Class Difference in achievement - Internal factors
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- Created on: 04-09-17 12:46
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- Class Differences in achievement Internal factors
- Labelling
- Becker(1971)
- 60 Chicago high school teachers
- found that they judged pupils according to how closely they fitted the 'ideal pupil' image
- pupils work ,conduct & appearance affected judgement
- different teachers have different views of the ideal student
- Hempel-Jorgensen (2009)
- found in 2 primary schools
- Aspen - largely wc
- discipline was major issue- ideal pupil was quiet, passive & obedient
- Rowen- mainly mc
- few discipline problems- ideal pupil was non misbehaving pupils
- Aspen - largely wc
- found in 2 primary schools
- Dunne & Gazeley (2008)
- argues schools constantly produce underachievement in wc pupils
- interview in 9 English state schools- found that teachers 'normalised' underachievement of wc pupils & was unconcerned by it - teachers felt they could overcome underachievement in mc pupils
- difference was the role of pupils home backgrounds - mc parents labelled as supportive
- Rist (1970) American Kindergarten
- teachers used information about childrens background and appearance to separate them into groups
- fast learners -tigers - tended to be mc, seated at front & shown greatest encuragement
- Cardinals & Clowns were seated further baway - more likely to be wcc - given lower level booss & fewer chances to show their abilities
- teachers used information about childrens background and appearance to separate them into groups
- takes a determinism view ( pupils have to fulfil the prophecy & fail)
- Marxists critise theory for ignoring wider structures of power within which labelling takes place
- argues that labels are not mearly the resut of teachers prejudices but stem from the fact that teachers work in a system that reproduces class fivisions
- Becker(1971)
- Self-fulfilling prophecy
- Rosenthal & Jacobson (1968)
- study of oak community school
- told the school that they had a new test designed to identify those pupils who would 'spurt' ahead
- researchers tested all pupils then selected 20% randomly and called them 'spurters'
- returned a year later and found half of those identified had made significant process
- teacher labels student & makes predictions based on the label
- teachers treats students accordingly, acting if prediction is already true
- pupil internalises teachers expectation and becomes aprt of their self-image
- prediction is fulfilled
- pupil internalises teachers expectation and becomes aprt of their self-image
- teachers treats students accordingly, acting if prediction is already true
- Rosenthal & Jacobson (1968)
- Streaming
- Gillborn & Youdell (2001)
- study of 2 London Schools
- how teachers use stereotypical notions of ability to stream pupils
- teachers are less likely to see working class( & black) pupils are more likely to be placed in lower streams & entered for lower-tier GCSE's
- leads to class gap in achievement
- Education triage
- 1) Will pass with no help
- 2) will pass with help
- 3) wont pass, hopeless cases
- Gillborn & Youdell (2001)
- pupil subcultures
- Lacey (1970)
- Differentation
- process of teachers categorising according to how they perceive their ability, attitude or/& behaviour
- streaming
- process of teachers categorising according to how they perceive their ability, attitude or/& behaviour
- Polarisation
- process in which pupils respond to streaming by moving towards one of two opposite poles
- explanation of how pupil subcultures develops
- Differentation
- Hargreaves (1967)
- found similar response in high school
- boys in lower streams were triple failures - 11th exam, placed into low streams & labelled as worthless
- their solution was to form a group which flouted school rules(anti - school subculture)
- boys in lower streams were triple failures - 11th exam, placed into low streams & labelled as worthless
- found similar response in high school
- Ball (1981)
- study of beach side -comprehensive that was in process of abolishing banding
- found that removing streaming pupils were less polarised into subbcultres
- however differation continued due to labelling
- found that removing streaming pupils were less polarised into subbcultres
- study of beach side -comprehensive that was in process of abolishing banding
- Wood (1979)
- argues there are more possible responses to streaming & labelling then subcultures
- ingratiation
- being teachers pet
- ritualism
- going through motions of staying out of trouble
- retreatism
- daydreaming & mucking about
- rebellion
- outright rejection of everything the school stands for
- Lacey (1970)
- pupil class identites
- Habitus
- the taken-for-granted ways of thinking thats shared by a particular social class
- includes tastes & preferences about lifestyle & consumption, their outlook on life & expectations about what is realistic for 'people like them '
- MC has power to define its habitus as superior & impose it to the education system
- the taken-for-granted ways of thinking thats shared by a particular social class
- working-class identity & education success
- Ingram(2009)
- study of 2 groups of wc catholic boys from highly deprived neighbourhood in Belfast
- 1st group passed ther 11t exam & went to grammer school
- grammar school had a strong mc habitus of academic achievement
- 2nd group failed & went to local secondary school
- had a habitus of low expectations of its underachieving pupils
- neighbourhoods dense networks of families & friends were a key part of the boys' habitus
- community placed a great emphasis on conformity
- problem for grammar school boys who experienced tension between habitus of school & neighbourhood
- community placed a great emphasis on conformity
- 1st group passed ther 11t exam & went to grammer school
- study of 2 groups of wc catholic boys from highly deprived neighbourhood in Belfast
- Ingram(2009)
- Class identity & self exclusion
- Evans(2009)
- study of 21 wc girlls from a south London comprehensive school studying for their a levels
- found that they were reluctant to apply to elite universities & those that did felt hidden barriers of not fitting in
- Bourdieu (1984)
- sees Oxbridge as being ' not for the likes of us'
- Reay et al (2005)
- self exclusion from elite or distant uni's narrows the options of many wc pupils sucess
- Evans(2009)
- Habitus
- Labelling
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