relationships and processes in school

• 1. LABELLING AND SFP

  process where meanings attached to behaviour - teachers label students on stereotypical assumptions rather than ability leading to internalisation of an SFP but labels can be responded to differently
• 1. LABELLING AND SFP

  • SC - becker m/c labelling positive 'ideal pupil', gillborn youndell m/c seen more able BUT w/c labelled negative 'class clowns + SFP
  • GENDER - francis girls positively labelled obedient BUT boys labelled distruptive particularly working class
  • ETHNICITY - chinese indian seen capable, obedient and hardworking BUT black labelled distruptive threat to teacher authority
• 2. PUPIL SUBCULTURE

  powerful influence on pupils experience in school and achievement

  teachers place pupils in 2 subcultures - pro or anti subcultures
• 2. PUPIL SUBCULTURE

  • SC - bourdieu m/c have same school habitus so do well symbolic capital and proschool BUT w/c symbolic violence so anti to vent frustration and earn capital
  • GENDER - mcrobbie girls proschool due to bedroom culture BUT boys anti pressure or else negatively labelled
  • ETHNICITY - chinese indian angry with racism but dont reject education BUt black anti school eg. black sisters study
• 3. STREAMING AND SETTING

  to ensure pupils share similar ability level to provide teaching styles that suit them and improve progress of a-c economy linked to marketisation
• 3. STREAMING AND SETTING

  • SC - g+y teachers assume m/c more ability so in top sets, becker m/c 'ideal pupil' BUT w/c labelled negative so in low sets and 'hopeless cases'
  • GENDER - francis girls in high sets as seen more capable than boys
  • ETHNICITY - chinese indian seen more intelligent so high sets BUT black stereotyped so placed in low 'hopeless case'
• 4. HIDDEN CURRICULUM

  everything taught informally outside lesson for socialisation of meritocratic society (functionalist) or leads class divisions making w/c feel inferior (marxism) or reproduce patriachy by subject choice(feminism)
• 4. HIDDEN CURRICULUM

  • SC - b+q correspondence principle teaching punctuality and obedience prep w/c for world of work where theyll be exploited
  • GENDER - gender stereotypes in books of men and women
  • ETHNICITY - may reinforce ethnocentricism eg. uniform, food conflict with culture
• 5. CURRICULUM

  • SC - white says curriculum based on m/c knowledge giving them cultural capital whilst w/c feel devalued as they lack cultural capital
  • GENDER - gender differences reinforced eg. coursework benefits girls OR can spread patriachal ideology (history, RS),science can ignore girl contribution discouraging girls from further science
  • ETHNICITY - ethnocentric focus on white culture
• 6. PUPIL IDENTITIES

  developed through schooling - peers and teachers police identity
• 6. PUPIL IDENTITIES

  • SC - bourdieu schools m/c habitus so m/c have symbolic capital whereas w/c symbolic violence and feel devalued and dont go uni ending in low paid jobs
  • GENDER - archer w/c identity feel symbolic violence of m/c habitus so develop hyper heterosexual feminine identity to earn capital by police and self police each other, male gaze reinforces heterosexual amsc devaluing femininity - girls think they should look good for men
  • ETHNICITY - black boys turn to peers for acceptance feeling rejected from school so copy hyper masc identity