social class inside factors Flashcards
Labelling - Becker’s
- found that mc pupils are closest to “ideal pupils” whereas wc pupils furthest away from this
- labelling was important to making judgements towards students
- teacher consciously or subconsciously labels and this leads to either negative or positive reactions - leads to self fulfilling prophecy (wc as “non achievers”)
Labelling - Keddie
looked at two streams of boys + found teachers have low expectations for students at bottom streams + undermine quality of teaching
- A streamers = trusted to work with minimum supervision+ class discussion
- C streamers = constant social control, development of anti-subculture
Labelling - Hargreaves
compared 2 streams boys in school + found streams closely related to behaviour e.g.
- more top streams rewarded for behaviour for conforming and achieve well
- lower stream boys unable to achieve high status in teacher’s eyes + turned to peers formed anti school attitudes
identified process
speculation = initial guesses by teachers about student’s abilities based on discipline + appearance
working hypothesis = teachers develop theories about ‘type of student’ they’re talking to
Elaboration = initial hypothesis tested in classroom confirm or reject guesses
stabilisation = teachers feel know student and interpret everything about them
Labelling - Abrahams
states dominant class and gender ideologies of society are promoted in education by teachers who subconsciously label students and suggests trainee teachers need specific training to recognise labelling occurs + leads to underachievement of WC
Pupil subcultures - Hargreaves
boys in top streams rewarded for behaviour the more they conformed to education whereas boys in lower streams unable to achieve high status in teacher’s eyes
- form anti - school subcultures (anti school & anti attainment attitudes)
Pupil subcultures - Mac an Ghail
‘Making of men’ found WC boys followed father’s footsteps into manual labour jobs
- formed subcultural groups e.g. Macho Lads’ ability to perform heavy, physical manual labour work shaped identity
- deindustrialisation led to crisis of masculinity
- shift in job market ‘suited lifestyles of women’
Pupil subcultures - Willis
‘lads’ formed counter school subculture where were opposed to values + norms in school
- felt superior to those who conformed to school norms and values + showed little interest in academic work qualifications
- preferred to amuse themselves + show deviant behaviour ‘having a laff’
- adopted deviant behaviour for boredom in the workplace
Marxism - Althusser
education system designed to benefit Bourgeoisie as it:
- passes necessary skills to create workforce
- pass RC ideologies to ensure WC conform
education system manipulated to ensure students trained from young age to be subordinate, hard - working
WC fall victim in workplace
Marxism - Bowles and Gintis
- education reproduces capitalist relations of production with appropriate skills and attitudes
- workers unquestioningly adapt needs of system (correspondence principle)
- education and workplace linked
Functionalism - Durkheim
education should pass social solidarity + value consensus
- education ensures people have specialised skills that lead in certain vocations e.g. science and health occupations claimed standardised testing helps access to skills
Functionalism - Davis and Moore
education performs role allocation + helps sift, sort and grade students e.g. A grades vs D grades - those with most ability are rewarded in a meritocratic society in terms of economic rewards to ensure best people fill most functional important roles
