Labelling - study of 60 high school teachers in Chicago, found that middle class students were closest to 'ideal pupil'
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Self-fulfilling prophecy
Rosenthal and Jacobson - study of 'spurters'. Random IQ test, randomly selected 20% of pupils and said they'd boost ahead. Came back 1 year later and 47% of the 'spurters' improved drastically
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A-to-C economy
Gillborn and Youdell - teachers less likely to see w/c or black students as having ability, put them in lower sets. Links to league tables - teachers focus their time on students that could achieve a C or higher
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Educational Triage
Gillborn and Youdell - teachers will leave the students that will easily pass, focus on the ones with potential for a C, abandon the ones with 'no hope'
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Differentiation (Lacey)
teachers categorising pupils according to how they perceive their ability, attitudes or behaviour (e.g. streaming)
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Polarisation (Lacey)
pupils respond to streaming by moving towards two opposite 'poles' (pro-school and anti-school subcultures)
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The anti-school subculture
placed in low streams = loss of self esteem = feel inferior. this pushes them to look for other ways of gaining status, mainly by inverting the school's values of hard work, obedience and punctuality.
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Habitus (Bourdieu)
learned, taken for granted ways of thinking, being and acting that are shared by a particular social class
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Symbolic capital
pupils who have been socialised at home into m/c tastes and preferences gain symbolic capital
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Symbolic violence
the withholding of symbolic capital, schools devalue the w/c habitus so that w/c pupils' tastes are deemed to be worthless
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Nike identities
symbolic violence led w/c pupils to seek alternative ways of creating self worth, status and value. constructed class identities by investing heavily in styles, especially branded clothing like Nike
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Other cards in this set
Card 2
Front
Rosenthal and Jacobson - study of 'spurters'. Random IQ test, randomly selected 20% of pupils and said they'd boost ahead. Came back 1 year later and 47% of the 'spurters' improved drastically
Back
Self-fulfilling prophecy
Card 3
Front
Gillborn and Youdell - teachers less likely to see w/c or black students as having ability, put them in lower sets. Links to league tables - teachers focus their time on students that could achieve a C or higher
Back
Card 4
Front
Gillborn and Youdell - teachers will leave the students that will easily pass, focus on the ones with potential for a C, abandon the ones with 'no hope'
Back
Card 5
Front
teachers categorising pupils according to how they perceive their ability, attitudes or behaviour (e.g. streaming)
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