Class Differences: Internal Flashcards
1
Q
Becker
A
- Labelling - teachers attach a meaning to a student.
- Interview found m/c’s work, conduct + appearance labelled them as the ideal pupil; w/c was furthest away as badly behaved.
- w/c students are more likely to be placed in a lower stream.
2
Q
Hempel-Jorgensen
A
- Notions vary according to the social makeup of schools.
- In w/c schools, pupils are judged in terms of their behaviour - the ideal pupil is: quiet, passive, obedient.
- In m/c schools, pupils are defined by their academic performance.
3
Q
Dunne + Gazeley
A
- Labels + assumptions produce underachievement.
- Teachers normalised the underachievement of w/c students.
4
Q
Rist
A
- Teacher’s used info about home background to sort students into tables.
- Tigers - m/c, fast learners.
- Cardinals - w/c, medium abilities.
- Clowns - w/c, troublesome.
5
Q
Self-Fulfilling Prophecy (SFP)
A
- Rosenthal + Jacobson: Pygmalion effect - fake IQ test labelled random 20% as bloomers, who progressed with more IQ points a year later.
- Interactionism: what people believe to be true will have true effects.
6
Q
Setting vs Streaming
A
- Setting - placement of students into ability classes within individual subjects.
- Streaming - placement of students into ability groups going across all subjects.
- SFP is more likely to occur when streamed.
7
Q
Douglas
A
Children placed in lower streams at 8 suffered a decline in their IQ score.
8
Q
Gillborn + Youdell
A
- Teachers use stereotypical notions of ‘ability’ to stream students - less likely to see w/c (+ black) as having ability.
- A* to C - schools focus time + effort on those with potential to achieve in order to boost the school’s league table position.
- Educational triage - w/c students are labelled as ‘hopeless cases’, so ‘warehoused’ in the lower / bottom sets.
9
Q
Lacey
A
- Focuses on how pupil subcultures develop.
- Differentiation - teachers categorise students according to how they perceive their ability, attitude + behaviour into streams.
- Polarisation - pupils’ response to streaming: pro-school subculture - m/c, committed to the school’s values; anti-school subculture - w/c, low streams, so attempt to gain status among peers, e.g. smoking, truanting, etc.
10
Q
Hargreaves
A
- Boys in lower streams were labelled as triple failures: failed 11+; placed in a low stream; labelled as ‘worthless louts’.
11
Q
Ball
A
Removal of streaming led to a decline in anti-school subcultures.
12
Q
Wood
A
- Ingratiation - teacher’s pet.
- Ritualism - staying out of trouble.
- Retreatism - daydreaming.
- Rebellion - rejection of school values.
13
Q
Furlong
A
Response changes depending on teacher / subject.
14
Q
Bourdieu
A
- w/c habitus includes beliefs about what opportunities really exist for them + whether they would ‘fit in’.
- Symbolic violence - reproduces class structure, w/c as inferior.
- Habitus - school has a m/c habitus, stigmatising w/c identities.
15
Q
Archer
A
Nike identity - counter response to not lose their identity.
16
Q
Ingram
A
w/c boys faced pressure to ‘fit in’ at grammar school.
17
Q
Maguire
A
w/c cultural capital counted for nothing in a grammar school.
18
Q
Evans
A
- w/c girls were reluctant to apply to elite universities (e.g. Oxbridge) as they felt that they may not ‘fit in’.
- Attachment to locality (4/21 intended to study + move away from their homes).
19
Q
Reay
A
Self-exclusion from elite + distant universities limits their success.
20
Q
External + Internal Factors
A
- w/c habitus formed outside school conflicts with m/c school’s habitus, resulting in symbolic violence (Bourdieu).
- w/c pupils using restricted speech codes (Bernstein) may be labelled as less able.
- What teachers think about w/c background helps to produce underachievement.
- Poverty may lead to stigmatisation + bullying by peer groups.
