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internal processes that effect achievement Flashcards

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1
Q

What are the 5 internal processes in schools?

A

the hidden curriculum
labelling/ self-fulfilling prophecy
setting + streaming
the ideal pupil
pupil subcultures

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2
Q

What is the hidden curriculum?

A

things that are learnt in school aren’t explicitly taught

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3
Q

What theorists/ sociologists came up with the hidden curriculum?

A

Bowles and Gintis
marxists

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4
Q

What are some examples of the hidden curriculum?

A

hierarchy - obeying authority
extrinsic rewards - complete job even if it doesn’t bring joy
competition - work hard to achieve status

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5
Q

What are criticisms of the hidden curriculum?

A

not hidden- taught about capitalism in sociology, english and history
Willis’ lads didn’t obey authority or conform

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6
Q

What is the labelling theory?

A

teachers judge pupils by appearance, gender, behaviour, class and ethnicity

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7
Q

What is the self fulfilling prophecy?

A

individuals develop a self concept based off how others react to them

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8
Q

How does the self fulfilling prophecy effect students achievement?

A

student interacts with teachers + pupils > shapes their identity + self concept > influences their perception of school + how they should act > worsen/ betters their achievement in school

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9
Q

What theorists use the labelling/ self-fulfilling prophecy?

A

interactionalists

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10
Q

What sociologists studied into teacher labelling?

A

Becker (1971)
Rist (1970)
Hargreaves (1975)
Dunne and Gazeley (2009)

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11
Q

When did Becker do his research?

A

1971

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12
Q

Who did Becker (1971) study? Where?

A

60 high school teachers in Chicago

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13
Q

What did Becker (1971) research?

A

teacher labelling

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14
Q

What did Becker (1971) find?

A

teachers judge pupils according to their ideal pupil stereotype
teachers use pupils work, behaviour + appearance to influence their judgement

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15
Q

When did Rist do his research?

A

1970

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16
Q

Who did Rist (1970) study? Where?

A

teachers in an American kindergarden

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17
Q

What did Rist (1970) research?

A

teacher labelling

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18
Q

What did Rist (1970) find?

A

that teachers used info about the pupil’s home, background + appearance to separate them into groups/tables
fast learners labelled ‘tigers’ - MC, clean, seated near teacher
slow learners = ‘cardinals’ + ‘clowns’ - WC, dirty, far away, given low level books

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19
Q

When did Hargreaves do his research?

A

1975

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20
Q

Who did Hargreaves (1975) study? Where? How?

A

interviewed teachers + classroom observations
2 secondary schools

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21
Q

What did Hargreaves (1975) research?

A

teacher labelling

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22
Q

What did Hargreaves (1975) find?

A

teachers go through 4 stages:
1- speculation- teacher guesses about new pupils
2- working hypothesis- base opinion on interaction + develop theory on what type of student they are
3- elaboration- hypothesis tested in class + either rejected/accepted
4- stabilisation- know the pupil + is hard to change their opinion on them

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23
Q

When did Dunne and Gazeley do their research?

A

2008

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24
Q

Who did Dunne and Gazeley (2008) research? Where?

A

22 teachers in 9 english state schools

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25
What did Dunne and Gazeley (2008) research?
teacher labelling
26
What did Dunne and Gazeley (2008) find?
teachers normalise WC underachievement - assume they have unsupportive parents + place in lower exams teachers believe MC can overcome underachievement - give extra work + assume parents will support
27
What sociologists studied into the self fulfilling prophecy?
Rosenthal and Jacobson (1960s)
28
When did Rosenthal and Jacobson do their research?
1960s
29
What did Rosenthal and Jacobson (1960s) research?
self - fulfilling prophecy / pygmalian effect
30
Who did Rosenthal and Jacobson (1960s) research? Where?
children and teachers in an elementary school in California
31
How did Rosenthal and Jacobson (1960s) carry out their research?
tested all children on an IQ test randomly selected 20% of the students + told teachers that they would 'intellectually spurt' (80% = control group) 1 year later- retested for IQ
32
What did Rosenthal and Jacobson (1960s) find?
the students labelled as academic spurters made more progress than the rest of the school/control group
33
What did Rosenthal and Jacobson (1960s) theorise from their findings?
teachers focus more on selected students + showed their higher expectations through manner, tone, friendliness + encouragement
34
What is wrong with Rosenthal and Jacobson (1960s) study?
IQ tests are unreliable speculation on why the findings happened= unscientific unable to generalise as it is a small sample + only used young children - can't apply to older children
35
What is setting and streaming?
setting- pupils placed into groups (sets) based on ability for each subject streaming- spit pupils into groups (streams) based on ability for all subjects
36
Why is setting and streaming becoming more popular?
marketisation + increased competition between and in schools
37
What sociologists studied into setting and streaming?
Gillborn and Youdell
38
What sociologists came up with the triage model?
Gilbourn and Youdell
39
What is the triage model in education?
teachers put a pupil in 1 of 3 categories 1- will pass without help - ignored 2- will only pass with help - intervention + focus 3- will fail with help - ignored
40
How does setting and streaming effect primary school students?
top set = status + superiority bottom set = negative attitude to top set + school pupils taught by teachers who believe in setting likely to become friendless/ neglected
41
How does setting and streaming effect secondary school students?
sets determine if pupil has pro/anti school views mixed ability groups wanted + most preferred
42
What is the main problem with setting and streaming according to marxists?
white MC benefit the most while WC and ethnic minorities disadvantaged
43
What do post-structuralists say setting and streaming leads to?
a surveillance society where being in a lower set leads to self punishment and encourages them to be better so they don't feel worthless
44
What sociologists studied into the ideal pupil?
Gillborn and Youdell (2001)
45
When did Gillborn and Youdell carry out their research?
2001
46
Where did Gillborn and Youdell (2001) do their research? Who?
2 London Comprehensive schools pupils in key stage 4 (14-16yrs) over 2 years
47
How did Gillborn and Youdell (2001) research the ideal pupil?
mixed methodology: classroom observation, interviews, analysing secondary documents
48
What did Gillborn and Youdell (2001) find from their research?
WC pupils are seen as disruptive, ill prepared, demotivated > unlikely to succeed > lower sets > foundation exams > lower results MC pupils are seen as cooperative, well prepared, motivated > likely to succeed > higher sets > higher exams > better results
49
What are strengths of Gillborn and Youdell's (2001) study?
mixed methodology= reliable + valid results quantitative + qualitative data = verstehen longitudinal study = valid results
50
What is a weakness of Gillborn and Youdell's (2001) study?
sample: small age group, only 2 schools, only comprehensive = unrepresentative
51
What is a pupil subculture?
a group of pupils that share similar norms, values + patterns of behaviour in relation to the school environment
52
What sociologists studied pupil subcultures?
Lacey (1970) Sewell Fuller (1984) Ringrose (2013) Mac an Ghaill (1994) Paul Willis (1997)
53
When did Lacey carry out their research?
1970
54
What did Lacey (1970) research?
pupil subcultures
55
What did Lacey (1970) say about pupil subcultures?
subcultures develop through differentiation + polarisation pro-school = status through success anti-school = status through truanting, disrupting, disrespect ect.
56
What did Sewell study?
african-caribbean male subcultures
57
Who did Sewell study?
African-Caribbean Males in secondary schools
58
What did Sewell find?
Black boys respond differently to school + were in 4 groups: the rebels - rejected school + anti-authority - superiority to others from sexual experience the conformists - pro-school, anxious to avoid being stereotyped so didn't confront racism- rebels did not like this the retreatists - isolated + disconnected from school/subcultures - despised by rebels - didn't confront racism the innovators - pro-education, anti-school - value success but don't seek approval from teachers - maintain credibility with rebels
59
What did Fuller (1984) research?
black female subcultures
60
When did Fuller do their research?
1984
61
Who did Fuller (1984) study?
Y11 black females in a London comprehensive school
62
What did Fuller (1984) find?
girls channelled anger from stereotyping into educational success didn't seek approval from teachers ('racist') friends with low + high achievers relied on own efforts to avoid ridicule from black boys
63
What did Fuller (1984) disprove?
teacher labelling/ the self-fulfilling prophecy does not always work + conforming is not needed to succeed
64
When did Ringrose do his research?
2013
65
What did Ringrose (2013) study?
white female subcultures
66
Who did Ringrose (2013) study?
white working class females, 13-14yrs old in South Wales
67
What did Ringrose (2013) find?
popularity is crucial to their identity beginning to have a heterosexual identity = increase in tension between an idealised feminine identity (loyalty to friends + getting along) + a sexual identity (competing for boys)
68
When did Mac an Ghaill do their research?
1994
69
What did Mac an Ghaill (1994) study?
white male subcultures
70
Who did Mac an Ghaill (1994) study?
Y11 white boys in the west midlands
71
What did Mac an Ghaill (1994) find?
4 main subcultures: academic achievers- pro-school, keen to achieve + succeed- mostly top set + skilled WC background real englishmen - try to appear as effortlessly superior, uncool to take teachers advice but got good results- more MC backgrounds new enterprisers- focus in areas only relevant to vocational future macho lads- rejected authority, develop anti school subculture

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