Class Differences in Achievement - Internal Factors

Question 1

Who discusses labelling in schools?

Answer 1

1) . Becker =
- ‘ideal pupil’.
2) . Hempel-Jorgensen =
- ideal pupil defined by behavioural issues in the school.
3) . Dunne and Gazeley =
- normalised w/c underachievement.
4) . Rist =
- teachers use background info to separate pupils into groups.

Question 2

What did Becker discuss?

Answer 2

‘Ideal pupil’ defined by pupils’ background.

Question 3

What did Hempel-Jorgensen discuss?

Answer 3

Ideal pupil defined by whether the school had issues with behaviour/discipline.

Question 4

What did Dunne and Gazeley discuss?

Answer 4

Teachers ‘normalised’ w/c under-achievement, but tried to overcome m/c under-achievement.

Question 5

What did Rist find?

Answer 5

Teachers used pupils’ background info to place them into groups (‘tigers’, ‘cardinals’ and ‘clowns’).

Question 6

Who discusses self-fulfilling prophecies as causing the class difference in achievement?

Answer 6

Rosenthal and Jacobson =

• IQ test (‘intellectual bloomers’).

Question 7

Who said about the A-to-C economy (streaming)?

Answer 7

Gillborn and Youdell =

• w/c less likely to achieve, so place them in lower streams (self-fulfilling prophecy).
• educational triage.

Question 8

Who discusses the concept of differentiation and polarisation (pupil subcultures)?

Answer 8

Lacey.

Question 9

What does Hargreaves discuss?

Answer 9

Boys in lower streams were triple failures =

• in lower streams.
• failed 11+ exam.
• labelled as ‘worthless louts’.

Question 10

Who discussed abolishing streams?

Answer 10

Ball =

• polarisation = removed.
• differentiation = continued.

Question 11

What did Woods say the pupil responses to labelling and streaming were?

Answer 11

1) . Ingratiation = ‘teacher’s pet’.
2) . Ritualism = staying out of trouble.
3) . Retreatism = mucking about.
4) . Rebellion = rejecting school.