Class differences in achievement (internal factors)
- Created by: Joseph Timoney-Smith
- Created on: 15-03-14 12:51
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- Class differences in achievement (internal factors)
- Labelling
- labelling in secondary schools
- teachers judged pupils according to how closely they fitted an image of the "ideal pupil"
- this includes appearance, conduct and quality of work
- mostly middle-class pupils were ideal as they worked hard and behaved, mostly working class misbehaved
- teachers judged pupils according to how closely they fitted an image of the "ideal pupil"
- labelling in primary schools
- teachers were influenced by the known background of the students and seated each group on different tables
- teachers gave working class students less opportunities to express themselves
- labelling in secondary schools
- Self-fulfilling prophecy
- a prediction that comes true because the person expects it; they think they'll fail and will because they will not try
- Labelled by a teacher, the pupil will meet the expectations, be it bad or good
- middle class pupils placed in higher sets benefit because they develop a more positive self-concept, gain confidence and work harder
- Pupil sub-cultures
- Lacey 2 concepts that explain how sub-cultures develop
- Differentiation
- teachers categorise pupils according on their intelligence, attitude or behaviour. Higher set means the pupils think of themselves as superior and those below inferior
- Polarisation
- the process in which pupils respond to streaming by moving towards one of the two polar-opposites
- Differentiation
- pro-school
- largely the middle class as the school placed them higher sets, aiding self-confidence
- look for the approval of both peers and school
- largely the middle class as the school placed them higher sets, aiding self-confidence
- anti-school
- largely working class as the school has undermined their self-worth and they suffer a loss of self-etseem
- rather than gaining approval of teachers, they seek the approval of their peers by misbehaving
- Ball found that abolishing sets and streaming, sub-cultures were mostly destroyed but Differentiation was still maintained
- Differentiation continued because teachers instinctively label on attitudes and behaviour within the class room
- largely working class as the school has undermined their self-worth and they suffer a loss of self-etseem
- Marxists believe that the blame of labelling doesn't lie with the teachers but with the schooling system that reproduces class division causing teachers to label
- Lacey 2 concepts that explain how sub-cultures develop
- Marketisation and selection policies
- Gillborn and Youdell found that the publishing of league tables creates the A-to-C economy
- school system invests all their time, resources and concentrates all this on the pupils predicted to do well
- the school helps those who will pass, the ones of the border of D/C but not the ones who will ultimately fail
- helps create the self-fulfilling prophecy
- the school helps those who will pass, the ones of the border of D/C but not the ones who will ultimately fail
- school system invests all their time, resources and concentrates all this on the pupils predicted to do well
- an image to attract middle class parents
- some schools have focused on marketing their school to seem traditional, an attractive image to receive middle class pupils
- Gillborn and Youdell found that the publishing of league tables creates the A-to-C economy
- Labelling
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