class differences in achievement - internal factors Flashcards
what is labelling, and how do teachers label unfairly
to attach a meaning/ definition to an individual
regardless of pupils actual ability or attitude, teachers label on stereotypes assumptions of their identity
what do interactionists study in labelling
labelling, in classroom/ playgrounds behaviours
small scale, face to face interactions between individuals
what is a study that shows have teachers label based on stereotypes of students backgrounds
Becker - 60 Chicago high school teachers judged pupils based on according to how closely they fitted image of the “deal pupil’
MC pupils= closer to ideal than WC
what is a sutdy that shows that teachers have different notions of their own ideal pupil
Hempel-Jorgensen studies two primary schools - notions vary according to social-class make up the school
WC Aspen primary school - discipline a major problem , ideal pupil = quiet, passive + obedient. children defined by behaviour, not academic ability
MC rowan primary school - few discipline problems, ideal pupil based in personality not behaviour
what sociologists state that school persistently produce working class failure because of assumptions and labelling of teachers
interviews in 9 secondary school, teachers normalised underachievement of WC, unconcerned by it. believed WC parents are uninterested by underachievement whereas MC are more involved +support
in dunne and gazeleys study how did teachers react to underachievement between classes in context to class and parent support
MC parents viewed to be more supportive so if MC were failing, extension work was set for improvement but WC pupils were entered for low tier exams as abilities were underestimated
what study shows that labelling also happens in primary schools
Rist’s study of American kindergarten shows. teachers used info from kids backgrounds + appearance to place children in separate tables
MC children = tigers. teacher showed greatest encouragement
WC children = sat far away ‘clowns’ ,read low level books, given less chances to show abilities
what are the steps are the self - fulfilling prophecy
step 1 ; teacher labels and so makes predictions
step2; teacher treats pupil accordingly, acting as if prediction is true
step3 ; pupil internalises expectation, becomes a part of his self-concept or self-image
A study that shows how teachers treat students will cause them to respond accordingly
Rosenthal + Jacobson - pupils given IQ tests to identify “spurters”
20% picked at random as ‘spurters’, on return a year later 47% “spurters’ showed improvement in performance
why did some ‘spurters performance improve a yar later when IQ test was repeated
teachers showed encouragement to those who were viewed as spurters, more frequent interactions, setextension work
students internalised - self fulfilled the label
how can self-fulfilling prophecy produce underachievement
if teachers have low expectations of students and communicate these expectations in their interactions, children may develop negative self- concept
e.g fulfilling label of failure
what is streaming
streaming - categorisation based on general academic ability
what is evidence of how streaming + setting can be unfair to WC
Becker - teachers do not see WC as ideal, they lack ability+ low expectations, so WCare in low streams
once streamed it is difficult to move up from stream, students are locked into low level expectation
this created a self-fulfilling prophecy
what is a study shows that streaming can have a negative impact on cognitive development
Douglas - children in low stream at age 8 had suffered decline in IQ by 11
in contrast MC are in high streams, and so develop positive self-concept + confidence
IQ increases by 11
what is a study shows that streaming can have a negative impact on cognitive development
Douglas - children in low stream at age 8 had suffered decline in IQ by 11
in contrast MC are in high streams, and so develop positive self-concept + confidence
IQ increases by 11
what is a study that proves that teachers label unfairly based on stereotypes that leads to the failure of minorities
Gillborn + Youdell - Black + White are less likely to be seen as having an ability and so entered for low tier exams
how does assuming the ability of white and blacks lead to lower attainment ( Gillborn + Youdell)
White +Black are entered for low - tier exam that may underestimate ability.
they are denied of the knowledge + opportunity needed to gain good grades
how do league tables lead to underachievement of WC and black pupils
schools need to achieve good league table position to attract funding + pupils
schools focus time on MC - most likely to get good grade, whereas WC + ethnic minorities are ignored
what is the educational triage
sorting students into 3 categories
1. those who will pass anyway
2. borderline C/D
3. hopeless cases
how does educational triage cause inequality
those viewed as hopeless cases are most likely to be black or WC - stereotypes
leads to self fulfilling prophecy as they are put in low streams where they are ignored
what policies have increased streaming and setting as schools want good league table position
marketisation policies
what is differentiation in subcultures
process of teachers categorising pupils according to how they percieve them based on attitudes/behaviour
e.g streaming
what is polarisation in subcultures
the students response to teachers differentiation by moving to two poles of extremes
what sociologist studied subcultures and explain study
Lacey - boys grammar school. he found that streaming leads to response of polarisation into pro + anti school subculture
what is the anti - school subcultures and who is fitted in it
WC boys + loss of self - esteem = inferior status from school
leads them gaining status from peers
inverting school values pf hardwork, obedience + punctuality
what is the pro - school subcultures and who is fitted into it
MC - committed to school values because school values them
gain status in approved manner - academic sucess
why is joining an anti- school subculture negative for a pupils
leads to a self - fulfilling prophecy of failure
what is a study on abolishing streaming and how does it improve pupils attitudes to learning
Ball - study of Beachside a comprehensive that was abolishing streaming
basis for students to polarise into subcultures largely removed - anti school decreased
however teachers still differentiate by labelling.
what act increased streaming
Education Reform Act
who studied responses to labelling and streaming
Woods argues of other responses
-ingratiation - teachers pet
-ritualism - going through notions + staying out of trouble
retreatism - daydreaming + mucking about
-rebellion - outright rejection of everything education stands for
what sociologists says that students are not permanently fixed to one response
furlong - students not fixed to specific response - depends on different subjects/ how teachers treat them in individual subjects
what does labelling and streaming tell us about education
education is not a fair or just system as cultural deprivation theorists assume
interactions within schools actively create social class inequalities
what is the labelling theory accused of, how does fuller dismiss this
labeling theory accused of determinism - assumes that pupils have no other choice but to fulfil the prophecy
humans have free will to accept or reject theory - Fuller’s study - girls reject label + work hard
why do Marxists criticise the labelling theory
labelling theory ignores wider structures of power within which labelling takes place
labelling theory blames teachers for labelling but fails explain why they do so
marxists - labelling is not only from teachers prejudices but also stem from education system produces class divisions
who focuses on the interactions between working class pupils identities and how it produces underachievement
Archer et al
what is habitus
dispositions / learned ways of thinking, being, acting shared by a social class
it is their preferane of lyfestlye, + consumption
how is habitus formed
it is formed as a response to its position in the class structure
why does the education system place higher value on the middle class habit than the working class habitus
MC have power to define its habitus as superior and to impose it on education system as they are higher in the hierarchy
so schools puts higher value on MC preferences, tastes
how does education putting value on middle class habitus cause symbolic capital and symbolic violence
schools = MC habitus, so pupils who have been socialised into MC habitus gain symbolic capital
school devalue WC habitus so WC tastes + preferences = worthless = symbolic violence
what does Bourdieu call the witholding of symbolic capital
symbolic violence
why is educational success a process of losing yourself for working class students (archer et al)
WC feel to be successful, you must lose yourself by changing how they talked presented themselves
they see entering good careers + universities as MC spaces, ‘it is not for the like of us’
how do working class students seek self - worth and status from alternative ways of the education system
WC invested in styles - e.g nike.
wearing brands is way of being authentic, girls develop hypersexual female identites
what is the conflict between the educations values and working class pupils identites
the schools MC habitus leads to devalueing WC identities, thier Nike is seen as tasteless and are punished for
why do the working class see higher education as unrealistic
HE is not for ‘people like us’. its for richer, posher, cleverer people
HE is an unaffordable + risky investment
why do the working class see higher education as undesirable
HE would not suit their preferred lifestyle/habitus
e.g they did not want to live on a student loan as it does not allow them to afford the street styles
ingrams study
2 groups of WC catholic boys from deprived neighbourhood - 1 group in grammar school, 1 in secondary school
the grammar school had strong MC habitus of high expectations + ambition, whereas secondary school = WC habitus
WC identity is inseparable from belonging to WC locality, it gives a strong sense of belonging. WC communities place emphasis on conformity
grammar school boys felt pressure to fit in, feeling tension of WC + MC habitues
e.g Callum ridiculed for coming in, in a tracksuit - symbolic violence
evans findings of reluctancy of applying to Oxford
21 WC girls from south London comprehensive school
reluctant to apply to Oxford - fear of not fitting in + hidden barriers
girls had a strong attachment to their locality
how does internal and external factors relate in habitus and symbolic violence
WC habitus + identity gained from socialisation + community is rejected by MC values of education
identities are devalued resulting in symbolic violence
how do internal and external fators relate in speech codes and labelling
WC who use restricted code may be labelled by teachers as less able - leads to self fulfilling prophecy
how do internal and external factors relate in student backgrounds and teachers judgement of stereotypes
Dunne + Gazeley - what teachers believe about WC pupil backgrounds actually produces underachievement
how do internal and external facotrs realte in poverty and stigmatisation
poverty leads to buying hands me downs - unfashionable things that leads to stigmatisation - tanner et al
