social class and internal factor Flashcards
Howard Becker labelling
He found teachers labelled students on how closely they fitted the “ideal pupil which was a pupil with middle class traits
Hempel Jorgenson criticism of becker
Found ideal pupil differed in different schools
- wc school ideal pupil was quite and passive
- MC school ideal pupil was charismatic and academically able
Self fulfilling prophecy
A predication that comes through simply by vi the of it’s having being made.
Interactionalist argue that labelling can affect self fulfilling phrophecy
Process of self fufilling prophecy
- student is labelled on the basis of this they make predictions on them
- teacher treats pupil accordingly acting as if the prediction is already true
- the pupil internalises the teacher’s expectation which becomes their one self image and prediction is fulfilled
Rosenthal and Jacobsen
Told teachers what children would ‘spurt’ based on a small IQ test
The teachers believed that they had been told and a year later the “sputters” had made significant progress
Suggested they were influenced by self fufilling phropehcy
Gilbourn and youdell streaming
Teachers less likely to see WC and black students as able so will be put in lower sets denying them knowledge abs opportunity to obtain good grades widening class achievement gap
Educational triage
Students are separated into
- hopeless
- borderline C/D
- those who will pass anyway
criticism of labelling
too deterministic assumes all kids will conform to their label. Margaret fullers black sisters rejected their negatively label and it motivated them to succeed academically
criticism of labels and streaming
marxist argue that labels aren’t just down to teachers prejudice but from the teachers working for a system that repoduces class divisions
symbolic capital
pupils who have the same middle class values as school gain symbolic capital
school devalues working class habits such as their speech and tastes and deems them tasteless
bernestien symbolic violence
the withholding of symbolic capital is symbolic violence
leads to a class of working and middle classes leaving working class to seeing education as alienating
what did archer argue about ‘nike identites’
the symbolic violence of school’s middel class habitus led to wc pupils finding other ways of cosntucting self worth
wearing brands such as nike was a way of wc gaining thier own symbolic capital frm perrs
led to conflict with the middle class school dresss code which marginaised them at school
many mc students braded them as tastless
also condibuted to sc pupils views that university was underiable and unrealsitic
WC STUDENTS AS A RESULT CHOOSE SELF EXCLUSION FROM EDUCATION BECAUSE IT ISNT OF RHTE LIKES OF THEM AND DOESNT FIT IN WITH THIER IDENITIES
lacey on labelling leading to subcultures
concepts of polarisation and differentiation can be used to explain how pupil subcultures develop
differentisation- teachers categorising pupils according on percieved ability or attitude such as streaming
polarisation- response to streaming here low and high set students move towards one of two extreme opposite ‘poles’
into pro or anti school subcultures
dunne and glazley on labelling in secondary schools
‘schools persistently reproduce working class underachievement because teachers normalised underachievement of the WC seeming unconcerned like there was ‘nothing that they do’
whereas when a MC student was failling they would recieve extra help and entention tasks whereas wc students were simply just places in for lower exam qualifications
rist on labelling in primary school
teachers used info from hme backrounds and appreance to place them in sepreate groups
tigers and clowns
placing the tiger together adn the clowns together
clows given lower lelvel books to read and given fewer chances to show their abilties to the class
