Social Class Differences In Achievement Internal Flashcards
Labelling
To attach meaning or
definition to an
individual. E.g.
teachers may label a
pupil as bright or thick
BECKER, 1971
Interviewed 60 Chicago high school teachers, he found they judged pupils based on how far they fitted the image of the ‘ideal pupil’.
Pupils’ work, appearance and conduct were key factors influencing teacher’s judgements. Teachers saw pupils from middle-class backgrounds as being the ideal pupil whilst working- class students were seen as being the furthest away from ideal and they regarded them as badly behaved.
RIST (1970)
According to RIST labelling occurs right at the beginning of a child’s education as he studies American Kindergartens. He found that teachers used information about a child’s home background and appearance to place them into groups, seating each group at a different table. The groups were as follows:
THE TIGERS – fast learners – mostly middle-class and clean appearance – they were seated nearest to her
THE CLOWNS AND THE CARDINALS – two groups seated furthest away from he. They were more likely to be working-class – they were given low level books and fewer opportunities to show ability
SELF FULFILLING PROPHECY
STEP ONE – the teacher labels the pupil (e.g. as being intelligent), they then make predictions based on the label (e.g. they will make outstanding progress)
STEP TWO – the teacher treats the pupil accordingly, as if the prediction is already true (e.g. by giving them more attention and expecting higher standards)
STEP THREE – the pupil internalises the expectation which becomes part of their self- concept so they actually become the kind of pupil they were expected to be. The pupil gains confidence, so in turn tries harder and is successful. The prediction is fulfilled
ROSENTHAL AND JACOBSEN (1968
They suggested the teacher’s beliefs about the pupils had had significant impact on their achievement as the teachers had conveyed their belief about their ability and as such the students has internalised those beliefs
Streaming
Streaming involves putting children into ability groups or classes called ‘streams’. Each class is then taught separately. Studies show that self- fulling prophecies are particularly likely to occur when children are streamed.
BECKER
found teachers are likely
to see working-class pupils as not ideal and have low expectations and subsequently put them into lower streams.
GILLBORN AND YOUDELL (2001)
They found teachers are less likely to see working-class (and black) pupils as having ability. As a result they are more likely to be placed in lower streams and entered for lower level GCSEs. It then denies them access to knowledge and opportunity and widens the class gap further.
Pupil subcultures
A pupil subculture is a group of pupils who share similar values and behaviour patterns. Pupil subcultures often emerge as a response to the way pupils are labelled and in particular as a response in streaming
LACEY
DIFFERENTIATION – the process in which teachers categorise pupils according to perceived ability, attitude/ ability. Streaming is a form of differentiation.
POLARISATION – is the process in which pupils respond to streaming by moving towards one of two opposite poles. In LACEY’S study he found that streaming led to pro-school and anti-school subcultures.
ANTI-SCHOOL SUBCULTURES
Those in lower streams (largely working-class) suffer a loss of self-esteem by being viewed as being inferior.
BALL
researched a school that was in the process of abolishing streaming he found that in this school the basis for pupils to polarise into subcultures was largely removed and the influence of the anti- school subculture declined
WOODS
INGRATIATION – being teachers’ pet
2. RITUALISM – going through the motions staying out of trouble
3. RETREATISM – daydreaming and mucking about
4. REBLLION – outright rejection of everything the school stands for
SYMBOLIC CAPITAL
status from teachers as they have the same values as the school.
ARCHER
found that working class pupils felt that to be successful they had to change how they both presented themselves and talked, and often said middle-class spaces such as universities and professional careers were not for them.
