Class and Achievement - Internal

Question 1

Becker

Answer 1

Teachers hold an image of an “ideal pupil” - meets closest with middle class

Question 2

Hempel-Jorgenson

Answer 2

Ideal pupil notions vary according to the social make up of the school. W/C school - defined by behaviour. M/C - defined by personality

Question 3

Dunne and Gazely

Answer 3

Teachers normalise w/c underachievement and see it as inevitable

Question 4

Rist

Answer 4

LABELLING. W/C students seated away from teachers and labelled “clowns and cardinals” M/C students seated near teacher due to neat appearance and receive more attention

Question 5

Rosenthal and Jacobson

Answer 5

IQ tests, self-fulfilling prophecy

Question 6

Lacey

Answer 6

differentiation (setting, streaming) and polarisation (pro-school, anti-school)

Question 7

Hargreaves

Answer 7

w/c students are triple failures - failed 11+, bottom set, worthless louts

Question 8

Woods

Answer 8

Pupils respond to labelling in four ways, not two

1. Ingratiation (teachers pet)
2. Ritualism (following rules)
3. Retreatism (daydreaming and misbehaving)
4. Rebelling (rejection of all school values)

Question 9

Gillborn and Youdell

Answer 9

marketisation of education is widening the class gap through the A-C economy (where schools allocate time and resources to potential A*-C students (m/c))

this is done through the educational triage:

a) pass
b) pass with help
c) fail

Question 10

Bartlett

Answer 10

cream skim (selecting high ability students)
silt shift (reject students likely to underachieve)

Question 11

Gewirtz

Answer 11

Schools attract m/c parents through home school contracts - wordy, complex

Question 12

Archer et al

Answer 12

students form identities outside of school and these conflict with the schools m/c habitus

nike identities and girls’ hyper-sexualised identities

Question 13

Evans

Answer 13

w/c girls felt they wouldn’t fit in with top universities so they self exclude themselves