Internal Factors Flashcards
Becker
discusses the concept of the ‘ideal pupil’
teachers don’t often see w/c children as the ‘ideal pupil’
Hempel- Jorgensen
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
Dunne and Gazeley
school constantly produce w/c underachievement due to the labels and assumptions of the teachers
Rist
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
Rosenthal and Jacobsen
kids labelled intelligent and would succeed and scored higher due to the teachers higher expectations - called ‘spurters’
Douglas
children placed in lower streams at age 8 suffered a decline in their IQ by age 11
gillborn and Youdell
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
Lacey
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
Hargreves
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”
ball
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
wood
found other reasons for labelling and streaming;
ingratiation
ritualism
retreatism
rebellion
furlong
many pupils are not committed to any one response, but may move between different types of responses, acting differently in lessons with different teachers.
archer et al
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
archer
nike identities - school’s middle class habits stigmatises working-class pupil’s identities
ingram
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
