Key studies Flashcards
Howard
Howard: young people from poorer homes have lower
intakes of energy, vitamins and minerals.
Wilkinson
among 10yr olds, the lower the social class,
the higher the rate of hyperactivity (behavioural
problems).
Tanner
the hidden costs of education place a heavy
burden on poor families.
Flaherty
fear of stigmatisation can explain why up to
20% do not take their FSM.
Feinstein
m/c parents more likely to use language that challenges their children and praise.
Bereiter and Engelmann
language used in lower class homes is deficient.
Bernstein
Speech codes
douglas
w/c parents place less value on education. As a result, less ambitious, less encouragement, visited school less
Sugarman
w/c subculture – fatalism, collectivism, immediate
gratification, present-time orientation
Bourdieu
m/c parents have cultural capital. Alice Sullivan tested
these ideas in a questionnaire
Bereiter and Engelmann for cultural deprivation.
language spoken by
w/c black families = inadequate
Moynihan
– black families headed by lone mother are deprived of adequate care and role model.
Pryce
Asian culture more resistant to racism
Sewell - Cultural Deprivation
lack of fatherly nurturing leads to ‘perverse loyalty’ from gangs.
Lupton
adult authority same in family
as in schools
Rex
racism leads to social exclusion.
Housing – minorities are more likely to be forced into substandard housing.
Noon
sent out identical pairs of letters of enquiry about future employment opportunities to the top 100 UK Companies, signed by fictitious applicants called ‘Evans’ and ‘Patel’ with the same qualifications and experience. In terms of both the number and the helpfulness of replies, the companies were more encouraging to the ‘white’ candidates
McRobbie
The impact of feminism: McRobbie’s study of girls
magazines.
Sharpe
Girls’ changing ambitions: Sharpe’s interviews in the 70s
and the 90s. As a result of individualisation.
Mitsos and Browne - external factors for educational deprivation
decline in male employment
opportunities = identity crisis
Becker - Labelling and SFP
teachers judge pupils according to how closely they fitted to an image of the ‘ideal pupil’. M/c children closest to this ideal
Hargreaves - Labelling and SFP
The halo effect
Rist
‘tigers’, ‘cardinals’ and ‘clowns’ – primary school
Dunne & Gazeley
teachers normalise the underachievement of w/c pupils
Rosenthal & Jacobson
field experiment showed evidence of the SFP.
Douglas - streaming
found that children placed in a lower stream at age 8 had suffered a decline in their IQ score by age 11.
Lacey
streaming is a form of differentiation. Pupils then polarise i.e. respond to streaming in one of two ways.
Hargreaves - subcultures
boys in secondary modern school formed subcultres due to failing 11+, being labelled as worthless and being placed in low streams
Archer - Pupil’s class identity
Nike identities
Evans
w/c girls reluctant to apply for elite universities. They self-exclude
Gillborn & Youdell - Marketisation
the A-C economy which leads to educational triage
Gillborn & Youdell - Labelling
racialised expectations. Black boys seen as a threat, more likely to be excluded
Wright
teachers held ethnocentric views. Would assume Asian pupils have poor grasp of English, mispronounce their names etc.
Archer - Labelling
pupils identities. The ideal pupil (white, m/c), the pathologized pupil (Asian,
girl), the demonized pupil (black or white w/c).
Fuller
black girls who rejected their label.
Mac an Ghaill - Pupil responses and subcultures
black and Asian A Level students – how they responded to labelling
depended on ethnic group, gender and former school
Mirza
3 types of teacher racism – the colour-blind, the liberal chauvinist, the overt
racists. Strategies black girls used to counteract racist label, did not work.
Sewell
4 responses – the rebels, the conformists, the retreatists, the innovators.
Small minority the rebels, yet teachers see most black boys in this way.
Two sociologists that speak about ethnocentric curicculum.
The ethnocentric curriculum: Ball – ‘little Englandism’. Coard– leads to low self-
esteem.
Mitsos & Brown - GCSE coursework
girls are more successful in coursework because they are more conscientious than boys.
Archer - identity and girls achievement
w/c don’t do as well because of hyper-heterosexual feminine identities,
boyfriends and being loud. They gain symbolic capital from their peers
French
boys receive more negative attention
Feminisation of education
Sewell: schools do not nurture masculine traits.
There are a shortage of male primary school teachers,
although Francis found 2/3 of 7-8 year olds did not
care about gender of teacher.
Read: most teachers, female as well as male, used a
supposedly ‘masculine’ disciplinarian discourse.
Epstein
W/c boys are more likely to be harassed, labelled as ‘sissies’ and subjected to
homophobic verbal abuse if they appear to be swots. This supports Francis’ findings
that boys were more concerned than girls about being labelled by peers as swots because this label is more of a threat to their masculinity than it is to girls’ femininity.
Francis
laddish culture is becoming increasingly widespread. She argues that this is
because, as girls move into traditional masculine areas such as careers, boys respond
by “becoming increasingly laddish in their effort to construct themselves as non-
feminine”
Kelly
science is seen as a boys’ subject – teachers are more likely to be male.
Colley
computer studies is defined as masculine because it involves machine work
(part of male gender domain) and tasks are often abstract and independent which
males prefer, whereas females like group work
Norman
from an early age boys and girls are dressed differently, given different toys to play with and encouraged to take part in different activities.
Browne and Ross - Gender Role Socialisation
children’s beliefs about ‘gender domains’ are shaped by their early experiences and the expectations of adults. E.g., mending a car is seen as falling into the male gender domain, but looking after a sick child is not. Children are more confident when engaging in tasks that they see as part of their own gender domain
Lee
Lees identifies a double standard of sexual morality in which boys boast about their own sexual exploits, but call a girl a ‘slag’ if she doesn’t have a steady boyfriend or if she dresses and speaks in a certain way. Sexual conquest is approved of and given status by male peers and ignored by male teachers, but ‘promiscuity’ among girls attracts negative labels.
Connell
Connell calls “a rich vocabulary of abuse”. For example, boys use name-calling to put girls down if they behave or dress in certain ways. Lees found that boys called girls ‘slags’ if they appeared to be sexually available – and ‘drags’ if they didn’t.
Paechter
Similarly, Paechter sees name-calling as helping to shape gender identity and maintain male power. The use of negative labels such as ‘gay’, ‘queer’ and ‘lezzie’ are ways in which pupils’ Police each other’s sexual identities.
Mac an Ghaill - Male Gaze
sees the male gaze as a form of surveillance through which dominant heterosexual masculinity is reinforced and femininity devalued. It is one of the ways boys prove their masculinity to their friends and is often combined with constant telling and retelling of stories about sexual conquests. Boys who do not display their heterosexuality in this way run the risk of being labelled gay.
Mac an Ghaill - Male peer groups
Mac an Ghaill’s study of Parnell School examines how peer groups reproduce a range of different class-based masculine gender identities. The w/c ‘macho lads’ were dismissive of other w/c boys who worked hard and aspired to m/c careers, referring to them as the ‘dickhead achievers’. By contrast, m/c ‘real Englishmen’ projected an image of ‘effortless achievement’ – of succeeding without trying (though in some cases actually working hard ‘on the quiet’).
Female Peer groups
Archer’s Nike Identities
