class internal

• A class divided

  -it happens in schools as some teachers may treat students differently due to how they present themselves resulting in students lack of motivation.

  -the superior class is prioritised first so the other class become at a disadvantage.
• Steoreotype and Teacher Expectation

  -->Harvey and Slatin(1975)- test on primary school teacher in Kentucky. Teachers were presented images of students from diff ethnic and socio-economic backgrounds. Teachers were asked to determine educational achievement of each student. According to the experiment white m/c students were expected to be successful therfeore developing teacher expectations.
• Rutter 1979


  -Rutter suggests that schools can actually make a difference between the success or failure of an individual. He draws particular attention to the role that teachers play.

  -Positive features for teachers according to him: well prepared for the lesson, high expectations of the pupils, place more emphasis on praise and reward, leading by example, treating pupils as responsible people, mixed ability classes, generating an ethos to reflect on these points, show genuine interest.
• Howard Becker (1971)


  -Interactionist - study of labelling

  -Interviewed 60 Chicago high school teachers

  -Teachers judged pupils according to how closely they fitted an image of the 'ideal pupil'

  -Pupils' work, conduct, and appearance were key factors influencing judgment

  -Teachers saw m/c students as closest to the ideal and w/c as furthest from the ideal as they considered them badly behaved

  -->HOWEVER: Hempel-Jorgensen (2009) found that different

  teachers have different ideas of the 'ideal' pupil, and these depend on the social class of the school.
• Dunne & Gazeley (1963) Labelling in secondary schools


  -Teachers 'normalised' the underachievement of w/c pupils (felt they could do little about it) but felt they could overcome underachievement of m/c pupils.

  -This was because they labelled w/c pupils' parents as uninterested in their children's education, but labelled the m/c parents as supportive.

  -This lead to differences in how they dealt with perceived underachievement.
• Rist (1970) Labelling in Primary Schools


  -Studying an American Kindergarten, Rist found that teachers used information about their pupils' home backgrounds/socio-economic status (as well as judging their appearance) to place pupils in separate groups.

  -Each group was asked to sit at different tables . The teacher labelling 'the fast learners' as 'Tigers' & seated them nearer to her & showed them more encouragement- these students tended to come from M/C backgrounds.

  -The other 2 groups were named 'Cardinals & 'Clowns'. These were seated further away from the teacher, given lower level reading books & less attention - these were generally W/C pupils.
• Rosenthal & Jacobson (1968) Teacher's Expectations & the Self-Fulfilling Prophecy


  -Told a school that they had a new ability-based test that could be used with pupils to identify those that would 'spurt' ahead (high ability) - the teachers believed this.

  -All pupils were tested & then R&J randomly selected 20% of them & told the school (again a lie) that these pupils were identified as 'Spurters'.

  -A year later it was found that 47% of these pupils had made 'significant progress' and it was particularly noticeable the younger they were.

  -R&J suggested that the teachers interacted with the 'Spurter' pupils differently & and conveyed their high expectations to them - in turn, these pupils internalised these views & and performed better than the 'Non-Spurters'.
• Setting and streaming


  labelling and stereotyping is the formation of anti-school subcultures.
• Gillborn & Youdell (2004)

  Rationing Education - 'The A-C Economy' (Triage).


  Due to pressure form league tables and funding, schools/

  colleges are likely to 'Ration' their time & resources towards the most able students- creates an "Education Triage". Those who will pass, Border Line Cases, Hopeless cases
• Lacey(1970)


  -Differentiation is the process of the teachers categorising pupils according to how they perceive their ability.

  -Polarisation is the process in which pupils respond to streaming by moving towards one of two opposite 'poles' or extremes.

  -In his study of hightown, Lacey found that streaming polarised boys introduced a pro-school and anti-school subculture.

  -Pro-school subculture- students in high streams remain committed to the values of the school.

  -Anti school subculture- placed in inferior status, label pushes them for alternative ways of gaining status
• Hargreaves(1967)


  -Boys in lower streams were triple failures: failed their 11+ exams, placed in lower streams; labelled as worthless.

  -Solution: to seek each other out and form a group within which high status flouted the school's rules=formed a delinquent subculture
• Stephen Ball(1981)

  -Analysed a school that was going to abolish banding in favour of teaching mixed ability groups

  -The basis for pupils to polarise into subcultures was largely removed and the influence of the anti-school subculture declined

  -His study shows that class inequalities can continue as a result of teacher's labelling

  -Since his study and the education reform act(1988), there has been more streaming and created new opportunities for pupils to be differentiated unequally
• Peter Woods(1979)- responses to labelling + streaming

  -Ingratiation: being 'teachers pet'

  -Ritualism: going through the motions and staying out of trouble

  -Retreatism: daydreaming + mucking about

  -Rebellion: outright objection of what the school stands for
• Pros and Cons of the labelling theory

  -Pro: useful in showing that school are not neutral for fair institutions

  -Cons: interactions within school actively create social class inequalities, it is accused of determinism, marxists say it ignores the wider structures of power within labelling also argue it isn't morley the result of the teachers individual prejudice but from the fact that they work in a system that reproduces class division
• Habitus - Bordieu (1948)


  -Refers to the dispositions shared by a particular social class

  -A groups' habitus is formed as a response to its position in the class structure

  -The middle class has the power to define its habitus as superior and to impose it on the education system. Middle class pupils had an advantage

  -'Symbolic capital' gain recognition from school and are deemed of worth/value if they have middle-class tasks

  -'Symbolic violence' reproduces class structure and keeps lower classes 'in their place'

  -Working-class pupils may experience education as alien/unatured
• Nike Identities


  -Wearing brands was a part of identity

  -Style performances were heavily policed by peer groups and not conforming was social suicide

  -Conflict with dress code. Teachers opposed 'street styles' as showing 'bad taste' even as threat

  -m/c habitus stigmaitises w/c pupils identities and play a part in their rejection of higher education; unrealistic- because it was no for 'people like us' and seen as unaffordable + risky

  w/c pupils may choose self-elimination or self-exclusion because it doesn't fit in with their identity
• Nicola Ingram (2009)


  -2 groups of w/c boys from the same highly deprived neighborhood

  -One group passed 11+ and went to grammar school and the other group failed and went local secondary school

  -Found that having w/c identities was inseparable from belonging to a w/c locality

  -w/c communities emphasize greatly on conformity. There was great pressure to fit in, especially for the grammar school boys

  -Pupils are forced to abandon their 'worthless' w/c identities if they want to succeed
• Sarah Evans (2009)


  -A group of 21 w/c girls who were studying for A levels was who she was researching on

  -They were reluctant to apply to unis like Oxbridge as they felt a sense of hidden barriers and not fitting in
• Bourdieu (1984)


  -Feel like they can't fit in places like Oxbridge because of their habitus-->leads to w/c students to exclude themselves from elite unis.
• Reay et al (2005)


  Self-exclusion narrows the options of many w/c pupils and limits their success.

  --> W/c pupils are often forced to choose between maintaining their w/c identities or abandoning them and conforming to m/c habitus of education in order to succeed.