Class Differences In Achievement internal - done

Question 1

topics under internal factors

Answer 1

labeling
SFP
streaming
pupil subcultures
pupils’ class identities and the school

Question 2

labeling definition

Answer 2

to attach meaning or definition to someone

Question 3

how are labels are attached to someone?

Answer 3

teachers label based on stereotypes around class background m/c good w/c bad

Question 4

interactionist studies on labeling

Answer 4

Howard becker - interview with 60c Chicago teachers found that they label according to how close someone is to the ideal pupil, m/c close w/c far

Jorgensen - 2 English prim schools, w/c school - ideal pupil is based on behavior, in m/c it is based on personality and academic ability.

Question 5

labeling in prim schools - ray rists

Answer 5

AMERICAN KINDERGARTEN - teachers went off of background to assign groups they identified who were fast learners and put them into two groups - w/c were clowns and m/c were tigers

Question 6

labeling in secondary schools - Dunne and Gazeley

Answer 6

schools persistently produce w/c underachievement

Question 7

what is sfp

Answer 7

a prediction that comes true simply by virtue or having it made

Question 8

sfp - teacher expectations

Answer 8

Rosenthal and Jacobson - IQ test to see who would spurt ahead - picked 20% at random to be spurts - 47% of the 20% of the fake results made significant progress - shows belief influences

Question 9

streaming and the a-c economy

Answer 9

gillborn and youdell - 2 secondary schools - teachers are less likely to see w/c black boys as having ability so placed in lower streams and tiers for exams - leads to lack of opportunity

Question 10

educational triage

Answer 10

gillborn and youdell - pupils are streamed into three categories - left alone as they will pass (m/c), borderline c/d who get extra help (w/c and m/c) hopeless case left alone (w/c)

Question 11

polarisation and differentiation

Answer 11

polarisation is a response to streaming e.g. pro and anti-school subcultures

differentiation is the process of teachers categorizing according to perceived ability e.g. streaming

Question 12

pro school subculture

Answer 12

collin lacey
high streams - m/c
gains status in approved matter - academic success
values are with school

Question 13

anti school subculture

Answer 13

collin lacey
low streams - w/c
undermined the pupils making them feel inferior
failure pushes them to find alternative forms of status e.g. not doing h/w as a way of impressing peers - creates sfp of failure

Question 14

abolishing streaming

Answer 14

stephen ball - study of comprehensive about abolishing a type of streaming - removed polarisation as mix of abilities - differentiation still exists

Question 15

variety of pupil responses

Answer 15

peter woods:
intergration - teachers pet
ritualism - staying out of trouble
retreatism - mucking about
rebellion - rejection of school

Question 16

criticisms of labelling theory

Answer 16

marxists - labels stem from the fact that teachers work in a system that reproduces class division
- also labeling theory blames teachers but fails to explain why

Question 17

habitus

Answer 17

refers to the dispositions or learned taken-for-granted ways of thinking, being, and acting that are shared by a particular social class e.g. taste expectations, lifestyle. the m/c habitus is seen as superior

Question 18

symbolic violence and capital

Answer 18

SC - gained status or recognition from school - deemed to have worth or more value
SV - devalued pupils recieve this, w/c, seen to be worthless and tasteless - bourdieu sees this as denying them of SC through definign their culture as inferior
archer - to achieve this they need to change themselves

Question 19

nike identities

Answer 19

due to CV they find alternative forms of self worth - invest heavily in appearance - way of being me, not complying to this created social suicide but complying = SC among peers however this conflicte swith school e.g. dresscode and stigamets m/c school habitus

this plays a part in higher ed rejection - unrealistic ‘not for people like us’ and undesirable would not suit desired habitus

Question 20

class identity and self exlcusion

Answer 20

evans - 21 w/c girls study found they were reluctant to apply for top unis as they felt they wouldnt fit in - only 4 intendeed to move away