labelling Flashcards
(3 cards)
1
Q
teacher labelling to do with social class
A
- Becker 1971: teachers judged pupils by how closely they fit the image of ‘ideal pupil’; most ideal MC but least ideal WC
- Dunne and Gazeley 2008: teachers normalised underachievement of WC pupils; WC parents uninterested; entered WC students into easier exams
- Hempel-Jorgensen 2009: WC learner identities more focused on issues of discipline/behaviour rather than academic performances like MC
- Rist 1970: children not sat depending on skill but how much they conform to MC expectations
- Ball 1980: factors other than academic ability influence bands students are put in; bands form anti-school subcultures; higher band ‘warmed up’ in classroom, but lower band ‘cooled out’
- Keddie 1973: students labelled as bright given access to high status knowledge; MC put in top stream but WC put in bottom stream
- Goodacre 1986: WC students undermarked
- Cicourel and Kitsue (1971): social class an important influence when being assessed
- Ireson et al 1999: pupils in low sets labelled as difficult or slow, lead to anti-school attitudes and became self-fulfilling prophecies
2
Q
teacher labelling to do with ethnicity
A
- Ireson et al 1999: low ability groups include enthnic minorities which are labelled as slow or difficult
- Safia Mirza 1992: myth of underachievement for black women
- Fuller 1984: black girls’ response to negative labelling is to knuckle down and prove teachers/school wrong
- Baysu 2023: students who say their teachers are discriminatory are likely to behind in reading/maths
3
Q
effects of ability setting/streaming/banding
A
