Education- Unit 2
- Created by: Rebecca Login
- Created on: 16-11-17 13:36
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- Education- Unit 2
- Setting, Streaming, Ball (1981)
- Ball (1981) - Beachside Comprehensive. Top-stream students 'warmed up'- encouraged and academic courses. Bottom sets 'cooled down'-lower-status vocational courses, achieving low levels of success.
- Smyth et al (2006)- lower-stream, negative attitudes to school- teaching pace slow, less time on hmwk, more likely to disengage.
- Setting and streaming damages self esteem and confidence. Negative impact on educational aspirations and attainment.
- Access to knowledge not equal. Those expected to do better, given more. Those expected to do worse, given less. Underachievement partly due to lack of knowledge given.
- Educational triage
- Derived from medical triage- students sorted into 3 groups similarly to how patients are sorted: those likely to survive (safe), those likely to survive with immediate attention (critical), and those unlikely to survive, no matter what is done to help (hopeless). (Gillborn and Youndell (2000) study)
- All done to improve the school's placing in the league table. If they don't meet standards, get taken over by an academy or neighbouring head-teacher. (2011 measures).
- 35% - 2011, 40% - 2012, 50% - 2015.
- All done to improve the school's placing in the league table. If they don't meet standards, get taken over by an academy or neighbouring head-teacher. (2011 measures).
- Derived from medical triage- students sorted into 3 groups similarly to how patients are sorted: those likely to survive (safe), those likely to survive with immediate attention (critical), and those unlikely to survive, no matter what is done to help (hopeless). (Gillborn and Youndell (2000) study)
- Hidden curriculum
- Reflects school's ethos. Parents use this to test if the school is a good fit for their child.
- High quality teaching, good discipline and an ethos that promotes high achievement and succeeds.
- sports- display of trophies. Catholic- display of religious artifacts. Things that communicate the values of the school and encourage respect for from students.
- Functionalists- meets key functional prerequisites, passing on core values and culture of a society. Builds social solidarity.
- Marxists- produces a hard-working, submissive and disciplined workforce for Capitalism. It carries over features from the workplace ('long shadow of work'). Reproduces/reinforces inequality.
- Reflects school's ethos. Parents use this to test if the school is a good fit for their child.
- Labelling, SPF, Becker (1971), Hargreaves (1976), Rosenthal and Jacobsen (1968)
- Becker (1971). First to discover evaluation of pupils by teachers according to 'ideal pupil' stereotype. This stereotype would represent the typical normal/average pupil (in a perfect teacher world). Also found that the social class, ethnicity and gender of a student is very influential to teacher typing and labelling.
- Hargreaves et al (1975). other factors like appearance, personality, speech and relationship with other children can effect the labelling of a student and influences teachers' assessment of students' ability.
- Rosenthal and Jacobsen (1968). 20% of students at one school chosen at random and identified as having a high IQ. Found that these students made greater progress than the other 80%, even if there was no difference between them.
- Self fulfilling prophecy occurs when a teacher labels a student and the student aligns their own self-image along with the one given to them by a teacher. More likely to have negative effects on working-class and black boys.
- Untitled
- Subcultures
- Students react and adapt to school processes in a variety of ways. This often takes the form of subcultures that can influence the identities of the students and their academic motivation.
- Woods (1979) suggested seperating students into the two poles (anti and pro- subcultures)is too simple.Suggests there is a wider variety of possible reponses. responses, also, may vary with time. These also may only affect individuals instead of a wider group as implied.
- He identified eight responses. from Pro-school subcultures to Anti-school subcultures.
- The first is ingratistion which is pro-school conformity with eagerness to please teachers and win favor with them
- Compliance is the second. This is when students conform for what they can get out of schooling (success in exams etc) not because they enjoy school.
- The third is opportunism. This is when students try and gain both teacher and peer approval who move between both, depending on who's response would be more beneficial at the time.
- The fourth is ritualism. ritualism is the lack of interest with schooling, but conforming to stay out of trouble.
- The fifth response was retreatism, when a student is not actively opposed to school values, but indifferent to them. (messing about, distracting etc)
- The sixth is colonisation. This is when a student generally accepts school for what it offers, and rejects it for what it forbids. They express pupils take opportunities to have fun, as long as they avoid getting into trouble.
- The seventh is instransigence. This is when students arent that bothered about consequences of non-conformity.
- The eighth response is Rebellion, which is outright rejection of schooling, involvement in anti-school subcultures and behaviours.
- He identified eight responses. from Pro-school subcultures to Anti-school subcultures.
- Woods (1979) suggested seperating students into the two poles (anti and pro- subcultures)is too simple.Suggests there is a wider variety of possible reponses. responses, also, may vary with time. These also may only affect individuals instead of a wider group as implied.
- Pro-school subculture consists of pupils who generally conform to the academic aims, ethos and rules of a school. Tend to be in upper-streams and sets who are valued and rewarded as they fulfil the school's ambition of good behaviour.
- Sewell (1998) found a pro-school subculture among some black pupils who sought academic achievement and avoided racist stereotyping and labelling by teachers by conforming to school values. They called themselves 'the conformists'
- Anti-school subculture consists of pupils who rebel against the school for various reasons and develop anti-school identities. Truancy, playing up techers, messing about, breaking school rules, copying work (or not doing any )and generally being disruptive become a good way to get back at the system and resist school. They have been labelled as failures.
- It is a subculture of resistence, that provides a means for pupils to improve their self-etsteem, giving them a status in the eyes of their peer groups, which teachers have denied them. Participation in these subcultures contributes to both a further poor educational performance and the self-fulfilling prophecy of underachievment.
- Lacey's (1970) study of a middle-class grammar school found that there were two school processes in schools. Differentiation and Polarization. Differentiation is when students are seperated into sets, streams or bands. One consequence of differentiation is polarization. This is when students get divided into two opposing groups or poles. This process occurs due to teacher's perception of a student's academic ability.
- Students react and adapt to school processes in a variety of ways. This often takes the form of subcultures that can influence the identities of the students and their academic motivation.
- Evaluation of internal factors
- Strengths
- Recognises the importance of what happens inside schools. Examines stereotyping, streaming, labelling and teacher expectations and how they affect pupil's identities and learning. Avoids putting the whole blam eon the deficiencies in the pupil, their families and cultural values and attitudes or materialistic circumstances.
- Weknesses/ limitations
- They are too deterministic. Suggests that if a negative label is applied, it will always have a negative effect when in fact it may have an opposite effect as found in Fuller's (1980) when he found that the majority of black girls that were negatively labelled consciously chose to rejct the labels andprove teachers wrong.
- Do not pay attention to the distribution of power in society. Does not explain why teachers hold similar views to what an 'ideal pupil' is and what counts as 'proper' educational knowledge and ability and why they appear to be related to social class, gender and ethnicity. Some definitions of knowledge, culture and ability are given more importance than other (Bourdieu's cultual capital and habitus).
- They do not pay enough to factors outside the school. Very helpful for highlighting factors inside school, but do not consider factors outside the school which influence what happens inside school. A full explanation for behaviour in schools needs to consider internal and external factors that may influence that.both structural and interactionist explanations need to be considered.
- Strengths
- Setting, Streaming, Ball (1981)
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