identity, class and girls’ achievement

Question 1

what are the social class differences in girls’ achievement?

Answer 1

• in 2013, only 40.6% of girls on free school meals got five a*-c gcses
• 67.5% of girls not on free school meals achieved this
• shows social class affects girls’ achievement despite overall improvement

Question 2

what does louise archer say about wc girls and school? (feminist)

Answer 2

• wc girls’ feminine identities clash with school values
• symbolic capital = status and recognition from peers
• girls gain symbolic capital through working-class identities
• this conflicts with school, blocks educational and economic capital
• strategies include:
  
  • hyper-heterosexual feminine identity
  • having a boyfriend
  • being loud

Question 3

hyper-heterosexual feminine identities

Answer 3

• girls invest time, effort, money in hyper-heterosexual identity
• mix of black urban style, sportswear, make-up, sexy clothes
• gains status with peers, avoids labels like ‘tramp’
• conflicts with school – punished for wrong appearance
• teachers see it as distraction, not engaging in education
• school ‘others’ them – seen as not one of us
• symbolic violence = school denies symbolic capital, sees wc culture as worthless
• school’s ideal pupil = de-sexualised, middle-class girl, excludes wc girls

Question 4

boyfriends

Answer 4

• brought symbolic capital but reduced focus on school
• lowered aspirations – less interest in:
  
  • university
  • masculine subjects like science
  • professional careers
• preferred to settle down, have children, work in local wc feminine jobs (e.g. childcare)
• one girl dropped out after pregnancy

Question 5

being ‘loud’

Answer 5

• some wc girls were outspoken, independent, assertive
• challenged teachers’ authority
• clashed with ideal female pupil image (passive, submissive)
• teachers saw them as aggressive, not assertive
• led to conflict with school

Question 6

what dilemma do wc girls face in school?

Answer 6

• choose between:
  
  • symbolic capital from peers (hyper-heterosexual identity)
  • educational capital by fitting school’s middle-class ideals
• some create a ‘good underneath’ identity to cope with negative teacher views
• shows struggle for self-worth in system that devalues wc identities
• archer: conflict between wc feminine identity and educational success
• these identity investments are a key cause of underachievement

Question 7

how do some wc girls succeed and what motivates them?

Answer 7

• some wc girls do succeed and go to higher education (HE)
• however, still affected by gender and class identities
• evans (2009): 21 wc sixth form girls in south london
• wanted to go to uni to help their families, not for themselves
• reflects wc feminine identity – focus on caring and giving back
• skeggs (1997): ‘caring’ is key part of wc feminine identity
• many wanted to stay local and support their families in Evans study

Question 8

how do wc girls’ identities limit higher education choices?

Answer 8

• economic necessity = live at home to avoid debt
• living at home = more affordable, but limits uni choices and degree value
• also a positive choice, part of wc identity
• archer: preference for the local is part of wc habitus
• evans: ‘caring’ identity → want to support family
• results in self-exclusion from elite unis
• wc girls’ gender identities can limit success compared to mc girls