internal factors

Question 1

what are internal factors

Answer 1

processes within school

Question 2

examples of internal factors

Answer 2

• quality of education
  -organisation of education
• way w/c pupils are treated by teachers

Question 3

what did Becker argue

Answer 3

that when a LABEL is applied to someone , it can INFLUENCE THEIR SELF-CONCEPT and becomes their master status , this can SHAPE HOW THEY GO ON TO BEHAVE

Question 4

shape how they can go on to behave , the label results in the behaviour predicted by the teacher

Answer 4

self fulfilling prophecy

Question 5

master status

Answer 5

their identity

Question 6

what do interactionists focus on

Answer 6

focuses on how pupils and teachers react to one another - these interactions hold the key to understanding educational achievement

Question 7

what did Hargreaves et al find

Answer 7

that factors such as appearance , how they respond to discipline , how likeable they are , wherever they are deviant leads to teacher labelling students as ‘good’ or ‘bad’

Question 8

what are labels associated with

Answer 8

class - w/c pupils more likely to fit the stereotype of the ‘bad’ student (disruptive , deviant , lazy)

Question 9

what happens once the student has a label

Answer 9

teachers tend to interpret that pupil’s behaviour in terms of the label , and the pupil tends to live up to the label they are given

Question 10

how can the self-fulfilling approach be criticised

Answer 10

deterministic , labelling does not always lead to a self-fulfilling prophecy
eg FULLER found that black working class girls who were labelled as failures responde to working harder to achieve success

Question 11

streaming

Answer 11

splitting pupils into groups based on their ability , streams remain the same for all subjects
- different to setting where pupils might be in different sets for different subjects

Question 12

what does dividing students by ability level do

Answer 12

create/reinforces labels and has significant effects on their achievement

Question 13

educational triage

Answer 13

categorising pupils into
-those who will pass without much input
-borderline cases who could pass with help
- hopeless cases

Schools focus most of their resources on helping the middle group to attain C grades.
They linked this with the pressure on schools to maintain their position on league tables and the published A*-C rate.

Question 14

what happens to hopeless cases

Answer 14

Hopeless cases denied chance to sit higher tier exams, meaning they couldn’t get GCSEs above a C grade

Question 15

what did BALL study

Answer 15

the impact of streaming in a comprehensive school

Question 16

what did BALL’s study show

Answer 16

w/c students more likely to be placed in lower bands than m/c pupils even when their measured ability at primary school is the same

Question 17

what happened to the behaviour of pupils in lower bands once they started secondary school

Answer 17

deteriorated quickly
- teachers had low expectations of the lower bands

Question 18

what did KEDDIE observe

Answer 18

classes from different streams studying humanities subjects in a London school
- in lower streams their questions were often seen as an attempt to disrupt the class , often dismissed or ignored

Question 19

what is the negative aspects of concentrating on processes within schools

Answer 19

interactionists fail to explain where wider class inequalities come from
-ignore/downplay factors outside of school such as inequality in access to successful schools