ED - T2 - INTERNAL FRS CLASS DIFFERENCES IN ACHIEVEMENT

?
View mindmap
  • 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
      • 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
      • 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
    • 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
      • 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
    • 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
      • 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
              • 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
    • 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
          • Pro sch subculture
            • pro school: aim to achieve the right way. Conform to sch values
        • differentiation: e.g. process of streaming causes inequality. Done by teacher's perception of pupil attitude
      • 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
      • 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
      • 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)
      • 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
      • 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
      • 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
      • 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
        • 3 studies to show pattern of M/C devalue of W/C forces them to choose 2 identities.
  • 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

Comments

No comments have yet been made

Similar Sociology resources:

See all Sociology resources »See all Education resources »