topic 3 Flashcards

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1
Q

relationships and processes in schools, internal factors

A
  • social class: labelling, setting & streaming, subcultures, pupils’ class identities, marketisation
  • ethnicity: labelling, pupil responses & subcultures, institutional racism
  • gender:
    girls - equal opportunities policies, positive role models, GCSE & coursework, teacher attention, challenging stereotypes in curriculum, selection & league tables, identity & girls’ achievement.
    boys - feminisation of education, laddish subcultures, differences in subject choice
  • pupils’ sexual and gender identities
  • self fulfilling prophecy
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2
Q

labelling & SFP: becker

A

teachers judge pupils according to how closely they fit to the image of the ‘ideal pupil’ MC kids fit closest to this ideal

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3
Q

labelling & SFP: hargreaves

A

the halo effect - your overall impression of a person impacts your evaluations of that person’s specific traits

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4
Q

labelling & SFP: rist

A

‘tigers’ ‘cardinals’ and ‘clowns’ - primary school

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5
Q

labelling & SFP: dune and gazeley

A

teachers normalise the underachievement of WC pupils

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6
Q

labelling & SFP: rosenthal and jacobson

A

field experiment showed evidence of the SFP

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7
Q

setting and streaming: douglas

A

children placed in lower stream at age 8 suffered decline in IQ score by age 11

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8
Q

streaming and setting: lacey

A

form of differentiation. pupils then polarise/respond to streaming in one of two ways

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9
Q

subcultures

A
  • pro-school
  • anti-school: invert school values of hard work, obedience & punctuality, sabotage the system, form anti-social subcultures to gain status, impacts their achievement (SFP of educational failure)
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10
Q

subcultures: hargreaves

A

boys in secondary modern school formed subcultures due to failing the 11+ and being labelled as worthless & placed in low streams

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11
Q

subcultures: ball

A

beachside comp. influence of anti-school subculture declined when streaming was abolished

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12
Q

pupils’ class identities: schools

A

place higher value on MC habitus & so MC pupils gain symbolic capital. WC pupils = symbolic violence

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13
Q

pupils’ class identities: archer

A

nike identities - students having to have the latest styles and expensive brands to avoid getting made fun of by their peers

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14
Q

pupils’ class identities: evans

A

WC girls reluctant to apply for elite unis - self exclude

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15
Q

marketisation

A

gillborn & youdell: the A-C economy which leads to educational triage

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