Social Class And Attainment, Int Pt.3: Lesson 23 Flashcards
Which 2 types of sub-cultures did Lacey identify?
- Differentation
- Polarisation
Define differentation
- “Process of teachers categorising pupils based on how they perceive there abilities, attitudes and behaviours”
- E.g streaming
Define polarisation
- Process where pupils respond to streaming by moving to one of 2 poles
- Pro-school subculture & anti-school subculture
What are characteristics of those in pro-school subcultures?
- Higher streams
- MC
- Achieved status through effort & attitude
- Committed to rules and values of school
What are characteristics of anti-school subculture?
- Lower streams
- WC
- Lower status, lower self-esteem, lack self belief
- Seek status through disruption
- Self-fulfilling prophecy to fail
What did Hargreaves’s 1967 study and what did he find?
- Secondary school and the effect of streaming & banding
- Boys in lowest stream felt like triple failure
1) Failed 11+
2) Placed in lower streams
3) Labelled worthless - formed anti- school subculture which increases status & chance of self-fulfilling prophecy
What did Woods 1979 say in regards to anti-school subcultures?
- Not the only response to streaming & banding
- Integration: becoming teachers pet
- Ritualism: getting though the day and staying out of trouble
- Retreatism: disruption
- Rebellion: rejection of school
What are 4 connections between external & internal factors?
- Bourdieu: habitus
- Bernstein: speech codes
- Poverty
- Parental knowledge
Connect Habitus to internal & external factors
- WC identities & habitus developed outside of school come into conflict with school habitus
- MC have symbolic capital & therefore status, WC don’t have symbolic capital & seen as inferior = symbolic violence
- teacher labelling = educational under achievement
Connect Bernstein’s speech codes to internal & external factors
- Speech codes (external) limit WC understanding
- Speech codes can result in labelling (internal) = self fulfilling prophecy (internal)
Connect Dunne & Gazely teacher impressions to internal & external factors
What teachers believe (internal) they know about their pupils socio-economic backgrounds (external) leads to labelling and difference In attainment
Connect Gilborn and Youdell marketisation to internal & external factors
- A-C economy (external) results in streaming & banding (internal) as a way for school to increase league table position
- Streaming & Banding leads to Labelling (internal)
Connect poverty to internal & external factors
Material factors ( external) lead to labelling, stigmatisation and bullying (internal). Leading to low self-esteem and truancy
Connect parental knowledge to internal & external factors
Parental knowledge (external) is passed down to kids which influences behaviour and is used to advantage in education (internal)
Connect racism & sexism to internal & external factors
- Teacher knowledge of students behaviour (internal) shaped by beliefs about race/gender roles (external)
- Explains ethnic & gender attainment gap
Connect lack of role models to internal & external factors
- Lack of role models (external) results in boys being caught up in alternative ways to prove status, e.g following less academic career choice (internal)
What can we conclude about this?
We can’t examine internal & external factors separately because they’re often interconnected
