social class differences in achievement (internal factors) Flashcards
What are the 5 internal factors in education?
labelling
self fulfilling prophecy
streaming
pupil subcultures
pupil’s class identities
What type of sociologists are particularly interested in labelling for face to face interactions?
Interactionists (social action)
What did Becker do his study on and what were his findings?
ideal pupil
interviewed 60 chicago high school teachers
found they judged pupils based on how much they fit into the ideal pupil
pupils from m/c tended to be ideal pupil
AO3 - different notions of ideal pupil
in largely w/c school - quiet, obedient, passive (behaviour not ability)
in largely m/c school - defined in personality and academic ability as there were few discipline problems
What did Rist find about labelling in primary schools?
studied American kindergarteners
found teachers use info from their home life and place them on tables
CLOWNS AND CARDINALS - mainly w/c, given less opportunity and lower level books, sat far away from teacher
TIGERS - fast learners, mainly m/c, clean appearance, seated near teacher
What is the process of self fulfilling prophecy?
step 1 - teacher labels pupil and make prediction from label
step 2 - teacher treats pupil accordingly
step 3 - pupil internalises label and become like that label
What did Rosenthal and Jacobsen find in their study?
IQ test
told school they had a test to see who would spurt ahead (was a normal IQ test in reality)
picked 20% randomly and said they were spurters
a year later found 47% of these had made significant progress
shows labels affect progress
AO3 - labelling too deterministic
assumes all children labelled become that label
AO3 - marxist disagreement
ignore wider structural inequalities that create labels
argue labels are not product of individual teachers but societal influences
What did Becker find with streaming?
w/c pupils not seen as ideal and have low expectations so put in lower streams (sets)
Who made streaming and A-C economy?
Gillborn and Youdell
What did Gillborn and Youdell find about teachers and w/c black pupils opportunities?
teachers less likely to see w/c and black pupils as having ability so placed in lower streams
gives less opportunities
they publish exam league tables and so those schools with better performance get more pupils and more funding
creates A-C economy as they focus on pupils capable of Cs to boost league tables
What is the educational triage by Gillborn and Youdell?
pupils separated in a triage
those who will pass anyway
borderline C-D students
hopeless cases
Who talked about pupil subcultures of differentiation and polarisation?
Lacey
What is differentiation and polarisation?
differentiation - teachers categorise pupils due to perceived abilities
polarisation - how pupils respond to streaming (pro school or anti school)
pro school - m/c and committed to school
anti school - w/c and low self esteem/ no commitment to school
AO3 - abolishing streaming
who researched it?
Ball
What did Ball find about a school that was in the process of abolishing streaming?
found the basis for pupils to polarise into subcultures was largely removed and influence of anti school declined
but teachers still differentiated pupils
so even when streaming is removed class inequalities remain
AO3 - what did Woods find?
pupils responses
pupils had a variety of responses
ingratiation - teacher’s pet
ritualism - go through motions and stay out of trouble
retreatism - daydream and muck about
rebellion - reject all school stands for
What does Archer argue about habitus?
pupils with a similar habitus to teacher recieve symbolic capital (m/c)
pupils who do not receive symbolic violence (w/c)
w/c felt they had to change how they present themselves and talk to be successful and felt m/c space at uni etc wasn’t for them
Who came up with nike identities?
Archer
What is nike identities?
wore certain things to gain symbolic capital from peers since they didn’t get it from teachers
if you didn’t have a nike identity it was seen as ‘social suicide’
How are nike identities unrealistic and undesirable for w/c leading to their rejection of school?
unrealistic as they are for people who were richer, posher and cleverer (uni was unaffordable and a risky investment)
undesirable as it wouldn’t suit their preferred lifestyle e.g don’t want to live off student loan
What does Archer et al say about w/c expressing their preference?
w/c identities not just a cause of marginalisation in education but to express their preferences and particular lifestyle
may seek self exclusion from school as it doesn’t fit their identity
AO3 - w/c identity and educational success
what did Ingram’s study find?
grammar/secondary
studied two groups of catholic boys from highly deprived neighbourhoods in Belfast
(one group went to grammar with m/c values, other secondary with low expectations)
Ingram found w/c focuses on fitting in and grammar schools boys felt tension between m/c school and w/c home life
e.g symbolic violence for wearing tracksuit on non school uniform day
Class identity and self exclusion (w/c going to uni)
w/c go to uni more now but there is still a clash between habitus of home and school
this can act as a barrier through self exclusion
Evans study on class identity and self exclusion
oxbridge
studied group of w/c girls from south London and found they were reluctant to apply to unisex like Oxbridge and those who did feared they wouldn’t fit in
they felt a strong attachment to their community so didn’t want to move away
self exclusion narrows w/c options so limits success
AO3 - what did studied like Evans show?
m/c or w/c in education
consistent pattern of m/c education suystem that devalues w/c choice or experience
w/c often forced to choose between w/c identity and conforming to m/c habitus to succeed
