Class identities and the school

Question 1

Define habitus

Answer 1

Learned and taken for granted ways of thinking being and acting shared by social class

Question 2

What does habitus include?

Answer 2

Tastes and preferneces about lifestyle, outlook on life and expectations about whats normal for people like us

Question 3

How is a group’s habitus formed?

Answer 3

Response to its position in class struction

Question 4

Describe MC habitus

Answer 4

more power to define it and impose it on education, school puts higher value on MC tastes and preferences - linked to cultural capital - have advantage inferior WC

Question 5

Describe symbolic capital

Answer 5

Children who have been socialised gain this and status from school

Question 6

What is symbolic violence

Answer 6

Devalues WC and is withholding symbolic capial as MC see tastes as tasteless & worthless - inferior reproducing class structure and puts them in their place

Question 7

How are WC alienated?

Answer 7

Clash between MC and WC habitus

Question 8

What did Archer say?

Answer 8

WC felt to be successful they needed to change how they talked and presented themselves (losing themselves) unable to access MC’s space not suitable for the likes of us

Question 9

Why did WC wear brands?

Answer 9

Symbolic violence led to seeking alternative ways of creating self worth so constructed meaningful class identities for themselves investing in styles like Nike
Being me without it they would feel inauthentic
Strongly genedered

Question 10

What led to conflict with schools dress code?

Answer 10

Opposed street style as it reflected badly on MC habitus - rebels

Question 11

Describe style suicide

Answer 11

Not conforming, style policed by peers, right style= capital

Question 12

What did Archer argue?

Answer 12

MC habitus stigmatises WC identities, performance of style are a struggle for recognition - MC see Nike as tasteless, to the young they are means of generating capital

Question 13

Undesirable for WC

Answer 13

Not for people like us not fit ini unaffordable and risky investment

Question 14

Undesirable for WC of HE

Answer 14

Not suit preferred lifestyke or habitus didn’t want to live off a student loan

Question 15

What did rcher el al say?

Answer 15

WC investment in Nike identies is a casue of educational marginalisation but expresses +ive preference for lifestyle
WC chose self elimination

Question 16

What does Archer’s study say?

Answer 16

relationship between WC identity and failture but some succeed

Question 17

Describe Ingram’s study

Answer 17

2 WC groups of catholic boy from deprived area of Belfast
1 group - passed 11+ exam went to grammar - strong habitus and expectations
Other went to local with lower expectations
Neighbourhood dense family and friend ntwoek were key feeling of belonging
WC - emphasis on conformity - pressure to fit in =, grammer - tension between school and home habitus

Question 18

Describe Evan’s study

Answer 18

21WC girl from south London studying alevls and reluctant to apply to Oxbridge due to hidden barriers and not fitting in - not for the likes of us comes from habitus and beliefs about opportunity exclude themselves from elite unis
Strong attachment to locality - 4/21 moved away

Question 19

What was the consistent pattern in these studies?

Answer 19

MC education devalues choices of WC as worthless and are forcded to choose between mainitaining identities or abadon them to succeed

Question 20

Relationship between internal and external factors

Answer 20

WC habitus formed out of school may conflict MC habitus = symbolic violence and not for likes of them
WC use restricted code may be labelled leading to self ful-filling prophecy

Question 21

What did dunne and gazely say?

Answer 21

Interal factor - what teachers believe about WC home backgorunds produce underachievement