Internal Factors

Question 1

Becker

Answer 1

discusses the concept of the ‘ideal pupil’
teachers don’t often see w/c children as the ‘ideal pupil’

Question 2

Hempel- Jorgensen

Answer 2

found that notions of the ‘ideal pupil’ vary according to the social class make-up of the school, some were based on ability and others on discipline and obedience

Question 3

Dunne and Gazeley

Answer 3

school constantly produce w/c underachievement due to the labels and assumptions of the teachers

Question 4

Rist

Answer 4

study of an American kindergarten show, teachers used child’s home background and appearance to place them in separate groups, seating each group at different tables

Question 5

Rosenthal and Jacobsen

Answer 5

kids labelled intelligent and would succeed and scored higher due to the teachers higher expectations - called ‘spurters’

Question 6

Douglas

Answer 6

children placed in lower streams at age 8 suffered a decline in their IQ by age 11

Question 7

gillborn and Youdell

Answer 7

educational triage - students sorted into 3 categories; those who were going to pass, those who had potential and hopeless cases - teachers then focus their attention on those with potential, contributing to an a-c economy, which will improve school’s position on league table

Question 8

Lacey

Answer 8

2 main reasons for subcultures;
1) differentiation = ways in which pupils are categorised by teachers on the basis of their perceived ability
2) polarisation = e.g streams; pro vs anti-school subcultures

Question 9

Hargreves

Answer 9

found that boys in lower streams were triple failures; they had failed their 11+ exams, placed in lower streams and had been labelled as “worthless lotus”

Question 10

ball

Answer 10

study of a comprehensive school in the process of abandoning banding (streaming)
found that when it was abolished, the basis for pupils to polarise into subcultures was largely removed and the influence of the anti-school subculture declined

Question 11

wood

Answer 11

found other reasons for labelling and streaming;
ingratiation
ritualism
retreatism
rebellion

Question 12

furlong

Answer 12

many pupils are not committed to any one response, but may move between different types of responses, acting differently in lessons with different teachers.

Question 13

archer et al

Answer 13

focuses on the interactions between w/c pupils identities and school and how this produces underachievement
to understand this they draw on Bourdieu’s concept of habitus

Question 14

archer

Answer 14

nike identities - school’s middle class habits stigmatises working-class pupil’s identities

Question 15

ingram

Answer 15

studied two groups of w/c boys, one of which passed the 11+ test unlike the other - grammar school = strong m/c habitus; the boys that went to the grammar school were ridiculed by peers inside and outside the School

Question 16

evans

Answer 16

found that w/c girls were reluctant to apply to elite units and those that did felt a sense of hidden barriers
also found that they had a strong sense of locality

Question 17

bourdieu

Answer 17

many w/c people think of places like oxbridge as being ‘not for the likes of us’ feeling coming from their habitus, includes beliefs about what opportunities really exist for them and whether they would fit in

Question 18

reay et al

Answer 18

self-exclusion from elite or distant unis narrows the options of many w/c pupils and limits their success.