PAPER 1 (Education (Class) Internal Factors (Theories) Flashcards
Becker
Pupils work conduct and appearance were key factors influencing teachers’ judgements. Teachers are more likely to like a student who reminds them of themself.
Dunne and Gazely (2008)
Interviewed 9 secondary schools. They found teachers normalised the underachievement of working-class pupils. Believed middle-class students could overcome the underachievement and believed middle class parents were more supportive than working class parents.
Rist (1970) - USA
Found teachers seated children on different tables depending on how smart they are. Smarter children sat closer to the teachers whereas others didn’t.
Hempel-Jorgenson
In the largely working class ‘Aspen Primary School’ where discipline was a major problem, the ‘ideal pupil’ was defined as: quiet, passive and obedient.
In contrast, the mainly middle class ‘Rowan Primary School’ had few discipline problems so the ‘ideal pupil’ had personality and stood out.
Rosenthal and Jacobson (1968)
Does teacher labelling have an impact on ‘rapid intellectual growth’?
They did a field experiment. They went into a classroom and handed out IQ tests to all of the students. They then collected these in and randomly chose some IQ tests and labelled these kids as the ‘smartest kids’. They then came back a year later; those specific kids were doing well as the teacher had invested more time into them.
Douglas - Streaming
Found children placed in a lower stream at age 8 had suffered a decline in their IQ score by age 11. And vice versa.
Gillborn and Youdell (2001)
Teachers use stereotypical notions of ‘ability’ to stream pupils.
Teachers are less likely to see working-class (and black) students as having ability.
This means working-class students are placed in lower sets and entered for lower tier exams.
Lacey
Studied a grammar school and found:
.Considerable pressure to achieve academic success.
.Less academically successful students felt demoralised.
.School encouraged competition = negative effect.
.Less academically successful students more likely from WC.
Hargreaves (1967)
Interviewed boys in secondary modern schools. A subculture formed due to triple failures: failing 11+, low streams, labelled ‘worthless louts’. They gave high status to those who flouted school rules.
Woods (1979)
The idea of a pro and anti-school subculture is simplistic. There were a variety of pupil responses to the culture of the school:
Ingratiation - conformist pro-school
Ritualism- go through motions of attending school, no enthusiasm
Retreatism- indifferent to school values
Rebellion - goals of school are rejected, deviant goals are favoured
Furlong (1984)
Not committed to one response, students act differently to different teachers in different subjects.
Archer - Nike Identities
There is a relationship between WC identity and educational failure. Symbolic violence leads WC kids to find other ways of creating self worth, status and value. Done by making meaningful class identities for themselves by investing heavily in styles like Nike. This style conflicted with school dress codes - reflecting the schools MC habitus. Leading to WC kids excluding themselves (social exclusion)
Ingram (2009)
Belfast boys. Followed 2 groups of boys in Belfast, one who passed 11+ and went to a grammar school, one who failed it and went to comprehensive. The boys going to the grammar school had a W/C habitus but were in a M/C school. The boys were then ridiculed at school (symbolic violence) and therefore abandoned their W/C habitus in order to succeed.
Evans (2009)
21 working class girls from a south London comprehensive. Evans found that they were reluctant to apply for elite universities such as Oxbridge.
