IDENTITY-Class Flashcards
What is the AO1 of Habitus?
ARCHER ET AL
-looked at how WC identities interact with school
-which produced underachievement
-they used Bourdue’s concept of habitus
Name all five factors which can affect class identity.
-Habitus
-symbolic capital + symbolic violence
-Nike identities
-Class identity and self-exclusion
-WC identity and Educational success
Explain the AO2 of Habitus?
-MC have the power to define there status as superior to others and can impose on the education system
-school placed a higher value on MC taste and preference
-this therefore led to WC underachievment
What is the AO1 of symbolic capital and symbolic violence?
-school is a MC habitus which means those who have already been socialized at home would gain symbolic violence
-school devalues WC habitus which leads to there clothes and taste to be deemed as worthless
-this is symbolic violence, which is the withholding of cultural capital
Explain the AO2 of symbolic capital and symbolic violence?
-can lead to negative teacher interactions, labelling and anti-school subculture
-ARCHER, says that the WC felt the need to change there voices and lose themselves in order to access MC environment
What is the AO1 of Nike identities?
-symbolic violence led to the WC to seek alternative ways of creating self-worth
-so they invested heavily in ‘styles’
e.g. Nike northface
-there style would be policed by peers
-not conforming would be social suicide
-However it conflicted with schools dress code
Explain the AO2 of Nike identities
-Archer, argues that MC school habitus stigmatizes wc identity
-Therefore would lead to WC self exclusion from education as it doesn’t fit with there habitus
What is the AO1 of Class identity and self-exclusion?
-WC habitus acts as a barrier to success
-Evans argues that this is due to self-exclusion
Explain Evans study in class identity and self exclusion and what he found.
-He studied 21 WC girls comprehensive and studying for there A-levels
-He found that they had reluctance when applying to uni’s such as Oxbridge
-Those who did felt a sense of a hidden barrier and not fitting in as they had a attachment to there locality
RAEY ET AL
-can support as he says that WC limit to success is due to self-exclusion towards the elite
What is the AO1 for WC identity and Educational Success
INGRAM CASE STUDY
-studied 2 WC catholic boys who were from the same deprived neighborhood
-one went to a grammar school and one went to a local secondary school
WC identity and Educational success-What was the difference between a grammar school and local secondary school?
GRAMMER-had high expectations of kids and were higher on the league table
LOCAL-lack of resources and shortage of teachers.
What did INGRAM find?-WC identity and Educational Success
-WC identity is inseparable from WC areas as there is a sense of belonging.
-She notes that WC put a emphasis on conforming so felt pressure to fit in and if not they were ridiculed
What did Ingram conclude?-WC identity and Educational Success
Therefore in order for the WC to succeed they must abandon there identity and if not they would underachieve.
