Internal Factors - Class Identity Flashcards
Archer et al - Key terms (1)
Habitus - learned, taken for granted, ways of thinking and acting that are shared by a particular social group/class. Tastes and life style/w/c have there’s and m/c have there’s
symbolic capital - respect/status that you receive from schools (gives them worth and value)
Archer et al - explanation (1)
m/c children have a m/c habitus (lifestyle/status) they get this from their parents (socialised into it). same for w/c with their parents. schools promote the m/c habitus as superior.it is done because it is the dominate habitus in society. Teachers are m/c, have m/c habitus, therefore, they favor it. m/c children get symbolic capital form teachers because they exhibit the m/c habitus. w/c don’t have the m/c habitus.- made to feel worthless - no respect from teachers
Archer et al - key terms (2)
symbolic violence - students in schools don’t get any status or value or respect from teachers or the school. they are made to feel worthless
NIKE identities - a way in which w/c students try to get recognition and status by wearing branded clothing
hyper heterosexualised - feminine style - boys wear the latest clothes and girls wear revealing clothing and wear too much make-up
Archer et al - explanation (2)
this results in the w/c forming NIKE identities to make them feel favored/respected by people. when w/c students come into school - they get sent home to change - get into further/deeper trouble. makes them feel like education is not for them. they choose to leave and not apply for uni because they believe it is not for people like them. they are undesirable. get a job in manual labour
Ingram - research method
he studied 2 groups of w/c boys from the same Belfast neighborhood-catholic boys
the boys had a very strong w/c habitus. they have loyalty and were proud of their neighborhood
Ingram - explanation
yr 6 they sat the 11+ exams. half failed and went to a local comprehensive school (state school). other half passed and went to a grammer school. focused his research on the boys who passed. half passed and half failed GCSE’s. they were clever and those who passed stayed loyal to the m/c habitus. they abandoned the w/c habitus. those who failed didn’t abandon the w/c habitus. for the w/c to succeed they have to abandon the w/c habitus and relpace it with the m/c habitus that is promoted in schools
Evans (She) - research method
studied 21 w/c ethnic minority girls in a south london sixth form. all the girls studied a levels and were high achievers
Evans - explanation
they had w/c habitus. they were loyal to their neighborhood/locality. as part of the w/c habitus they believed that the top russell group uni’s weren’t for them. they believed that they weren’t going to get in so they didn’t apply. they were self excluding because they weren’t applying and they felt that they weren’t going to get accepted and that they weren’t going to fit in even though they had the grades. only 4 girls were considering living out. they applied to uni’s that weren’t very great - limiting their life chances.
