Internal factors

Question 1

Labelling and Self fulfilling prophecy

Answer 1

M/C experiences
- Howard becker (1971)
teachers labelled m/c students and ideal pupils because they are obedient and passive - allows the level of encouragement from the teacher is greater
- this would help them live up to their achievements and do better through homework or attendance

Question 2

Labelling and SFP

Answer 2

W/C experiences
Ray rist (1970)
- teachers used childrens backgrounders to label
- fast learners were seen to be m/c and those who were seen as cardinal were w/c and weren’t given very much attention

Question 3

Setting and streaming

Answer 3

M/C experiences
- m/c were more likely to be in the top sets
could look presentable, right `equipment which could make teachers think they value the set more and want to work harder
- means they are taught different material and content e.g tiered paper

Question 4

Setting and streaming (Nell keddie)

Answer 4

-taught different material

• tiered paper
  foundation/higher
  if your on a borderline grade then it means you could be capped in doing more
• Skills
  higher sets were taught more detailed evaluations, analysis, abstract ideas which helps them to get higher grades
• Higher sets have more experienced teachers
  lower sets usually have more cover teachers as they aren’t valued as much

Question 5

Pupil subcultures

Answer 5

• Top sets are more likely to develop the subculture of being pro school
• norms+values of pro school subculture = doing homework, attending school

Question 6

Pupil subcultures

Answer 6

• Stephen Ball (1981)
  found that in lower sets an anti school subculture was more likely to develop especially in middle sets as they had aspirations for the top but felt capped so they moved from a pro school subculture to an anti school one
  -given status for not doing homework, being late which can lead to negative labelling

Question 7

Pupil identities

Answer 7

• how pupils see themselves and each other - includes values, tastes and lifestyles which results in judgements

Paul willis - w/c identities for boys
- male identity came into direct conflict with the norms of school
being male for them meant being cool and not caring about school and behaving how they thought men should
- this essentially impacted their achievement as they believed there was no purpose in it

Question 8

Pupil identities

Answer 8

Symbolic capital
- Nike identities which is different ways of valuing status

Louis archer (2010)
says that within pupils self worth comes from educational capital which is results from grades or coursework or symbolic capital which is brands, hair, eyebrows or makeup
- claims m/c are more likely to get their self worth from educational capital and w/c from symbolic which alters achievement as their thoughts aren’t focused on their work but the way they look

Question 9

Habitus = self exclusion

Answer 9

• how comfortable you feel in a certain environment and if you don’t then it will lead to self exclusion
• results in lack of motivation to get things done and wanting to go to university
  HOWEVER - aim higher is now in place which is targeted in w/c deprived areas