Class Diff In Acheivement (internal)

Question 1

Labelling

Answer 1

Becker studied 60 teachers, found they judged pupils based of how close they were to ‘ideal student’ through their work, conduct and appearance. However, Hempel-Jorgensen found at largely wc Aspen school, ideal student was passive and obedient

Question 2

Labelling in secondary school

Answer 2

Dunne and Gazeley’s interviews found teachers normalised wc underachievement

Question 3

Labelling in primary school

Answer 3

Rist’s study in US found teachers used information about children’s background and appearance to separate them and seat them differently

Question 4

Teachers expectations

Answer 4

Rosenthal and Jacobson found self-fulfilling prophecy with fake IQ test where they labelled pupils as ‘spurters’ randomly came back 1 year later and found these students had made significant progress

Question 5

Streaming

Answer 5

Gillborn and Youdell found wc and black pupils likely to be put in lower streams and put in for the lower tier exams

Question 6

Education triage

Answer 6

Hopeless cases (ignored), borderline C/D students (helped), those who will pass anyway (Gillborn and Youdell)

Question 7

Differentiation

Answer 7

teachers categorise pupils according to how they see their ability

Question 8

Polarisation

Answer 8

Pupil’s response to streaming as found by Lacey

Question 9

Abolishing streaming

Answer 9

Ball found when school abolished banding, polarisation was removed but differentiation continued

Question 10

Pupil responses

Answer 10

Ingratiation (teacher’s pet), ritualism (staying out of trouble), retreatism (daydreaming and mucking about), rebellion

Question 11

Habitus

Answer 11

Learned ways of thinking for a particular social class

Question 12

Symbolic capital and symbolic violence

Answer 12

Schools have a mc habitus and devalues the wc habitus. This withholding of symbolic capital is symbolic violence

Question 13

Nike identities

Answer 13

Class identities through brands, approval from peers but conflict from school. Archer says schools mc habitus stigmatises wc pupils’ identities. Wc see higher education as unrealistic and undesirable

Question 14

Wc identity and success

Answer 14

Ingram studied 2 groups of wc boys. One group passed 11+ and went to grammar schools, the other didn’t. She found having a wc identity was inseparable form belonging to a wc locality

Question 15

Class identity and self exclusion

Answer 15

Evans’s study of 21 wc girls found that they were reluctant to apply for elite unis and the few that did feel a sense of hidden barriers like not fitting in