Identity, class and girls' achievement Flashcards
Define symbolic capital in the context of working-class girls’ education.
Symbolic capital refers to the status, recognition, and sense of worth that individuals obtain from others, which can influence their identity and social interactions.
Explain the conflict faced by working-class girls in schools according to Archer.
Working-class girls experience a conflict between their feminine identities and the values of the school, which can hinder their ability to acquire educational and economic capital.
Describe the strategies used by working-class girls to create a valued sense of self.
The girls adopted strategies such as performing hyper-heterosexual feminine identities, having boyfriends, and being ‘loud’ to gain recognition and status from their peers.
How did the performance of hyper-heterosexual feminine identities affect the girls’ social status?
By performing hyper-heterosexual feminine identities, the girls gained status and recognition from their female peer group, which helped them avoid ridicule.
Discuss the investment made by girls in constructing their hyper-heterosexual identities.
Many girls invested significant time, effort, and money into their appearance, often spending earnings on clothing, makeup, and hairstyles to create a desirable identity.
Identify the potential consequences of the girls’ feminine identities on their education.
The performance of their feminine identities often led to conflicts with school, which could prevent them from acquiring necessary educational qualifications.
Explain the significance of peer recognition for working-class girls in schools.
Peer recognition is significant for working-class girls as it provides them with symbolic capital, which contributes to their sense of self-worth and identity.
Describe the fashion choices that characterized the girls’ hyper-heterosexual identities.
The girls’ hyper-heterosexual identities were characterized by a mix of black urban American styles, unisex sportswear, and ‘sexy’ clothing, along with specific hairstyles and makeup.
Describe the consequences of girls being punished for their appearance in school.
Girls were often punished for having the wrong appearance, such as excessive jewelry or inappropriate clothing, which teachers viewed as distractions from education. This led to the school defining these girls as ‘other’, viewing them as incapable of educational success and less worthy of respect.
Explain the concept of symbolic violence as described by Bourdieu.
Symbolic violence refers to the harm done by denying someone symbolic capital, such as defining their culture as worthless. This process can marginalize individuals and groups, impacting their self-worth and opportunities.
Define the ‘ideal female pupil’ identity according to Archer.
The ‘ideal female pupil’ identity is characterized as de-sexualized and middle-class, which excludes many working-class pupils from fitting into this mold.
How did having a boyfriend affect the aspirations of working-class girls in school?
While having a boyfriend provided symbolic capital, it often distracted girls from their schoolwork and lowered their aspirations, leading them to lose interest in higher education and professional careers, instead aspiring to settle down and work in local, feminine jobs.
Discuss the impact of being ‘loud’ on working-class girls in the school environment.
Adopting ‘loud’ feminine identities made some working-class girls outspoken and assertive, which conflicted with the school’s stereotype of the ideal female pupil as passive. This behavior was often misinterpreted by teachers as aggressive, leading to conflict.
What role did teachers play in the ‘othering’ of working-class girls?
Teachers contributed to the ‘othering’ of working-class girls by perceiving their appearance and behavior as distractions, thus defining them as ‘not one of us’ and undermining their potential for educational success.
How did the school’s perception of femininity affect girls’ educational choices?
The school’s perception of femininity, which favored a passive and submissive ideal, pressured girls to conform, often leading them to abandon ambitions in ‘masculine’ subjects and higher education in favor of traditional roles.
Identify the relationship between cultural identity and educational success as discussed in the content.
Cultural identity plays a significant role in educational success, as schools may devalue the cultural backgrounds of working-class girls, leading to a lack of respect and support, which can hinder their academic achievements.
Explain the concept of ‘good underneath’ as it relates to working-class girls.
The ‘good underneath’ self-image reflects working-class girls’ struggle for self-worth within an education system that devalues their identities, allowing them to maintain a positive self-perception despite negative views from teachers.
Describe the dilemma faced by working-class girls in education.
Working-class girls face a dilemma between gaining symbolic capital by conforming to a hyper-heterosexual feminine identity and gaining educational capital by rejecting their working-class identity to align with middle-class notions of an ideal pupil.
Define the conflict between working-class feminine identities and educational success.
Archer argues that working-class feminine identities and educational success are in conflict, as investments in feminine identities often lead to underachievement in the education system.
Discuss the findings of Sarah Evans’ study on working-class sixth form girls.
Sarah Evans found that working-class sixth form girls aimed to attend university primarily to enhance their families’ financial situations, reflecting their commitment to their working-class feminine identities.
How do some working-class girls succeed in higher education despite challenges?
Some working-class girls succeed in higher education by focusing on increasing their earning power, often motivated by a desire to help their families rather than for personal gain.
What impact does gender and class identity have on working-class girls’ educational aspirations?
Gender and class identity can disadvantage working-class girls in their educational aspirations, as they may feel pressured to conform to traditional roles while pursuing academic success.
Identify the main cause of underachievement among working-class girls according to the content.
The main cause of underachievement among working-class girls is their investment in feminine identities, which conflicts with the expectations of the educational system.
How do working-class girls perceive their role in relation to their families and education?
Working-class girls often perceive their role as one of support for their families, with their educational aspirations driven by a desire to give back and help their relatives rather than solely for personal advancement.
