2) identity, class and girls achievement

Question 1

(ICGA) Symbolic Capital of WC feminine identities

Answer 1

Archer found by performing WC feminine identities, gained symbolic capital from peers. Brought them into conflict with school, stopping them acquiring educational capital (quals) and economic capital (MC careers)
Archer’s strategies for sense of self
1) Hyper-heterosexual feminine identities
2) Boyfriends
3) Being loud
Clashed with idea of ‘ideal pupil’. Girls othered by school, less academic and less respectable
either were feminine with symbolic capital or got educational capital

Question 2

(ICGA) ‘Successful’ working-class girls

Answer 2

Evans - 21 girls SL comp, girls wanted to go uni and earn, but for families not them.
Girls motivation to do well reflected WC feminine identities
Skegg notes ‘caring’ crucial part of this identity - wished to stay home and contribute to fam
Economic necessity another reason for this, fear of uni debt
At home limited uni choice. Seen as positive aspect of WC identities, preference for local key feature of WC habitus. Archers’ study girls showed strong preference for local and familiar over distant. Results in self-exclusion from elite unis - limits success.
Gender identity of WC girls play significant part in lack of relative success compared to MC girls due to hyper-heterosexual feminine identity.