do not take ethnic minority dress into account with their priorities.
Ethnocentric Curriculum (BALL): The current curriculum is very focused on m/c white British culture, what Ball refers to as "Litlle Englandism", this can turn both ethnic minorities and girls who feel excluded.
Sub cultures: Rejection by school can lead to w/c and minority ethnic groups to identify as being antiauthoritarian and therefore reject authority.
Labelling: Positive and negative labelling impacts of self esteem and self image. Students labelled negatively may assume that academic achievement is not part of their identity and therefore look towards more vocational courses in the future.