ED - T2 - INTERNAL FRS CLASS DIFFERENCES IN ACHIEVEMENT
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- Created on: 07-06-17 08:40
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- ED- T2 - CLASS DIFFERENCE - INTERNAL FRS
- Labelling
- process of attaching a label to an individual/ Teachers base it on class. M/C positive
- Interactionist Becker: study of 60 chicago schools found teachers judge pupils on how closely they fit "ideal pupil"
- judgement based on appearance, work, conduct
- these notions vary on class of school. Hempel-Jorgenssen: M/C Rowan school ideal pupil = high ability. W/C Aspen school = obedient
- judgement based on appearance, work, conduct
- In primary schools
- W/C children moved to the corner - class clowns. Not given opportunity to show ability
- M/C given most attention/focus "fast learners"
- Rist: study of USA schools found teachers use class info to make separate groups
- M/C given most attention/focus "fast learners"
- W/C children moved to the corner - class clowns. Not given opportunity to show ability
- in secondary schools
- Dunne and Gazeley: schools persistently produce inequality + underachievement
- W/C who do well deemed overachievers
- W/C failures labelled normal - school do not try to overcome it/ Try for M/C
- extension work for M/C and enter W/C for lower exams
- W/C parents labelled unsupportive. M/C parents enthusiastic
- W/C failures labelled normal - school do not try to overcome it/ Try for M/C
- W/C who do well deemed overachievers
- Dunne and Gazeley: schools persistently produce inequality + underachievement
- SFP
- prediction that comes true simply from being made
- Interactionists argue affects achievement:
- step 1: teacher labels pupil
- step 2: treats pupil accordingly
- step 3: pupil internalises expectation and fulfils prophecy made in first place
- step 2: treats pupil accordingly
- step 1: teacher labels pupil
- Teacher's expectations
- Rosenthal and Jacobson: study of primary sch. Told teachers group of pupils = 'spurters'
- went back 1 yr later + found 47% spurters had made progress
- shows prominent SFP - teachers treat pupils accordingly and can form pupils into types they are not
- highlights interactionist view - teacher's meaning influences effect. SFP = failure
- shows prominent SFP - teachers treat pupils accordingly and can form pupils into types they are not
- went back 1 yr later + found 47% spurters had made progress
- Rosenthal and Jacobson: study of primary sch. Told teachers group of pupils = 'spurters'
- Streaming
- = seperating children into ability classes.
- Becker: W/C more likely to be streamed lower - stuck in teacher's expectations of them
- M/C high stream beneficial - work hard = SFP = success
- Becker: W/C more likely to be streamed lower - stuck in teacher's expectations of them
- A-C economy
- Gillborn + Youdell: study of 2 LDN schools: stereotypical notions and publication of league tables means clever students put in for higher exams
- W/C denied knowledge - widens gap. Good league table position attracts funding and pupils
- Educational triage
- those who will pass anyway - left alone
- those who need some help to achieve C's
- hopeless cases: will fail so left alone
- W/C labelled hopeless cases - SFP - fail
- less attention + support aids failure
- less attention + support aids failure
- W/C labelled hopeless cases - SFP - fail
- A-C economy - produces ED. triage
- G+Y: also conclude that marketisation state policies affect micro level education system. Not just interactionist view of labelling
- Educational triage
- W/C denied knowledge - widens gap. Good league table position attracts funding and pupils
- Gillborn + Youdell: study of 2 LDN schools: stereotypical notions and publication of league tables means clever students put in for higher exams
- = seperating children into ability classes.
- Pupil subcultures
- subculture = group of pupils who share similar values and behaviours
- Lacey: shows how they develop
- polarisation: Lacey: students respond by moving to one of two poles - pro/anti sch subculture
- Anti sch subculture
- failure and low status from sch push them to seek others way to succeed. Conflict with sch values
- Lacey: joining subculture leads to SFP of guaranteed failure
- failure and low status from sch push them to seek others way to succeed. Conflict with sch values
- Pro sch subculture
- pro school: aim to achieve the right way. Conform to sch values
- Anti sch subculture
- differentiation: e.g. process of streaming causes inequality. Done by teacher's perception of pupil attitude
- polarisation: Lacey: students respond by moving to one of two poles - pro/anti sch subculture
- Ball: abolishing streaming
- when schools remove streaming pupils cannot polarise into subcultures - no influence - less failure
- although polarisation disappeared differentiation did not - teachers still label
- M/C better exam results shows SFP - shows how teacher labelling can still occur + influence without streaming
- since Education Reform Act and Ball study trend towards streaming
- M/C better exam results shows SFP - shows how teacher labelling can still occur + influence without streaming
- although polarisation disappeared differentiation did not - teachers still label
- when schools remove streaming pupils cannot polarise into subcultures - no influence - less failure
- variety of pupil responses
- Woods: responses other than pro/anti
- ingratiation: teachers pet
- ritualism: going through motions/ no trouble
- retreatism: daydreaming/mucking around
- rebellion: outright rejection of sch values
- Furlong: many pupils move between diff responses
- Woods: responses other than pro/anti
- Eval of labelling: too deterministic - ignores free will
- Marxist: ignores wider power structures - doesn't explain why teachers label
- Pupil's class identities and the school
- Habitus
- Bourdieu: ways of thinking shared by a class, e.g. lifestyle choices, expectations of normality
- M/C define theirs as superior. within education more value placed on M/C (link to CC)
- Bourdieu: ways of thinking shared by a class, e.g. lifestyle choices, expectations of normality
- look at how external identity influences internal school
- Symbolic capital and violence
- Bourdieu: M/C taste gains symbolic cap. from sch. Devalues W.C habitus as worthless
- withholding of sym.cap = sym. violence. Inferior keep W/C in place
- clash of values = makes ed. unnatural for W/C - failure
- feel have to change selves to gain ed. success
- clash of values = makes ed. unnatural for W/C - failure
- withholding of sym.cap = sym. violence. Inferior keep W/C in place
- Bourdieu: M/C taste gains symbolic cap. from sch. Devalues W.C habitus as worthless
- Nike Identities
- sym.violence = leads to alternative ways to gain status + self worth
- pupils use appearance + cloths to gain peer approval. Right style gains sym. capital
- conflicts with school values. Archer: Nike identity reflects W.C rejection of ed. = unrealistic and undesirable
- pupils use appearance + cloths to gain peer approval. Right style gains sym. capital
- sym.violence = leads to alternative ways to gain status + self worth
- W/C identity + ed.success
- Ingram study of W/C boys found those who got into grammar school fought between M/C values of school and W/C habitus
- pupils forced to abandon W/C habitus to succeed
- W/C dense community of family/friends cannot separate W/C from habitus
- Ingram study of W/C boys found those who got into grammar school fought between M/C values of school and W/C habitus
- Class identity + self-exclusion
- Evans: study of 21 girls W/C identity means they do not apply to Oxbridge
- Bourdeui: W/C habitus means they think it is not for them
- Reay: narrows W/C options + success
- Bourdeui: W/C habitus means they think it is not for them
- 3 studies to show pattern of M/C devalue of W/C forces them to choose 2 identities.
- Evans: study of 21 girls W/C identity means they do not apply to Oxbridge
- Habitus
- Labelling
- Relationship between internal and external
- W/C habitus
- conflicts schools M/C values
- W/C restricted code
- leads to teacher labelling/SFP
- poverty
- leads to peer bullying = truancy = failure
- school league tables measuring performance
- lead to A-C economy
- W/C habitus
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