class (internal factors)

• Howard Becker's study of ideal pupils


  studies 60 Chicago high school teachers who judged pupils according to how closely they fit the image of the 'ideal pupil' of middle class children
• Dunne and Gazeley


  teachers normalised the underachievement of working class pupils, whereas believed that they could overcome the underachievement of middle class pupils
• Rosenthal and Jackobson's study of the self-fulfilling prophecy


  randomly selected 20% to tell the school they would 'spurt ahead' based on a fake IQ test. On returning to the school, 47% of those identified has made significant progress due to the self-fulfilling prophecy
• Gillborn and Youdell's A-to-C economy


  schools need to attract pupils and funding so they focus on pupils they see as boosting league table positions i.e those who they view as having potential for A to C grades
• Colin Lacey's differentiation


  teacher categorising pupils according to how they perceive their ability e.g. streaming
• Colin Lace's polarisation


  pupils response to streaming by moving to one of two extremes - pro school or anti school subcultures
• Stephen Ball


  Studied a comprehensive school that abolished banding and found that this removed polarisation and anti-school subcultures declined but labelling continued
• Peter wood's responses to streaming


  integration (teachers pet)

  ritualism (staying out of trouble)

  retreatism (mucking about and truanting)

  rebellion (reject school)
• Bourdieu's habitus


  learned way of thinking, being and acting shared by a social class
• symbolic violence


  Withholding of symbolic capital
• Nike identities


  The identities that working class pupils give to themselves, as they don't fit in with schools middle class habitus. For example, wearing Nike clothing, as oppose to Gucci or expensive clothing.
• Hyper-heterosexual feminine identities


  Archer et al found WC girls spent considerable time, effort and money in constructing feminine identities. These identities earned them symbolic capital from their peers, but not from school.
• Evans


  21 working class girls reluctant to apply to Oxford or Cambridge due to not fitting in. Led to self-exclusion from elite education, lowers opportunities