Identity, Class And Girls’ Achievement

Question 1

How has ‘Symbolic Capital’ impacted Girl’s Achievement?

Answer 1

• Archer et al; Study of WC Girls used the concept of symbolic capital to understand
• WC feminine identifies brought symbolic capital amongst peers
• Loss of ‘Educational + Economic Capital’

Question 2

What are Archer’s Strategies for Girl’s Identity in Education? (HBB)

Answer 2

• Hyper-heterosexual feminine identities
• Boyfriends
• Being ‘loud’

Question 3

How has ‘Hyper-Heterosexual Feminine Identities’ impacted Girl’s Achievement?

Answer 3

• Bourdieu; ‘Symbolic violence’ occurs to WC Girls when denying their ‘Symbolic capital’
• Archer; Ideal female pupil identity is De-sexualised + MC

Question 4

How have ‘Boyfriends’ impacted Girl’s Achievement?

Answer 4

• Boyfriends bring symbolic capital but lower girls’ aspirations
• Instead of studying at university, these girls ‘settle down’ + work locally

Question 5

How has ‘Being Loud’ impacted Girl’s Achievement?

Answer 5

• WC adopt ‘loud’ feminine identities which are more outspoken
• Failure to confirm to the school’s stereotype of the ‘ideal pupil identity’ leads to teachers interpreting their behaviour as aggressive

Question 6

What is the ‘Working-Class Girls’ Dilemma?’

Answer 6

• Archer argues these strategies result in WC Girls having a dilemma
• Feminine identities + educational success conflict with one another
• Conflict with either gaining symbolic capital or educational capital

Question 7

What is Evan’s Study on the ‘Working-Class Girls’ Dilemma?’

Answer 7

• Study on 21 WC sixth form girls in South London Comprehensive School
• WC Girls wanted to attend university to increase their earning power for their families
• Archer; Preference for local is key feature of WC Habitus + limits success