Class Internal

Question 1

Dunne + Gazely

Answer 1

P – Define Setting
E – Schools persistently reproduce WC underachievement, Dunne + Gazeley (2008)- 9 state schools, WC underachievement normalised
E – Perception of home backgrounds based off in person parents evenings gauging ‘level of interest’
L – Set extension work for MC, underestimate WC potential, entering into lower tier exams
E – lack of proof for discrimination

Question 2

Bourdieu + Archer

Answer 2

P – Define Class Identity
E – Bourdieu (1984)- Habitus
E – Schools have a MC habitus, Archer (2010)- MC gain symbolic capital, WC adopted symbolic violence
E- Schools stigmatise WC for having ‘Nike identities’
L – WC limited in education due to possessing wrong identity leading to social exclusion
E - Doesn’t explain WC success

1984, 2010

Question 3

Gillborn + Youdell, Douglas

Answer 3

P – Define Streaming
E – Teacher stereotypes of ability in terms of class
E – A-C economy, Gillborn + Youdell (2001)- Educational Triage due to Marketisation
L – Douglas- students placed in lower stream at 8 had a significant decline in IQ by 11, typically WC students
E – (9-1) GCSE grading

2001

Question 4

Lacey, Hargreaves

Answer 4

P – Define Subculture
E – Pro vs Anti school
E - Lacey (1970)- develop via differentiation + polarisation
L – Gain status through flouting rules, Hargreaves (1967)- boys as triple failures
E – Fuller (1984)- alternative responses/ too deterministic

1970, 1967

Question 5

Hempel Jorgenson, R + J

Answer 5

P – Define Labelling
E – Teacher expectations + ideal pupil
E – Type of school (Primary), Hempel Jorgenson (2009)- Rowan (MC) vs Aspen (WC)
L – Rosenthal + Jacobson (1968)- ‘20% spurters’ = 47% academic progress
E – Doesn’t explain why some WC pupils still succeed despite disadvantage

2009, 1968