class - internal factors key sociologsts

Question 1

Becker

Answer 1

interviewed 60 Chicago high-school teachers and found that they judged people based on how closely they fitted the image of the ‘ideal pupil’

Question 2

Amelia Hempel-Jorgensen

Answer 2

WC primary school ideal pupil was defined as passive and quiet
MC primary school ideal pupil was defined in terms of personality and academic ability

Question 3

Dunne and Gazeley

Answer 3

found that teachers normalised the underachievement of WC pupils as they believed there was nothing much they could do
with MC students teachers felt they could overcome their underachievement

Question 4

Rist (1970)

Answer 4

teacher labelling
tigers = fast learners, neat/clean appearance, placed nearest to the teacher (often MC pupils)
Clowns = lower level books to read, fewer opportunities to demonstrate abilities (often WC)

Question 5

Lacey

Answer 5

differentiation = teachers catagorise pupils by stetting, streaming, labelling

Question 6

Lacey

Answer 6

polarisation - response to setting and streaming, students go opposing ways (pro and anti)

Question 7

Hargreaves

Answer 7

interviewed boys in secondary modern schools
formed a subculture due to being ‘triple failures’
1) failed 11+
2) placed in low streams
3) labelled as worthless by teachers

Question 8

Woods

Answer 8

polarisation is too simplistic
suggests a variety of pupil responses
1) Ingratiation = follow school norms and values ‘teachers pet’
2) ritualism = staying out of trouble
3) retreatism = daydreaming and mucking about
4) rebellion = outright rejection of school

Question 9

Furlong

Answer 9

pupils were not committed to one response
act differently depending on teachers and subjects

Question 10

Bourdieu

Answer 10

Mc have the power to define its habitus as superior and impose it on the education system
school therefore puts a higher value on MC tastes and preferences (cultural cap)
argues there is another capital - symbolic, praised for tastes and intrests

Question 11

Archer

Answer 11

for the WC to achieve they have to ‘lose themselves’ (change the way they talk/dress) which can cause alienation

Question 12

Archer

Answer 12

Nike identities
WC create their own identities by investing in ‘styles’ - branded clothing
their style is conflicting to the MC habitus
teachers also oppose street styles which could lead to labelling
WC choose self-exclusion instead of education

Question 13

Evans

Answer 13

students at comprehensive schools were reluctant to apply to Oxbridge/Russell group unis
also found that the WC have strong affinities to their local communities and are less likely to move away from home to study

Question 14

Bordieu

Answer 14

found WC students believed Oxbridge was not for them as they worried about fitting in