class differences in achievement - internal factors

Question 1

how do teachers label students unfairly

Answer 1

teachers attach labels regardless of ability/attitude, labelling is based on stereotyping e,g class,race,ethnicity

Question 2

explain beckers research

Answer 2

becker - interactionist study, 60 chicago HS teachers judge pupils by image of ideal pupil appearance, class,gender

Question 3

teachers having different notions of ideal pupil

Answer 3

Hempel-Jorgensen WC PS =quiet,passive,obedient
MC PM =academic ability,personality

Question 4

labelling in secondary schools

Answer 4

dunne, gazeley - underachievement in WC is normalised = low expectations

Question 5

labelling in secondary schools

Answer 5

dunne, gazeley - underachievement in WC = normalised = low expectations so entered for low qualification

Question 6

labelling in primary schools

Answer 6

rist= kindergarten shows, teachers use backgground info toarrange a seating plan MC= “tigers” + encouraged WC = read together not individually = “clowns

Question 7

self-fulfilling prophecy in steps

Answer 7

step 1:teacher labels e.g….
step 2:teacher treat accordingly to label
step 3: internalisation, becomes part of identity

Question 8

longitudinal study on self-fulfilling prophecy

Answer 8

rosenthal,jacobson - IQ tests
20% at random - label= smart 47% improved IQ score - teacher support

Question 9

what is streaming

Answer 9

separating on general academic ability
WC = low stream, labelled negatively, difficult to get out of stream sticky label

Question 10

effects of streaming

Answer 10

streaming = self fulfilling prophecy douglas- lower stream at age 8 = suffer decline in iq at 11 (opposite for MC)

Question 11

A-C economy and streaming

Answer 11

gillborn and youdell -WC and black - low stream regardless of ability (stereotypes), entered for low exams denied of knowledge and opportunity to gain qualifications of true potential

Question 12

the educational triage groups

Answer 12

group 1: ignored, they will survive
group 2: will fail anyway, hopeless
group 3:potential for c or better (WC)

Question 13

what is differentiation

Answer 13

differentiation - teachers caterogising pupils on own perceptions(streaming)

Question 14

what is polarisation

Answer 14

pupils response to differentiation - moving into 2 diff poles, pro +anti

Question 15

pro-schools subculture groups values and attitudes

Answer 15

high streams(MC) , committed to values of school, status through academic achievement

Question 16

anti-school subcultures values + their attitudes and values towards school

Answer 16

low streams (WC), school undermines their self-worth, label of failure, alternative ways of status from peers

Question 17

lacey quote

Answer 17

the boy who takes refuge in such a group because his work is poor find that the group commits him to a behaviour pattern which means his work will stay poor- and in fact gets progressively worse

Question 18

hargreaves and subcultures in boys

Answer 18

triple failures fail 11+, low streams, “ worthless louts” so form delinquent subculture

Question 19

abolishing streaming to stop polarisation and differentiation

Answer 19

ball- when streaming is abolished, polarisation was reduced. differentiation not reduced SFP continues

Question 20

variety of pupil responses to labelling and streaming

Answer 20

ingratiation - teachers pet
ritualism - staying out of trouble
retreatism - daydreaming/being silly
rebellion - rejection of ET school stand for

Question 21

pupils not being committed to a set response

Answer 21

furlong - pupil not committed to response, act diff with other teachers

Question 22

criticism of labelling theory - determinism

Answer 22

deterministic - states pupils have no free will but to accept and fulfill prophecy - FULLER STUDY

Question 23

criticism of labelling theory - marxism

Answer 23

marxists - labelling not from teachers prejudices, stems from system that is unfair + reproduces class inequality

Question 24

habitus meaning

Answer 24

thinking, being, acting shared by class, tastes, preferences, on lifestyle + consumption

Question 25

superiority in class habitus

Answer 25

MC = superior, so culture imposed at school, higher value on MC tastes+ preferences

Question 26

who gains symbolic capital

Answer 26

MC status and recognition by school, WC devalued, tastes + preferences = worthless

Question 27

withholding of symbolic capital

Answer 27

symbolic violence. wc values = inferior, keeps wc in their place so WC see world of education as unnatural + alien

Question 28

with symbolic violence how do WC seek self worth

Answer 28

construction of meaningful class identities investing in brands - Nike right appearance = symbolic capital

Question 29

Nike and WC constructed subcultures clashing with schools values

Answer 29

symbolic capital from peers but, conflict with dress code. school = MC values stigmatise WC values labelled as rebels

Question 30

nike styles in rejection of higher education

Answer 30

unrealistic, “not for people like us” unaffordable, risky investment
undesirable - debt doesnt allow afford style that is their identity

Question 31

having WC identity is inseparable from belonging to a working class locality

Answer 31

ingram - 2 groups + secondary school grammar school = MC habitus (deprived area)
belonging to WC locality =inseparable from having WC identity, neighbourhood dense networks key part of habitus. experienced tension between habitus of WC and culture of grammar school

Question 32

WC cultures being collectivism and conformity

Answer 32

ingram ; WC have high conformity ‘fitting in’ is a necessity, problem for wc grammar school boys, due to tensions of habitus of wc neighbourhoods

Question 33

Callum, boys experiencing tensions of wc and mc children due differences in culture

Answer 33

Callum, ridiculed by classmates (MC grammar school) for wearing tracksuit, fitting in with neighbourhood, unworthiness at home or school.

Question 34

nicola ingram -

Answer 34

culture tensions, WC boys want to fit in, (conformity) with neighbourhood but receive stigma from MC boys

Question 35

Callum and symbolic violence - working class identity

Answer 35

callum ridiculed for wearing tracksuit, (WC culture) by MC, devalue WC culture.

Question 36

Maguire’s own experience in grammar school ——- symbolic violence

Answer 36

‘the working class cultural capital of my childhood counted for nothing in this new setting’

Question 37

process of self exclusion in WC habitus

Answer 37

clashes between WC identity + habitus of higher education is a barrier to success due to process of self- exclusion

Question 38

reluctancy to apply to elite universities

Answer 38

Evans- 21 WC girls from south L comprehensive school, reluctancy to oxbridge Bourdieu - Oxbridge = not for the likes of us , difference in habitus, exclusion

Question 39

evans - attachment to locality narrowing achievement

Answer 39

4/20 girls wanted to move away for uni, Reay= self exclusion for elite uni narrows opportunity + success

Question 40

evans, ingram, archers studies findings

Answer 40

MC education system devalues experiences of WC as inappropriate. so WC student have to choose maintaining WC identities or abandoning them in order to succeed

Question 41

how is habitus interrelated in external and internal factors

Answer 41

WC habitus formed from outside school results in symbolic violence in education

Question 42

how are speech codes interrelated in external and internal factors

Answer 42

WC using restricted speech code may be labelled as less able , leading to self fulfilling prophecy

Question 43

how is dunne and gazeley study interrelate internaal and external factors

Answer 43

teachers make assumptions (external) of of WC pupils backgrounds (internal) causes underachievement

Question 44

how do external factors interrelating in internal factors (processes within school e.g streaming, labelling)

Answer 44

external factors affect processes within school, in general e.g streaming gillborn and youdell study