sociology (topic 2)

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1. Becker (labelling)
(internationalist study of labelling) 60 interviews with chicago high school teachers... he found that they judged pupils based on the 'ideal pupil'... they are judged on their work, appearance & conduct.
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2. Dunne + Gazeley (labelling in secondary school)
'schools constantly produce working class underachievement' bcos of labels from teachers... from interviews in 9 english secondary schools, found teachers 'NORMALISED' wc pupils underachievement... they believed it could be overcome in mc pupils.
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3. Rist (labelling in primary schools)
studied american kindergarden... he found teachers used information about childrens home backgrounds + appearance... they put them in different groups & sitting at different tables.
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4. self fulfilling prophecy
step 1: teacher labels the pupil... step 2: teachers treats the pupil according to the label... step 3: the pupil internalised the teachers expectations
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5. Risenthal + Jacobson (self fulfilling prophecy- teachers expectations)
study of oak community school (california)... told school they had new test to identify those who will 'spurt ahead' (actually IQ test)... researchers randomly picked 20% and said they were 'spurters'... a year later 47% of 'spurters' made progress.
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6. Lacey (streaming)
describes streaming as DIFFERENTIATION: a way to separate the working class from the middle class.
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7. Becker (streaming)
said teachers don't see working class children as ideal pupils... they see wc pupils as 'lacking ability' and have low expectations... this means wc children are more likely to be put into a lower stream.
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8. Gilborn + Youdell (a-to-c economy)
publishing league tables creates the 'A-TO-C ECONOMY' in schools... this is where schools focus their time, effort + resources on the pupils that they see are able to get 5 A-C grades at gcse... this boosts the schools position in the leauge tables.
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9. educational triage
triage means 'sorting'... the A-TO-C ECONOMY produces the EDUCATIONAL TRIAGE... 1) those who will pass and don't need help... 2) people who have potential and will be helped... 3) those who are helpless & who will fail.
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10. Lacey (pupil subculture)
says pupil subcultures develop through 1) DIFFERENTIATION: teachers put pupils into catergories based on ability (streaming).... 2) POLARISATION: pupils respond to streaming by moving towards opposite 'poles' (eg pro + anti school subcultures)
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11. pro school subculture (pupil subcultures)
made by pupils who are in high streams, wealthy, follow school rules, like school, have respect for teachers, good attendance & enjoy education
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12. anti-school subculture (pupil subcultures)
made by pupils who are in lower streams, invert schools values (because schools label them as failures), don't like school, disrespect teachers, don't do homework
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13. Ball (getting rid of streaming)
study of Beachside (comprehensive) that got rid of streaming... and taught mixed ability groups... he found there was less pro & anti school subcultures (polarisation)... however there was still differentiation (teachers labelled pupils on ability)
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14. pupils responses to labelling + streaming
1) pro school subcultures... 2) anti school subcultures... 3) ingratiation: 'teachers pet'... 4) ritualism: staying out of trouble... 5) retreatism: daydreaming/messing about... 6) rebellion: rejection of everything school stands for
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15. habitus
the way that different classes think and perceive life, expectations about what is normal + lifestyle
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16. symbolic capital
status + recognition... SCHOOLS have a middle class habitus. middle class pupils are socialised into middle class habitus at HOME... therefore middle class pupils get symbolic capital (status + recognition).. therefore they are valued by the school.
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17. symbolic violence *Boardieu*
not giving the working class symbolic capital (status + recognition)... working class are not given symbolif capital because the wc habitus are seen as 'tastless' and 'worthless'.
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18. nike identities
the idea that working class pupils experience symbolic violence... this means they find other ways of getting symbolic capital (status + value) through wearing designer brands such as nike.
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19. Archer (nike identities)
argues that the mc habitus in schools 'paints' wc identities in a bad light... the middle class see the working classes 'NIKE IDENENTITIES' as tasteless.... the working class see their nike identities as another way to achieve symbolic capital.
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20. Ingram (working class identity + educational success)
looked at group of working class boys in the same deprived area (Belfast)... one group passes 11+ exam (went to COMPREHENSIVE school with mc habitus)... other group failed 11+ (went to local SECONDARY SCHOOL where there was a mc habitus)
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21. self-exclusion (class identity + self exclusion)
working class people exclude themselves from higher education because they have a fear of 'not fitting in'... this thinking leads this to become part of their IDENTITY.
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22. Evans (class identity + self exclusion)
studied a group of 21 working class girls from a comprehensive school in south london (studying for a levels)... found that they didnt want to apply to ELITE unis (eg Oxbridge)... Boardieu: wc view elite unis as 'not being for the likes of us'
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23. Dunne + Gazeley (relationship between internal & external factors)
say what *teachers believe* (internal) about working class *home backgrounds* (external) produced underachievement
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Other cards in this set

Card 2

Front

'schools constantly produce working class underachievement' bcos of labels from teachers... from interviews in 9 english secondary schools, found teachers 'NORMALISED' wc pupils underachievement... they believed it could be overcome in mc pupils.

Back

2. Dunne + Gazeley (labelling in secondary school)

Card 3

Front

studied american kindergarden... he found teachers used information about childrens home backgrounds + appearance... they put them in different groups & sitting at different tables.

Back

Preview of the back of card 3

Card 4

Front

step 1: teacher labels the pupil... step 2: teachers treats the pupil according to the label... step 3: the pupil internalised the teachers expectations

Back

Preview of the back of card 4

Card 5

Front

study of oak community school (california)... told school they had new test to identify those who will 'spurt ahead' (actually IQ test)... researchers randomly picked 20% and said they were 'spurters'... a year later 47% of 'spurters' made progress.

Back

Preview of the back of card 5
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