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Y1 A Level Sociology > 1.2 Education - Social Class Differences In Achievement (Internal) > Flashcards

1.2 Education - Social Class Differences In Achievement (Internal) Flashcards

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Sociology 101 flashcards
1
Q

What is labelling in the context of sociology?

A

Attaching meaning or definition to an individual/group.

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2
Q

What did Becker (1971) study?

A

Labelling in Chicago high schools.

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3
Q

What conclusion did Becker reach regarding teachers and the ‘ideal pupil’?

A

Middle-class pupils were closest to ‘ideal’.

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4
Q

What do teachers often base labels on?

A

Stereotypical assumptions

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5
Q

Who conducted a study on labelling in 1971?

A

Becker

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6
Q

How did teachers perceive middle-class pupils?

A

Ideal

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7
Q

How did teachers perceive working-class pupils?

A

Badly behaved

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8
Q

What did RIST (1970) study?

A

Labelling in primary school

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9
Q

What do interactionist sociologists study in relation to labelling?

A

Effects of labels on those labelled.

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10
Q

How many teachers did Becker interview in his 1971 study?

A

60 teachers.

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11
Q

According to Becker (1971), what factors influenced teachers’ labelling?

A

Work, conduct, and appearance.

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12
Q

Who conducted a study on labelling in primary schools?

A

Rist (1970).

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13
Q

In Rist’s study, how were children grouped?

A

By background and appearance.

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14
Q

Which sociologists study labeling in education?

A

Interactionist sociologists

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15
Q

What did Becker’s study focus on?

A

Teacher judgements

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16
Q

On what basis were children judged in a largely working-class school?

A

Behavior

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17
Q

What were the groups identified by RIST?

A

The Tigers, The Clowns, The Cardinals

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18
Q

Characteristics of The Tigers group?

A

Fast learners, middle-class

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19
Q

Characteristics of The Clowns and Cardinals groups?

A

Working-class, low level books

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20
Q

Name the groups identified in Rist’s (1970) study.

A

Tigers, Clowns, and Cardinals.

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21
Q

Describe the ‘Tigers’ group in Rist’s (1970) study.

A

Fast learners, seated near the teacher.

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22
Q

What characterized the ‘Clowns and Cardinals’ groups in Rist’s study?

A

Slower learners, seated away from teacher.

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23
Q

Examples of labels teachers may attach to pupils?

A

Bright, thick, troublemaker

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24
Q

What factors influenced teachers’ judgements in Becker’s study?

A

Work, appearance, conduct

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25
Q

What is a self-fulfilling prophecy?

A

A false prediction that comes true by virtue of it being made.

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26
Q

Who conducted an experiment related to self-fulfilling prophecies?

A

Rosenthal and Jacobson (1968)

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27
Q

What did Rosenthal and Jacobsen’s study involve?

A

New test for pupils

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28
Q

What do teachers’ beliefs about pupils impact?

A

Pupils’ achievement

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29
Q

Name the first step of the self-fulfilling prophecy process.

A

Labeling a pupil as intelligent.

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30
Q

Name the second step of the self-fulfilling prophecy process.

A

Treating the pupil accordingly.

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31
Q

Name the third step of the self-fulfilling prophecy process.

A

Pupil internalizes the label.

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32
Q

Who argues that labelling affects pupil achievement?

A

Interactionists

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33
Q

What was the outcome of the pupils gaining confidence?

A

Tries harder and succeeds

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34
Q

What can self-fulfilling prophecies produce?

A

Under-achievement

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35
Q

What did Rosenthal and Jacobson’s (1968) study involve?

A

Falsely predicting pupils’ IQ gains.

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36
Q

What was the outcome of Rosenthal and Jacobson’s experiment?

A

Significant IQ gains after a year.

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37
Q

Why is self-fulfilling prophecy theory criticized?

A

Being too deterministic.

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38
Q

What is a Marxist critique of labeling theory?

A

Ignoring wider social inequalities.

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39
Q

What question does A03 ask regarding external issues?

A

External issues affecting label internalization.

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40
Q

What is step one of the self-fulfilling prophecy process?

A

Teacher labels pupil

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41
Q

What happens in step two of the self-fulfilling prophecy process?

A

Teacher treats pupil accordingly

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42
Q

What occurs in step three of the self-fulfilling prophecy?

A

Pupil internalises expectation

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43
Q

What is a criticism of labeling theory?

A

Too deterministic

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44
Q

What is streaming?

A

Dividing students into groups by ability.

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45
Q

What did Becker find about teachers’ views on ideal pupils?

A

They favored middle-class children.

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46
Q

What is a major difficulty for children in lower streams?

A

Moving up to higher streams.

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47
Q

What did Gillborn and Youdell discover about the A - C economy?

A

Schools focus on pupils likely to get C or above.

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48
Q

What is ‘educational triage’ according to Gillborn and Youdell?

A

Sorting students like triage in hospitals.

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49
Q

How are pupils sorted in educational triage?

A

‘Hopeless cases,’ ‘C/D borderline,’ and ‘those who will pass.’

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50
Q

What did Becker find about teachers’ views on working-class pupils?

A

Low expectations

51
Q

What do teachers think of working-class pupils?

A

Less likely to have ability

52
Q

What do pupils in lower streams tend to align with according to the text?

A

Negative labels and lower expectations.

53
Q

What happens to children in higher streams?

A

They stay there due to higher expectations.

54
Q

How does streaming benefit teachers in terms of teaching?

A

Easier to teach due to uniform standards.

55
Q

How do ‘A-to-C’ grades benefit schools?

A

Better league table positions.

56
Q

What does streaming involve?

A

Ability groups

57
Q

What effect do self-fulfilling prophecies have in streaming?

A

Children’s expectations

58
Q

How do middle-class pupils benefit from streaming?

A

Higher expectations

59
Q

What happens to students placed in lower streams?

A

Lower level GCSEs

60
Q

What do schools with good league table positions attract?

A

More students

61
Q

What is the consequence of schools attracting more students?

A

More funding

62
Q

What happens to a child once they are streamed?

A

Difficult to move up

63
Q

What improves for middle-class pupils in higher streams?

A

Confidence and grades

64
Q

What do exam league tables rank schools by?

A

Performance

65
Q

What is a pupil subculture?

A

Group sharing values/behaviour

66
Q

What can cause the emergence of pupil subcultures?

A

Labelling and streaming

67
Q

Who uses the concepts of differentiation and polarisation to explain the emergence of subcultures?

A

LACEY

68
Q

What is differentiation?

A

Categorising pupils

69
Q

What is polarisation?

A

Moving towards opposite poles

70
Q

What is an example of differentiation in schools?

A

Streaming

71
Q

What did LACEY’S study find about streaming?

A

Pro-school and anti-school subcultures

72
Q

What was BALL’s finding about abolishing streaming?

A

Polarisation largely removed

73
Q

What label did teachers apply more to middle-class pupils?

A

Ideal

74
Q

What do middle-class pupils internalize?

A

Positive beliefs of teachers

75
Q

What type of subcultures do high stream pupils form?

A

Pro-school subcultures

76
Q

What type of subcultures do lower stream pupils form?

A

Anti-school subcultures

77
Q

What leads to self-fulfilling prophecies in middle-class pupils?

A

Internalizing positive beliefs

78
Q

How do lower stream pupils feel about their status?

A

Loss of self-esteem

79
Q

What are alternative ways students gain status?

A

Inverting the rules

80
Q

What are the four responses identified by WOODS?

A

Ingratiation, Ritualism, Retreatism, Rebellion

81
Q

What is Ingratiation?

A

Being teachers’ pet

82
Q

What is Ritualism?

A

Going through the motions

83
Q

What is Retreatism?

A

Daydreaming and mucking about

84
Q

What is Rebellion?

A

Outright rejection of school

85
Q

What do students with similar HABITUS to teachers receive?

A

SYMBOLIC CAPITAL

86
Q

What is SYMBOLIC VIOLENCE according to Bourdieu?

A

Withholding symbolic capital

87
Q

How do working-class students view the educational world?

A

As alien

88
Q

What do working-class pupils feel they must change to be successful?

A

Presentation and talk

89
Q

What spaces do working-class students often feel are not for them?

A

Middle-class spaces

90
Q

What leads to class differences in achievement?

A

Labelling

91
Q

What does labelling lead to?

A

Streaming

92
Q

What do streaming and labelling create?

A

Self-fulfilling prophecies

93
Q

What can arise from self-fulfilling prophecies?

A

Subcultures

94
Q

What do these studies suggest about schools?

A

Not fair institutions

95
Q

What did many working-class pupils feel about society and school?

A

Looked down on them

96
Q

What did working-class pupils create in response to symbolic violence?

A

Class identities

97
Q

What term does ARCHER use for branded clothing identities?

A

Nike identities

98
Q

What could not conforming to styles lead to?

A

Social suicide

99
Q

What did the right appearance earn?

A

Symbolic capital

100
Q

What is ARCHER ET AL.’s focus in their research?

A

Interactions between social groups and school

101
Q

Who is the foundational theorist for ARCHER’S theory?

A

BOURDIEU

102
Q

Define HABITUS.

A

Shared ways of thinking and acting

103
Q

What does HABITUS respond to?

A

Class position

104
Q

How does middle-class HABITUS influence education?

A

Values middle-class tastes

105
Q

How is working-class culture perceived by schools?

A

Inferior

106
Q

How do Nike styles influence working class pupils’ view of higher education?

A

Rejection due to lifestyle and affordability

107
Q

What do working class pupils perceive university as?

A

Unaffordable and risky investment

108
Q

What lifestyle aspect impacts working class pupils’ desire for university?

A

Living off a student loan

109
Q

What do Archer et al. suggest about working class identities?

A

Express positive preference for lifestyle

110
Q

What is self-exclusion in the context of education?

A

Rejecting education for identity

111
Q

How does class identity affect university applications?

A

Creates barriers for working class

112
Q

What did Evans study about working class girls?

A

Reluctance to apply to elite universities

113
Q

What fear did working class girls have about elite universities?

A

Fear of not fitting in

114
Q

Why do girls feel a strong attachment to their community?

A

They don’t want to move away

115
Q

How does self-exclusion affect working class pupils?

A

Narrows options, limits success

116
Q

What pattern do studies show about the education system?

A

Devalues working class experiences

117
Q

What issue do working class pupils face in education?

A

Abandoning working class identity or conforming to middle class habits

118
Q

What did INGRAM study?

A

Two groups of Catholic boys from Belfast

119
Q

Grammar school values

A

Middle class values with high expectations

120
Q

Secondary school values

A

Low expectations

121
Q

W/c community emphasis

A

Fitting in

122
Q

Tension between habitus

A

Middle class culture at school vs working class neighborhood

123
Q

Example of symbolic violence

A

Ridicule for wearing tracksuit on non-uniform day

Y1 A Level Sociology (20 decks)

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