Manipulation, Canalization, Verbal Appellations, Different Activities - these were all methods used in order to create and influence gender identities/socialization.
1 of 11
Paul Willis (1977): Learning to Labour (Gender)
He follows a group of working-class boys in their last year of school and their first year at work. They boys belong to an ANTI-SCHOOL (sub)culture. Their values oppose those of the school (sometimes known as a 'counter-culture)
2 of 11
Bourdieu (1986) (Class)
Economic Capital - income, wealth and financial inheritance. Cultural Capital - cultural knowledge and awareness often related to what is learnt in schools. Social Capital - social connections and membership of particular groups
3 of 11
Reay (1998) (Class)
Middle class mothers were better at supporting their child's education and providing cultural capital than working class mothers due to more time and better understanding of the school system. Working class mothers had mainly negative experiences.
4 of 11
Cater and Coleman (2006) (Class)
Teenage mums class socialization influenced norms and values which led them to have planned pregnancies - lower social classes had more pregnancies. It was seen as a new identity/purpose in life - especially in poverty.
5 of 11
Hebdige (1979) (Class)
Many examples of youth subculture were linked to class. He used semiotics to analyse the use of clothes, words, objects in a range of different youth subcultures. (Signifiers - word/symbol, Signified - meaning)
6 of 11
Mac an Ghaill (1994) (Class)
Male subcultures in school and their various norms/values. Three year study/observes lessons/interviews pupils and teachers in a school and two colleges.
7 of 11
Roker (1994) (Class)
Interviews/questionnaires two sets of girls from similar class backgrounds. Suggests that private schools offer a different experience than state schools. This affects career ambitions and personal attitudes to things such as politics/social issues.
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Chapman (2001) (Class)
Upper class parents influence the norms and values that their children learn e.g. encouraging particular sports or teaching them etiquette. This enforces 'social closure'.
9 of 11
Pakulski and Waters (1996) (Class)
Death in class is due to decline in manual working class occupations. Class inequality is replaced by status inequality (based on consumerism). Class is no longer the key to understanding contemporary societies.
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Murray - The Underclass (1990) (Class)
People with low income who behave in a certain way. Single mother families create a 'breeding ground' for the underclass. Lack of male role models continue the underclass cycle which then breaks down mainstream society.
11 of 11
Other cards in this set
Card 2
Front
He follows a group of working-class boys in their last year of school and their first year at work. They boys belong to an ANTI-SCHOOL (sub)culture. Their values oppose those of the school (sometimes known as a 'counter-culture)
Back
Paul Willis (1977): Learning to Labour (Gender)
Card 3
Front
Economic Capital - income, wealth and financial inheritance. Cultural Capital - cultural knowledge and awareness often related to what is learnt in schools. Social Capital - social connections and membership of particular groups
Back
Card 4
Front
Middle class mothers were better at supporting their child's education and providing cultural capital than working class mothers due to more time and better understanding of the school system. Working class mothers had mainly negative experiences.
Back
Card 5
Front
Teenage mums class socialization influenced norms and values which led them to have planned pregnancies - lower social classes had more pregnancies. It was seen as a new identity/purpose in life - especially in poverty.
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