DEA: Class Evidence

Question 1

Rist

Answer 1

inside: evidence of labelling in primary schools as “tigers” or “clowns”

Question 2

Woods

Answer 2

inside: pupil responses to labelling- ingratiation, retreatism, ritualism & rebellion. AO3 to interactionism

Question 3

Willis

Answer 3

inside: anti-school subcultures and culture of hegemonic masculinity

Question 4

Gilborn & Youdell

Answer 4

inside: “A-C” economy, educational triage and league tables

Question 5

Fuller

Answer 5

inside: pro-school subcultures despite labelling of black girls. AO3 to SFP and cultural resistance

Question 6

Rosenthal & Jacobson

Answer 6

inside: self-fulfilling prophecy

Question 7

Becker

Answer 7

inside: labelling & ideal pupil characteristics

Question 8

Bourdieu

Answer 8

outside: cultural capital & symbolic violence

Question 9

Bernstein

Answer 9

outside: restricted and elaborated language codes (m/c advantage)

Question 10

Sugarman

Answer 10

outside: w/c and m/c values (time orientation, gratification, collect/individualism, self-determination/fatalism)

Question 11

Douglas

Answer 11

outside: educational success due to parental interest

Question 12

Smith & Noble

Answer 12

outside: material deprivation and hidden costs (uniform, tuition, resources)

Question 13

Ball & Gerwitz

Answer 13

outside: parentocracy as m/c advantage

Question 14

Archer

Answer 14

“nike identity” and symbolic capital

Question 15

Blackstone & Mortimer

Answer 15

AO3 to Douglas, reject idea of w/c parents being less interested in childs education

Question 16

Ingram

Answer 16

AO3 to Bourdieu and Archer, children can choice a w/c habitus or m/c habitus depending on how/if they want to fit in

Question 17

inside: evidence of labelling in primary schools as “tigers” or “clowns”

Answer 17

Rist

Question 18

inside: pupil responses to labelling- ingratiation, retreatism, ritualism & rebellion. AO3 to interactionism

Answer 18

Woods

Question 19

inside: anti-school subcultures and culture of hegemonic masculinity

Answer 19

Willis

Question 20

inside: “A-C” economy, educational triage and league tables

Answer 20

Gilborn & Youdell

Question 21

inside: pro-school subcultures despite labelling of black girls. AO3 to SFP and cultural resistance

Answer 21

Fuller

Question 22

inside: self-fulfilling prophecy

Answer 22

Rosenthal & Jacobson

Question 23

inside: labelling & ideal pupil characteristics

Answer 23

Becker

Question 24

outside: cultural capital & symbolic violence

Answer 24

Bourdieu

Question 25

outside: restricted and elaborated language codes (m/c advantage)

Answer 25

Bernstein

Question 26

outside: w/c and m/c values (time orientation, gratification, collect/individualism, self-determination/fatalism)

Answer 26

Sugarman

Question 27

outside: educational success due to parental interest

Answer 27

Douglas

Question 28

outside: material deprivation and hidden costs (uniform, tuition, resources)

Answer 28

Smith & Noble

Question 29

outside: parentocracy as m/c advantage

Answer 29

Ball & Gerwitz

Question 30

“nike identity” and symbolic capital

Answer 30

Archer

Question 31

AO3 to Douglas, reject idea of w/c parents being less interested in childs education

Answer 31

Blackstone & Mortimer

Question 32

AO3 to Bourdieu and Archer, children can choice a w/c habitus or m/c habitus depending on how/if they want to fit in

Answer 32

Ingram