Social class - internal

• Becker


  60 students labelled on “ideal“ (mc) or “not ideal” (wc)
• Hargreaves


  3 step labelling process:

  1. Speculation - predict based on class
  2. Elaboration - student accurately understood
  3. Stabilisation - know student
• Rist 


  Grouped based on ability and background

  • “Tigers” - fast learners at front (mc)
  • ”Clowns” - slow learners at back (wc)
• Rosenthal and Jacobson


  IQ test - 20% “spurters” (chosen at random)

  8 months later = all spurters improved

  Labelling leads to self fulfilling prophecy
• Ball


  Fathers in mc jobs - kids in higher band

  wc behaviour deteriorate due to band stereotypes (low = unlikely to succeed)
• Educational triage (A-C economy)

  1. Pass anyway, no support
  2. Have potential, helped
  3. Hopeless, no support
• Gillborn and Youdell


  Wc lack ability (labelled as hopeless, bottom set, no support = fail)
• Lacey - Differentation


  Categorise on ability, attitude and behaviour

  eg “more able” = high band, “less able“ = low band
• Lacey - Polarisation


  2 extremes of poles

  • pro school subculture (mc commitment to values)
  • anti school subculture (wc low self worth, failure)
• Woods


  Responces:

  1. Ingratiation - teachers pet
  2. Ritualism - get work done without trouble
  3. Retreatism - daydream, mess around
  4. Rebellion - reject school
• Bourdieu - Habitas


  Habitas = taken for granted ways of thinking, being, acting

  ”normal” in social class

  mc superiority = higher value on tastes
• Bourdieu - Symbolic capital + violence


  Education favours mc habitas + devalues wc habitas

  Withholding sc from wc (symbolic violence) - reproduces class structure

  wc alienated and unnatural
• Archer


  Nike identities - wc invest in branded clothes to seek status

  Conflict with dress code “bad taste”

  Rejection in higher education
• Oxbridge


  Evan’s - reluctance to apply as won’t fit in (wc)

  Bourdieu - not for the likes of wc