Relationships and processes Sociologists

Question 1

Willis

Answer 1

Lads rejected the values of the school and formed their own anti-school subculture – have a ‘laff’ instead of schoolwork

Question 2

Hargreaves

Answer 2

anti-school subcultures are predominantly found in bottom streams of secondary schools – caused via labeling – these pupils substitute their own set of delinquent values which they can achieve success within the group of their peers
Willis and Hargreaves refer to pro and anti-school subcultures are homogeneous – coherent groups share their own uniform set of values

Question 3

Mac an Ghaill

Answer 3

complexity of subcultural responses by examining the relationship between schooling, work, masculinity and sexuality. Identify a range of subcultures:
Macho lad, Real Englishmen, gay, academic achievers and new enterprisers

Question 4

Griffin

Answer 4

white working-class women during first 2 years of employment – created small friendship groups and main deivance was sexual behaviour rather than trouble making. There was not continuity between work and school – 3 routes for girls – could follow at the same time:
• Labour market – securing a job
• Marriage market – acquiring a permanent male partner
• Sexual market – having sexual relationships but maintaining a reputation for marriage

Question 5

Gillborn and Youdell

Answer 5

teachers systematically discriminate against WC by failing to recognise their ability as they don’t exhibit it in the right way – use blinkered judgement to put WC in lower sets and foundation tier – may respond with resentment, percieving their treatment to be unfair . This may cause hostility, discipline problems and reduced motivation

Question 6

Ireson et al

Answer 6

such grouping is not always based on attainment within specific subjects – it has also been based on behavior and used as a means of socially controlling particular groups of pupils. Setting tends to be beneficial for the more able while those on the lower sets receive little challenge/motivation so can easily become demoralized, disruptive and disaffected.

Question 7

Hallam

Answer 7

illustrates the impact of ability grouping as pupils perceive it. 6 pupils of high, moderate or low ability, mixed gender, in each KS2 class were interviewed in each of 6 primary schools adopting different combinations of grouping practices – streaming, setting, within-class ability and mixed-ability grouping. They found:
•	In reading pupils wished to be at the top as it gave them status and a feeling of superiority – most pupils (excluding top) preferred whole class or individual work as they didn't like to feel left out 
•	Social adjustment, social attitudes and attitudes of peers of different ability were 'healthier' among children in non-streamed classes
•	More streams there were = the more negative the attitudes of those in lower sets
•	Pupils of below-average ability who were taught by teachers who believed in streaming could become friendless or neglected by others