the interactionalit approach education Flashcards
what is the internationalist approach?
seeks to discover how interactions with other teachers or pupils experience education and come to interpret & define situations and develop meanings and pupils form identities which will influence way they behave and progress they make
look at education on a _____ ____, use ______ research methods like _________ _______ or participant, non participant observation
micro level
qualitative
unstructured interviews
show through teacher ________, ________, ________ & the _____ _____ _____
expectations
stereotyping
labelling
self fulfilling prophecy
teachers tend to _______ or ______ pupils often on the bias of limited information
classify
label
label can affect a persons ________ of themselves of their _____ ______
perception
self concept
labelling can shape a persons behaviour and result in a ______ ______ _______,
can affect educational _______ of that individual & classroom behaviour
self fulfilling prophecy
performance
what is labelling?
the process of defining a person or group in a certain way
what is a stereotype?
a generalised oversimplified view of the features of a social group, allowing for few individual differences between members of group
what is the halo effect?
when pupils become stereotyped, either favourably or unfavourably, on the basis of earlier impressions
what is the self fulfilling prophecy?
where people act in response to predictions which have been made regarding their behaviour, thereby making the prediction come true
what did waterhouse (2004) do?
conducted case studies into 4 primary & 4 secondary schools & suggested labelling of pupils as either normal, average or deviant,
found labels grew over time & effected ways teachers dealt with pupils, they become what waterhouse called “pivota identity”
-self fulfilling prophecy
what did rosenthal & jacobson do?
field experiment, (takes place in natural environment), state primary school in California, gave teachers false IQ scores of some pupils, pupils selected at random but teachers informed one group is particularly right & expected to do well & those with low predicted to do poorly
—> in general the pupils performed in line with info given, regardless of actual scores
—>large number of studies tried to replicate, many not found labelling to produce and effect
becker, first to identify the ideal pupil:
-teachers see pupil as one who condoms to MC standards of behaviour and those who are _______ & _______ & unlikely to challenge teacher
ideal pupils seen as potential to do well
cooperative & hardworking
research by ______ & _____ (2001) found that when judging pupils teachers tend to see ability as fixed, tend to see pupils have limited potential
Gillborn & Youdell
Gillborn & Youdell found in research MC & white pupils much more likely to fit image of ____ ____, pupils who don’t fit image judged _______ & placed in lower sets or excluded
led to poor relationships between ______ & ____ & some ____ groups
—> particularly afro caribbean boys 8x likely to be excluded
girls often classified as ideal pupils above boys
ideal pupil
negatively
student & teachers
ethnic
what was hempel jorgensons study?
12 primary schools in hampshire, observation & conversations with pupils & semi structured interviews with teachers, pupils share similar conception of an ideal learner characteristics, teacher would like or not like new pipil
-impacted on own learning behaviours, aspirations, motivations & academic achievement
-ideal pupils & ideal learner identities
male students from WC backgrounds from ethnic groups are often seen as being portly motivated, lacking support from home & liable to be disruptive
may then be perceived as weaker than those from MC backgrounds
those who enter schools more confident, eloquent from MC homes are brighter or have greater potential & will push them harder has a result
-ideal pupil & ideal learner identities held by teachers and pupils alike fit closely with the profile of _____ __ & ______ _____ __
this can influence the sets these students are put in & determine exams
white mc
indian asian girls
what did sutton & hartley (2011) research?
suggest boys relatively poor performance nationally could be explained in part by negative gender stereotypes including those held by the teacher so SFP
the internationalist approach is accused of ________, assailed people who are labelled have no choice but to fulfil the prophecy & will inevitably fail
-if believed, for everyone to get a good grade they have to be labelled
—> must be cautious about oversimplifying
determinism
what did mary fulller (1984) do?
studied reactions of wc black girls to negative labelling, found that rather than living out their labels the girls worked hard to disprove the label
what did roger dale (1973) argue?
argues labelling theory concentrates too heavily on small interaction
—> fail to address wider social issues, such as where do ideas such as “ideal pupil” come from in first place
-students likely to have many different teachers, some may be sympathetic to wc behaviour & attitudes, no explanation by negative labels have more influence
_____ criticise labelling theory
marxists
what is banding?
either where schools try to ensure their intakes have a spread of pupils drawn from all bands of ability or more commonly is used as an alternative word for streaming
what is streaming?
is where in schools, students are divided into groups of similar ability (bands or streams) in which they stay for all subjects
what is setting?
where students are divided into groups (sets) of the same ability in particular subjects
the allocation of pupils to different groups can have an affect on educational progress
the main way of organising pupils into different groups are what?
-mixed ability
-streaming pupils are taught in separate groups for all subjects, based on beloved ability level
-setting pupils are paved in groups according to perceived ability
-within class groupings pupils placed in different groups, given different work to do
all ways of allocating pupils to different groups can affect self concept of individuals & their levels of confidence
what did gillborn mirza and youdall (2000) find?
found that black pupils were often placed in lower sets even when they showed as much ability as white counterparts in higher sets
what did hallam (2004) find)
studies 6 primary schools with different ways of organising, teaching, included mixed ability teaching & streaming
-most pupils preferred whole class or individual classes work rather than groups, teachings, feeling left out
-mixed ability groups, kids better adjusted & had better attitudes to peers than those in streamed schools
-negative attitudes to peers in lower streams were common
sutton trust:
-streaming & setting often linked to stereotypes of ideal pupil to sfp
-sutton trust said whilst setting was good way of stretching bright pupils from poorer backgrounds not enough teaching top sets
-streaming bright put pupils from poor backgrounds at a disadvantage & favoured mc
-evidence suggest in general the higher a pupils social class, the greater change of being allocated in top stream
-streaming contributes to underachievement of WC pupils & affects occupational status achieved & so social class movement
-keedie said teachers teach too sets differently from lower sets
what is the educational triage?
when schools focus on those students who maybe able to reach the benchmark set, therefore they focus extra resources on those middle ability as they will elevate the schools stats
educational triage
-the gov abolished A*-C grade boundaries to stop school doing this but schools are still judged on english and maths percentage scores
-will only work for those in _______ ______, those in _____ _____ very rarely have the extra investment that educational triage brings
middle ability
lower sets
______ & ___ (2000) argue that the A to C economy provides educational triage
Gillborn & youdall
what three types do schools categorise pupils in?
-those who will pass anyway and can be left to get on with it
-those with potential, will be helped to get C or better
-hopeless cases, doomed to fault
how do teachers categorise this?
-stereotypical view (working class & black pupils lack ability)
-because they lack ability they’re likely to be labelled as “hopeless cases”
-these hopeless cases are warehoused in the bottom sets
-this produces SFP & failure
it is all about this _____ need to gain a good ______ _____ position, desperation that drives educational triage
desperate
league table
Gillborn & Youdall, take a ___-_____ view, they agree with face to face ______ ______ research, however they agree that is very important to look at the _____ of society and how these can have a _________ effect
-research is both positivist & anti positivist
micro- internationalist
small scale
structures
fundamental
eg of structures
-the wider education system & their _________ policies, this means that schools are run much like _______ (league tables & competition)
—> if education is run like this then it will change the way pupils and teachers interact on a day to day basis
marketisation
businesses
what is the english baccalaureate (EBacc)?
-a performance measure for schools to show proportion of pupils who achieve at least 6 GCSEs A*-C in maths, English, two sciences, a foreign language and a humanity
what is a subcultural group?
groups within cultural groups which have distinctive values, norms and lifestyles from the wider culture to which they live
what is a pro school subculture?
a group organised around a set of values, attitudes and behaviour which generally conforms to the academic aims, ethos and rules of a school
what is a subculture of resistance?
one that not only has some differences from the dominant culture, but is also in active opposition to it
all sub cultures encourage _____, and a sense of ____ from members of the subculture
In return members are given _____ by peers in group
-loyalty
-identity
-status
what does hargreaves believe?
the main reason that subcultures form is so that pupils who receive little status in school as a whole can gain status from
forming or belonging to a subculture to which they are valued
Hargreaves found that ____ _____ boys tended to form their own subculture in which they gain _____ from defying school rules and opposing its culture
lower stream
status
Subcultures can be partly or wholly based on a number of _____ ______ that exist either in the wider society or within schools
social divisions
what are the social divisions that form subcultures?
-class background
-gender
-ethnicity
-sets or streams
-youth culture (goth eg)
-sexuality
pro school subculture students tend to reflect students in ______ _______ and sets who are valued and rewarded and given status as they fulfil the schools reputation from good behaviour and academic success
upper streams
In ______ study the WC boys called these boys “earoles” they showed pro school subculture
Willis
pro school subcultures are more likely to be _____ & the middle class ( due to _____ & ______ _____)
-girls
-culture & material capital
____ __ _____ showed a number of pro school male cultures
Mac an Gahill
_______ (1998) did find a pro school subculture amongst some black students and conformists, they wanted academic success and wanted to avoid racism stereotypes
Sewell
what is an anti school sub culture?
students who rebel against school and develop an anti school identity
-they break rules, disrupt lessons, are rude to teachers etc
Show delinquent behaviours because they are going against a system of _______ etc which has identified them as failures placing them in lower sets
streaming
Through subculture of resistance students gain ______ and can elevate _____ ______ this way, however participation in this subcultural group further contributes to poor educational performance which in turn leads to more
respect
self esteem
SFP
_____ ____ _____ & _____ __ boys tend to be in this subcultural group.
_____ found that the main focus for these boys everyday was “having a laff”
Black afro caribbean and white WC
Willis
___ __ ______identified these macho lads trying to gain _____ through these anti
when the school school subcultures. Macho lads opposed the values of the school and the authority of teachers and saw academic achievers as effeminate,
they would become more ____ and viewed education as more ______
Mac an Gahill
status
aggressive
feminine
What does Lacey (1970) say?
-a boy who does badly academically is predisposed to criticise, reject or even sabotage the system where he can, since it places him in an inferior position
-Such pupils form an anti-school subculture as a means of gaining status among peers
their peers: example by cheeking a teacher, truanting, not doing homework, smoking
etc.
Lacey says that turning towards an Anti School Subculture actually creates
_____ problems for the boys/ girls than sorts them out
-study of middle class grammar school found that there were two related processes at work in schools,
________ and ________
More
differentiation
polarisation
what is differentiation?
the process of social class formation and how individuals and groups within a society become distinct or differentiated from each other based on factors like occupation, income, education, and lifestyle
what is polarisation?
the way students become divided into two opposing groups or poles, those in the top streams who achieve highty, who are more or less conform and therefore achieve high status in terms of the values and aims of the school and those in bottom streams who are labelled as failures and are therefore deprived of status
polarisation and differentiation can shape students ______ and have a important effect on their _______ _______ or ______
identities
educational failure
success
Study, _________ (1967, 1976):
-Similar response to labelling and streaming in a secondary modern school as Lacey.
• Boys in the lower streams were triple failures:
• they had failed their 11 + exam;
• been placed in ___ streams;
• labelled as ‘________ louts’.
• Solution to this was to find each other and form their own group. They have their own ‘success’ rules within subcultures.
• For example ‘kudos’ goes to those individuals who are brilliant at going against the school rules
Hargreaves
low
worthless
even without banding or streaming pupils, teachers will still _________ and _______ pupils, continuing to result in a self fulfilling prophecy
different
label
________ ___Study of Beachside, a comprehensive in the USA.
• Beachside was in the process of abolishing banding (a type of streaming) in favour of teaching mixed-ability groups.
• Ball found that when the school abolished banding, the basis for pupils to polarise into subcultures was largely removed and the influence of the anti-school subculture declined.
• Pupil polarisation disappeared BUT differentiation continued.
• Teachers continued to categorise pupils differently and were more likely to label middle-class pupils as cooperative and able.
• This positive labelling was reflected in their better exam results, suggesting that a self-fulfilling prophecy had occurred.
• Ball’s study shows that class inequalities can continue as a result of teachers’ labelling, even without the effect of subcultures or streaming.
stephen ball
Since the Education Reform Act (1988),
• There has been a trend towards more _______
• There are now a variety of types of ______, some of which have a more academic curriculum than others.
• This has created new _________ for schools and teachers to __________ between pupils on the basis of their class, ethnicity or gender and treat them unequally.
streaming
school
opportunities
differentiate
_______ found that girls were less likely than boys to from subcultures, but did form small friendship groups
Griffin
- He did find evidence of anti school female subcultures. The members had an exaggerated _______ emphasising boyfriends and prioritising marriage over
academic success, these girls were called ____
sexuality
ladets
in a a study of an all boys school Sewell found:
_______ accepted the values of the school and tried to succeed through education
_______ who wanted to succeed but disliked the process of schooling. They did not seek approval from teachers but they did keep themselves out of trouble
_______ individuals tended to keep themselves to themselves and did not in subcultures
______ strongly rejected the school and were aggressively masculine
conformists
innovators
retreatist
rebels
Peter Woods
- Pro- and anti-school subcultures are two possible responses to labelling and streaming
According to Woods there are also other responses too
______ Being the teacher’s pet
_______: going through the motions and staying out of trouble
________: daydreaming and mucking about
_______: outright rejection of everything the school stands for.
integration
ritualism
retreatism
rebellion
John Furlong using Wood’s study:
-Furlong says many pupils are not committed ________ to any one response (integration/ rebellion etc)
-Children may move between different types of response, acting differently in lessons with different teachers
-The theme of pupil subcultures is an important one in several areas of education (gender and ethnicity also effect these)
permanently
-a variety of factors can form the basis for subcultures and there can be a variety of subcultures within any school
Not everyone joins a sub group
-Woods: subcultures can change from rebellion to ingratiation to compliance
-But academic success and attitudes towards school from an important element in defining different types of subculture whether based on race class or gender
Evaluation of internationalist theory?
-They recognise importance of factors within schools, teacher pupil relationships, pupil subcultures and banding setting and streaming
this avoids putting the whole blame for pupil failure on the pupil, the family their cultural values attitudes and material position
-However they are too deterministic (Fuller)
- do not pay enough attention to the distribution of power in society, e.g. Marxist
- do not take into account structural inequalities in
what is habitus?
tastes and preferences about lifestyle & consumption, formed as a response to its position in class structure
______ _______ has power to define its habitus as superior & impose it on education system
Middle class
as schools have mc habitus, those socialised into mc tastes gain _______ _______ or status & recognition from school and deemed to have _______
symbolic capital
worth
school _______ working class & its habitus, so their tastes are deemed _______
devalues
worthless
by mc defining their tastes & lifestyles as superior, ________ ________ reproduces class structure and keeps lower class in ______
symbolic violence
place
due to clash between mc habitus and wc habitus, wc may experience schools as _______
unnatural
STUDY ARCHER:
______ found that wc pupils to be educationally successful, they would have to change the way they talk (______ ____) and the way they present themselves, they feel like they’re _______ ______
educational success often experienced as a process of losing yourself
wc felt unable to access _____ mc spaces such as ________ & ________ _______
they were seen as “____ ____ the _____ of us”
Archer
elaborate code
loosing themselves
posh
university
professional careers
not for the like of us
Nike identities:
-pupils conscious that societies look down on them, this _______ _______ is a way of creating self worth, status & violence, they did this by constructing meaningful _____ ________ by investing investing in _____ (eg nike)
symbolic violence
class identities
styles
nike identities:
style performer heavily policed by social group and not conforming was _____ ________, right appearance earned _____ ________ & approval from peer groups & brights safety from ________
social suicide
symbolic capital
bullying
nike identities:
can lead to conflict with schools _____ ______ as pupils change uniform to “fit in”, reflecting the schools habitus,
teachers opposed street style as showing bad taste or labelled as _______
dress code
rebels
STUDY SARAH EVANS (2009)
-studied 21 wc girls from a south london comprehensive studying for A-levels, they were reluctant to apply to unis such as _______, the few who applied felt _______ ______ of not fitting in
girls had strong attachment to ________ , only __ of 21 moved away
oxbridge
hidden barrie’s
locality
4
STUDY BOURDIEU (1984)
wc think places like oxbridge are “___ ____ ____ ____ ___ __”
feeling comes from their _____ & beliefs about _______
this thinking becomes part of their identity & leads wc pupils to _____ themselves from elite unis
not for the like of us
habitus
opportunities
exclude
STUDY REAY ET AL (2005)
self exclusion from eligible distant unis ______ options of many wc pupils and limits ________
wc pupils found to maintain wc identities or ________ then to succeed with mc habitus
narrows
success
abandoning
