Summary (Class, Ethnicity and Gender)

Question 1

Class: External Factors

Answer 1

CD: Language (Hubbs-Tait et al, Feinstein, Bernstein), Parent’s Education (Douglas, Feinstein), Working-class subcultures (Sugarman)
MD: Housing, Health (Howard, Wilkinson), Finance (Bull, Tanner et al, Flaherty), Debt (Callender and Jackson, UCAS)
CC: Bourdieu, Sullivan

Question 2

Class: Internal Factors

Answer 2

Labelling: Ideal Pupil (Becker), Secondary (Dunne and Gazeley), Primary (Rist)
Streaming: Gillborn and Youdell (A-to-C Economy, Educational Triage) Ball (Abolishing banding)
Self-fulfilling prophecy: Rosenthal and Jacobson
Pupil subcultures: Lacey (Polarisation and Differentiation), Woods (ingratiation, rituatilism, rebelling and retreatism)
Pupil’s identities: Habitus, Symbolic capital and symbolic capital and symbolic violence (Bourdieu, Archer) Nike Identities (Archer) Working-class identity and educational success (Ingram) Self exclusion (Bourdieu)

Question 3

Ethnicity: External Factors

Answer 3

CD: Language (Bereiter and Engelman, Gillborn and Mirza) Attitudes and Values (Lupton), Family structure (Moyniham, Pryce, Sewell, McCulloch, Evans)
MD: Palmer (2X Likely to be unemployed, 3X likely to be homeless. 1/2 live in low incomes in comparison to 1/4)
Racism: Wood et al

Question 4

Ethnicity: Internal Factors

Answer 4

Labelling (Gillborn and Youdell, Wright)
Pupil identities (Archer)
Pupil responses (Fuller, Mirza, Sewell)

Question 5

Ethnicity: Institutional Racism

Answer 5

Critical Race theory (Gillborn, Carmichael and Hamilton)
Marketisation and segregation (Gillborn, Commission for Racial Equality) Ethnocentric Curriculum (Ball, Troyna and Williams) Assessment (Gillborn: baseline assessments - FSP) Access to opportunities (Gifted and Talented - Gillborn) (Exam tiers - Tikly et al) New IQism (Gillborn and Youdell)

Question 6

Gender: External and Internal

Answer 6

External: Impact of feminism (McRobbie), Changes in the family, Changes in employment, Changing ambitions (Sharpe, O’Connor)
Internal: Equal opportunities policies (Boaler), Role models, GCSEs (Gorard, Mitsos and Browne, Elwood), Teacher attention (French and French, Francis and Swann), Challenging stereotypes in the curriculum (Weiner), Selection and league tables (Jackson, Slee)

Question 7

Gender: Archer

Answer 7

Symbolic capital (conflict between WC feminine identities and middle class habitus of school)
Hyper-heterosexual feminine identities, boyfriends and being ‘loud’
WC girls dilemma: gaining educational capital by conforming or gaining symbolic capital

Question 8

Gender: Boys

Answer 8

Boys and literacy (DCSF), Globalisation (Mitsos and Browne), Feminisation of education (Sewell), Shortage of male primary school teachers (Yougov), Are more needed (Read), Laddish subcultures (Epstein, Francis), Moral Panic (Ringrose, Osler)

Question 9

Gender: subject choice

Answer 9

Problem: (69,69,75,IOP) Explanations: Gender role socialisation: (Norman, Bryne, Murphy and Elwood), Gendered subject images (Kelly, Colley, Leonard, IOP), Peer pressure (Dewar), Gendered career opportunities

Question 10

Gender: Sexual

Answer 10

Double standards: (Lees), Verbal abuse (Connell, Lees, Paechter, Parker), Male gaze (Mac an Ghaill), Male peer groups (Mac an Ghaill, Mac an Ghaill and Redman), Female peer groups (Ringrose, Currie et al) Teachers (Askew and Ross)