Internal Factors

• Becker 1971: interactionist study on labelling using interviews. Teachers judged pupils on their appearance, work and conduct. Teachers saw middle class students as closer to the ideal pupil.
• Hempel-Jorgenson 2009: working class school - ideal pupils is passive. Middle class school - ideal pupil is academic and spirited
• Dunne and Gazeley (2006): schools persistently produce working class underachievement due to labelling
• Rist 1970: found that a kindergarten seated students on tables based upon home background - showing the most middle class the most attention
• Rosenthal and Jacobson 1968: randomly labelled 20% of students as spurters. At the end of the year they excelled on average by 4 more IQ points than unlabelled
• Gillborn and Youdell 2001: identified A to C economy where the educational triage is introduced. Teachers used stereotypical notions of ability by classing black and working class children in lower streams - widening class and ethnic gap in achievement.
• Lacey 1970: identified how sub cultures develop through differentiation and polarisation
• Ball 1981: 13% of top band dislike school vs 48% of middle band
• Hargreeves 1967: joining anti-school subculture likely to become self fulfilling prophecy. boys failed 11+, placed in low streams, deemed 'worthless louts' = triple failure
• Ball 1981: when schools abolished banding, polarisation decreased and influence of anti-school subculture decreased but differentiation continued
• What created a surge in streaming?

  Education Reform Act 1988
• Woods 1979: identified four responses to labelling and streaming: ingratiation (teachers pet), ritualism (out of trouble), retreatism (daydreaming and disruption), rebellion (outright rejection of school)
• Furlong 1984: adapts Woods 1979 study - stating that students move between different types of response
• Bourdieu 1984: defined habitus which is the response and perception of the social world they inhabit shared by a class. Includes tastes, lifestyles and consumption.
• Bourdieu 1984: the withholding of symbolic capital = 'symbolic violence'
• Who gains symbolic capital?

  middle class children socialised in a middle class way - gained in school
• Archer et al 2007: schools middle class habitus stigmatises working class
• Ingram 2009: found that working class boys had a strong pressure to conform resulting in a tension between their working class locality and their middle class grammar school
• Maguire 1997: 'the working class cultural capital of my childhood counted for nothing in this new setting'
• Evans 2009: found that working class girls were reluctant to apply to elite uni's - need for locality - and those who did felt like there were hidden barriers.
• Reay et al 2005: self exlusion from elite uni's disproportionately negatively affects working class achievement