streaming - 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

Question 20

Pupils who have been labelled or find themselves in the lowest sets are
also likely to

Answer 20

form anti-school subcultures

Question 21

Hargreaves

Answer 21

• studied streams in a secondary school
• found that students in lower streams labelled as troublemakers rebelled against the values of the school.
• They developed a non-conformist delinquent subculture in which getting in trouble was valued by their peers, doing HW and conforming were looked down upon

Question 22

Willis

Answer 22

studied the ‘lads’. A group of working class boys who
were disruptive, misbehaved and had a very negative attitude
to education

Question 23

Willi’s - what did the lads have

Answer 23

an anti-school subculture - they saw little point in
school work as they were going to take manual labouring
jobs

Question 24

willis - streaming and labelling

Answer 24

argued that streaming and labelling made
little difference

Question 25

willis - what shaped the ‘lads’ attitudes

Answer 25

the class structure and subculture that shaped their
attitudes ( not the way teachers treated them or the way schools were organised)

Question 26

SELF-FULFILLING PROPHECY

Answer 26

the concept which states that students become their label

Question 27

example of self-fulfilling prophecy

Answer 27

a middle-class student who is labelled as ‘intelligent’ may be more motivated in lessons. Her teacher
may stretch her more by asking more questions. Eventually she may become more intelligent because of this.

Question 28

evaluation - self fulfilling prophecy

Answer 28

●It’s too deterministic.
● If it was true, wouldn’t all teachers just label all students
as intelligent?
● Teachers would argue they have professionalism and do
not label students.

Question 29

sets

Answer 29

ability based groups for one subject

Question 30

streams

Answer 30

ability based groups for multiple subjects

Question 31

internal factors are

Answer 31

processes within school

Question 32

internal factors include

Answer 32

quality of education, organisation of education and the treatment of marginalised groups.

Question 33

Becker - self f

Answer 33

argued that labels can influence someone and can influence their master status (identity), shaping how they behave (self-fulfilling prophecy).

Question 34

Becker - ideal

Answer 34

Teacher’s ideas of the ‘ideal pupil’ match labels given to the middle class

Question 35

Evaluations of the self-fulfilling prophecy theory

Answer 35

• Too deterministic
• If it were true, all teachers would label students as genius
• Teachers have professionalism and wouldn’t do that

Question 36

Lacey

Answer 36

proposes that children placed in lower sets will instead ‘succeed’ by forming anti-school subcultures and misbehaving.

Question 37

Norman

Answer 37

Gender stereotypes held by parents result in girls being encouraged to be quiet, leading to bedroom culture.

Question 38

Rosenthal and Jacobson

Answer 38

Selected random sample of 20% of students and told teachers that these children were ‘spurters’ and would achieve greater educational success. These students had comparatively gained more IQ 1 year later

Question 39

Archer and Francis

Answer 39

Parents of Chinese pupils placed exceptionally high value on education

Question 40

Bhatti

Answer 40

Studied relationships between home and school for Pakistani, Bangladeshi and Indian pupils. Parents were supportive and had high interest in children’s education. However, Indian children typically achieved better due to being wealthier.

Question 41

Madood

Answer 41

Ethnic minorities are now more likely to enter higher education than whites, indicating high parental aspiration

Question 42

Sewell

Answer 42

• Low educational achievement of Afro-Carribean boys is partly due to cultural factors
• eg lack of a father figure to enforce discipline and leading to a non-heteronormative family structure.
• makes the boys more susceptible to peer pressure and gang culture, leading the boys to reject school values

Question 43

Evaluation of Sewell’s theories

Answer 43

He was criticised for blaming Afro-Carribeans for their underachievement, rather than the inadequacies of the education system, his work diverts attention from racism.

Question 44

Pryce

Answer 44

Compared the achievements of Afro-Carribean and Asian pupils, he said Asian pupils achieve higher because their culture is more resistant to racism