Labelling, SFP and Streaming

Question 1

Describe Becker’s study

Answer 1

• Howard Becker (1971) did an interactionist study of labelling. Based on interviews with 60 Chicago High school teachers, he found they judged pupils according to how closely they fitted an image of the ‘ideal pupil’
• Pupils’, work, conduct and appearance were factors influencing teachers’ judgements.
• Middle-class children were closest to the ideal and working-class were the furthest

Question 2

Describe Jorgensen’s study

Answer 2

• Jorgensen (2009) found that in a largely-working class schools, where discipline was a big problem, the ideal pupil was quiet and obedient so judged on behaviour, not ability.
• In a middle-class primary with few discipline problems, the ideal pupil was defined by personality and academic ability

Question 3

Describe labelling in secondary schools

Answer 3

• Dunne and Gazeley (2008) argue that ‘schools persistently produce working-class underachievement’ due to labels and assumptions of teachers
• From interviews in 9 English state secondary schools, they found teachers ‘normalised’ underachievement of WC pupils and seemed unconcerned by it whereas they believed middle-class underachievement could be overcome
• This is due teachers labelling WC as uninterested in their children’s education but labelled MC parents as supportive
• Led to class differences in treatment e.g. extension work for underachieving middle-class pupils but entering WC for easier exams

Question 4

Describe labelling in primary schools

Answer 4

• Rist (1970) found teachers used home background information and appearance to place them in different groups.
• Fast learners were labelled as ‘tigers’, tended to be MC and of clean appearance. They were at the table nearest to her and showed them encouragement
• The other groups were ‘clowns’ and ‘cardinals’ who were sat further away. Tended to be WC. Given lower-level books and fewer chances to show abilities e.g. read as a group

Question 5

Describe the study on the self-fulfilling prophecy

Answer 5

• Rosenthal and Jacobson (1968) told the school they had a test that identified who would ‘spurt’ ahead but it was simply an IQ test.
• Researchers picked 20% of pupils at random and said they would ‘spurt’ ahead.
• A year later, they found 47% of ‘spurters’ made significant progress. Researchers assumed teachers had treated them differently and given them more challenging tasks

Question 6

Describe the process of streaming

Answer 6

• Streaming separates children into ability groups. Once streamed, it is difficult to move up and they stuck with their teachers bad expectations. This creates the self-fulfilling prophecy. Douglas found those in lower streams at age 8 suffer a decline in their IQ score by age 11
• Middle class pupils benefit from streaming as they are in higher streams and develop a positive self-concept and they work harder due to high expectations

Question 7

Describe the A-C economy

Answer 7

• Gillborn and Youdell link streaming to the policy of publishing exam league tables, where schools are ranked and shows the % of pupils gaining 5 more GCSEs at A* to C.
• League tables create the A-C economy where schools focus time and effort into pupils who have the potential to get these grades to boost ranking

Question 8

Describe the educational triage

Answer 8

• Gillborn and Youdell argue the A-C economy produces this where schools categorise pupils into: those who will pass without help, those with potential to pass and hopeless cases who are doomed to fail.
• Teachers do this through stereotypes of WC (and black) pupils as lacking ability and labelled as ‘hopeless cases’, creating SFP
• Thus, the need to gain good league table positions drives education triage, which becomes the basis for streaming