Topic 9 - factors within schools that impact on success Flashcards
Introduction?
In England and Wales, children spend 15,000 hours in school, and what is taught, as well as relationships within schools, are crucial. Interactionists focus on the relationships between pupils and teachers, identifying social processes that influence pupils’ self-identity and performance.
Labelling theory and the self fulfilling prophecy?
Labelling theory suggests that individuals are given labels by others, which influence their behavior and self-identity. Teachers, for example, form impressions of students based on labels, which affects their interactions and perceptions. Hargreaves et al. (1975) identified three stages in this process, noting that teachers may favor certain behaviors (the halo effect) while punishing others. Students labeled as “failing” or “disruptive” often form subcultures that challenge school norms. Rosenthal and Jacobson (1968) found that teachers’ expectations could impact student achievement, though their study was criticized for ethical reasons. The concern over labeling contributed to the move toward mixed-ability teaching. Research supports labeling theory, with studies by Becker (1971) and Rist (1970) showing teachers favoring middle-class students. Other studies, such as those by Ball (1981) and Wright (1987), reveal the impact of behavior, social class, and ethnicity on teachers’ decisions. More recent studies, like Boaler’s research, suggest that mixed-ability teaching leads to better student outcomes than streamed classes.
Critiicisms of labelling theory
While labelling theory is persuasive to many, especially through personal school experiences, it has several criticisms. Many studies are small-scale, making their evidence unreliable and not generalizable. The theory also fails to explain why labels are formed in the first place and is deterministic, suggesting that once labeled, children will inevitably conform. However, evidence shows that some children, particularly ethnic minority girls, actively reject labels and aim to prove them wrong. Marxists criticize the theory for overlooking the role of broader social structures like class, racism, and sexism in creating school inequalities.
Institutional racism in schools
Despite equality policies, institutional racism still exists in schools, disadvantaging certain groups. The national curriculum is criticized for being ethnocentric, reflecting the experiences of the white majority and misrepresenting non-white people. Gillborne and Youdell found that black minority students are often placed in lower sets, while the Swan Report revealed that ethnic minorities, particularly Black Caribbean children, face higher exclusion rates.
Schools and gender?
Schools and teachers have different expectations for boys and girls, often based on stereotypes about behavior and subject choices, which can influence the labelling process. This labelling affects career aspirations. OFFSTEAD (2011) found that while girls were aware of gender equality, most schools did not do enough to encourage them to challenge vocational stereotypes.
Setting and selection debates?
In the 1950s, children were selected for different types of secondary education, but the comprehensive system of the 1970s aimed to end this selection. However, many schools still place students in bands, streams, or sets based on ability, leading to different teaching methods. Opinions are divided, with parents of children in top sets typically supporting this system. If labelling theory is correct, those in top sets benefit from better educational opportunities and increased self-esteem.
School inspection?
Estyn and Ofsted are external agencies responsible for evaluating and reporting on schools’ effectiveness. They believe that schools and teachers can significantly influence student learning and opportunities. School assessments are based on a variety of evidence, including exam results, quantitative and qualitative data, and classroom observations. They also assess the effectiveness of teachers, school leaders, and headteachers.
