Pupil Identities Flashcards
SC
Archer et al
Nike Identities
WC drew symbolic capital from their clothes
- teachers label them negatively and clash with the students
- negative outlooks on educational prospects as they new that ‘shady activities’ could help them with financial pressures
SC
Ingram
WC boys
WC identity was inseparable to a WC locality
- neighbourhoods dense networks of family and friends were a key part of their habitus
- intense feeling of belonging
- WC communities place great emphasis on conformity
SC
Evans
WC girls
21 WC girls from South London
- reluctant to apply to elite unis such as oxbridge
- hidden barriers and not fitting in
- strong attachement to their locality
- only 4/21 intended to move away from home to study
SC
Bourdieu
Symbolic violence
Higher status group possesses symbolic capital
- labels they wear/cultural values they embody
- WC viewed as inferior
- incapable of achieving success
- sense of hopelessness
- belief that academic achievement is not possible
ETHNICITY
Gillborn and Youdell
African Caribbean boys
Teachers expected poor behaviour from them
- slightest behavioural issues interpreted as a serious challenge to authority
- black pupils felt picked on, excluded, underestimated
- contrasts the ‘high expectations’ label applied to Asian students
ETHNICITY
Wright
Asian pupils
Teachers assumes pupils had a poor grasp of English
- left them out of class discussions
- ‘baby’ language to communicate
- forget students names
- Asian girls got less attention due to teachers disapproving of their cultural traditions
- headscarf not part of uniform
- names mispronounced
ETHNICITY
Archer
Demonised ethnic identity
Ethnic minority pupils either demonised or pathologised pupils
- black students seen as loud, challenging, excessively sexual, un-aspirational home cultures
ETHNICITY
Mirza
Teacher Racism
Overt racists- 33%
Crusaders- 2%
Liberal Chauvanists- most common
Christian- colour blind approach
Black teachers- getting on with job regardless
GENDER
Archer
Female gender identity
- girls that didn’t conform to traditional gender identities (passive/submissive) came into conflict with school
- constructing heterosexual, feminine image gave them a sense of power and status
- peer group policed this
GENDER
Mach an Ghaill
Male gender identity
- male peer groups put boys under pressure to not take school work seriously
- WC boys didn’t make effort, cool
- boys who did referred to as ‘gay’ or ‘queer’
- MC boys tried hard to succeed but would project the image of effortless achievement by pretending they didn’t try
GENDER
Lees
Sexual double standards
Apply one set of moral standards to one group but a different set to another
- double standard in sexual morality
- boys brag about sexual exploits
- girls are labelled as ‘slags’
- approved way of gaining status for boys, ignored by male teachers
- classed as promiscuity in girls
GENDER
Ringrose
Gender violence and sexual bullying
Young girls and women are subject to slut shaming and sexual bullying in schools
- criticised/punished for violating dress code policies
- dressing in perceived sexually provocative ways
- requesting access to birth control
- having casual/ promiscuous sex
