Social Class and Achievement - Internal Factors

Question 1

Labelling and Self-Fulfilling Prophecy

Answer 1

• Labels are given based on class, appearance, attitude and language.
• Usually based on stereotypes.

w/c: stupid, lazy, bone-idol, class clown
m/c: ideal student, gifted, bright

Labels can have a powerful effect and lead to self-fulfilling prophecies; this means the child becomes what they have been labelled.

→Becker: Ideal Pupil
Ideal pupil has m/c standards (e.g. polite, well behaved, follow rules). These labels are motivating for the m/c. w/c receive demotivating labels and become disinterested.

Question 2

Streaming and Setting

Answer 2

• Streaming is when students are taught in the same ability group for all their lessons.
• Setting is when students are taught in ability based groups for different subjects.
• m/c are more likely to be in top sets and w/c are more likely to be in bottom sets.

→RIST: ‘Clowns and Tigers’
Reception class pupils were placed in setted tables and the Tigers were the high ability table and received the most attention from the teachers. Judgements were based on social backgrounds, rather than ability. She made assumptions based on appearance, clothes, attitude, accent etc. Tigers were largely m/c and Clowns were largely w/c.

Question 3

Pupil Subcultures

Answer 3

Pro-school subculture - pupils follow the values and rules of the school. These students get good grades.

Anti-school subculture - reject school and break the rules. These students underachieve, have low self esteem and are in bottom sets.

EXAMPLE: Willis ‘the lads’.

Question 4

Middle Class Curriculum

Answer 4

• What schools teach us based around.

Question 5

Middle Class Curriculum

Answer 5

• What is taught in school is based around middle class knowledge, places w/c at a disadvantage.
• Students are rewarded on general knowledge which is m/c.

Question 6

Pupil Identities

Answer 6

→ARCHER: ‘Nike’ identities

• w/c feel like they have to change how they talk and presented themselves to be successful, due to m/c habitus.
• They felt unable to access ‘posh’ m/c spaces such as uni and professional careers.
• Symbolic violence led w/c to find alternative ways of creating status and self-worth.
• They achieve status through wearing ‘Nike’; earn ‘symbolic capital’.
• Earn status and respect among peers.
• Wearing ‘Nike’ was against school rules.
• Played a part in w/c rejection to uni, believe it’s for posh, rich people; they wouldn’t fit in.

Question 7

Marketisation

Answer 7

• m/c are more attractive because they work harder and get better results.
• Cream-skimming; schools pick m/c students to make the school look better.

A-C Economy has been created.

1. Those who achieve
2. C/D borderline
3. Hopeless cases
   - More effort is placed into the C/D borderline students so that more of them will will achieve A*-C grades and make the school look better.
   - They see no point in putting effort into the hopeless cases.