Topic 2: Relationships and Processes Flashcards
Counter-culture definition and example
When a group of people go against the larger culture’s norms and values
E.G Amish communities in America who prefer a more simplistic life compared to consumerist, technology-consumer life in Suburbs and Cities.
Intersectionality
The combinations of social factors that define a person
CAGES- Ethnicity, age, gender etc
Shain on subcultures
Studied asian female subcultures in education
Asian girls were often placed in low sets and faced racist abuse and insults, this made them respond and 4 groups formed:
-Girl Gangs: Opposed school culture (Saw it as white and racist). Isolated away from main school subcultures
-Survivors: Conformed to school values to achieve academically despite facing racism and sexism.
-Rebels: Critical of what they believed was unequal gender relations in their home community and subculture of girl gangs. Named ‘rebels’ by teachers
-Faith girls: Gave priority to religion but we’re also well intergrated with other ethnic groups. Followed a ‘survival strategy’ to achieve academic success.
Mac an Ghaill
-Studied WC subcultures
-Each subculture has their own definition and version of masculinity and formed a subculture in response
-Crisis of masculitnity
-Identity crisis
-Males question the need for qualifications when the tranditional male jobs they would have gone into no longer exist.
Debbie Epstein
-1998
-Ladish subcultures are formed by pressure from other boys
-Students are encouraged to demonstrate their ‘masculinity’
-If they didn’t they would be called ‘sisies’ and become subject to homephobic abuse
Michael Ward
-2015
-The ‘boiz’
-Lived in a welsh former coal mining community
-Unemployment was high
-Subverted dress codes, texted in class, disrupted lessons
-Difference between his study and Willis’:
-Lads had no WC job to return to as there was a closure of mines
-Therefore they were forced to stay in school post-16
-4/12 of the ‘boiz’ went to university
Briefly outline two reasons why subcultures may form
-Go against conformity (Paul Willis)
-Young boys share fatalistic ideas about school and therefore abandon ideas of success in school
-Align with rules and conform
-‘Ear’ols’ share pro school subculture
Gilborn and Youdell
-A-C economy/education triage
-Teachers prioritise the middle grades and are less focused on top or lowest bands
Rosenthall and Jacobson
-Pygmalion effect (Self fulfilling prophecy)
1. Our actions towards others….
2. Impact others beliefs about us…
3. Cause others actions towards us…
4. Reinforce our beliefs about ourselves
-Teacher dictates the behaviour and changed theirs first, then the student changes in response
Becker
‘Halo effect’
-Teachers for stereotypes, seeing pupils as favourable if they are polite, considerate, helpful, cooperative etc.
-Then teachers believe these students would be favourable in academics.
Harvey and Slatin
-2013
-Showed photos of different children who had a range of social, ethnic and cultural backgrounds to children who were told to rank them on intelligence from appearance
-Poorer pupils or non-white pupils were labelled as the least intelligent by the children
Waterhouse
-Pivotal Identity= core identity that provides a ‘pivot’ that teachers use to interpret and reinterpret classroom situations and behaviour
-This forms pro-school and anti-school subcultures and pupil conflict
Bordieu
-WC students lack capital and therefore teachers form negative perceptions of them
Reay
-Teachers expectations of girls were harsher than boys
-In her study girls behaviour was scrutinised more than boys doing the same thing:
-Girls w poor behaviour were seen as ‘scheming little cows’
-Boys w poor behaviour were viewed as ‘silly and mishchievous’ for the same behaviour
Spender
-Boys took up 62% more of teachers time whereas girls were seen as invisible
Link between FSM and attainment
From- All State Secondary Schools (1995)
0-10% FSM eligibility= 58% GCSE pass rate
over 60% FSM eligibility= 18% GCSE pass rate
How quickly is the gap between FSM and non-FSM closing?
2005-2015
Non FSM improvement= 14.6+ (%)
FSM improvement= 16.5+ (%)
Gap has gone down by 1.9%
How many Unis have less than _% of Wc in them?
50% of unis have less than 5% WC in them.
__% of unis accepted less than __% of low class people who applied.
50% of unis accepted less than 20% of low-class people who applied.
More than _% of Oxford uni students went to private/grammar schools
60%
From 20__-20__, only _ of Oxford’s __ colleges made an offer to a black a-level applicant each year.
From 2010-2015, only 3 of Oxford’s 32 colleges made an offer to a black a-level applicant each year.
How many years behind are certain students?
Education Policy Institute thinktank-
Most disadvantaged pupils are 2 years behind peers.
Black Carribean students are 22 months behind their peers
Why don’t WC students go to university?
Material deprivation
-8/10 rely on parental financial aid for university
Cultural gap
-Lack of necessary cultural capital (Bourdieu), may be intimidating when applying to an unknown culture. E.g north-south divide
Lack of parental support
-WC parents don’t push children to apply or they don’t know how (Douglas on parental support)
Uni fees
-WC discouraged by high tuition fees
-Immediate gratification (sugarman)
Ball
Beachside comprehensive
Setting, streaming and banding
WC pupils gravitated towards the lower bands became increasingly disinterested in school and joined ‘anti-school’ subcultures.
Therefore children from lower-income families left school with fewer qualifications, which reproduced class inequalities.
