Social class internal (labelling, streaming, pupil identities)

Question 1

LABELLING

Becker

Answer 1

interviews with 60 high schools students intern finds MC students typically labelled as the ‘ideal pupil’ academic and disciplined v WC ‘badly behaved’

Question 2

LABELLING

Ray Rist to back up

Answer 2

American Kindergarden split class into tables depending with ‘tigers’ filled with MC capable students ‘fast learners’ and WC on ‘clowns’ tables given less opportunities to show ability

as young as kindergarden/nursey, there’s class-based assumptions on ability and labelling

Question 3

(less important just add on)

Application to england

Answer 3

Gillborn and Youdel A-C means WC labelled ‘hopeless cases’ yet Progress 8 gives less reason to prioritise MC pupils now

Question 4

Labelling assumptions (less importnat)

Dunne and Gazely

Answer 4

MC parent labelled and assumed to be supportive by teachers so more likely to help extending their grades with extra tasks and support while WC pupils assumed to be from unsupportive backgrounds so emitted into ‘easier’ exams and given less opp. for improvement

so teacher assumptions help to construct class differences

Question 5

Rosenthal and Jacobson, the effect of this labelling

Answer 5

20% assigned in elementary school as ‘spurters’ despite random assignment, high expectations led to overall higher achievement, recieved better body language and support from teachers, and so connecting this to class, impact of negative assumptions of teachers evidently has impact

Question 6

Eval of labelling

Answer 6

-Fuller study proves too deterministic, labelling due to class and ethnicity led AA girls in school to surpass expectations become high achieving, proves the agency of the pupil

-Marxist, where does the labelling come from? surely it’s inherent wider structures and ideologies but just focussing on teacher atm

Question 7

streaming

Boaler

Answer 7

the psychological prision of banding ‘traps groups’ into achieving only their expected ability entered into lower gcses etc

worsened with marketisation with WC pupils ‘warhoused’ in bottom sets, ‘hopless’ in helping schools with league tables

Question 8

Lacey

Answer 8

the process of streaming inside classrooms with MC typically labelled more able and WC less, causes a social polarisation outside the classroom, helps form ‘anti’ and ‘pro’ subcultures, irritated as inferior status banding leads to literal ‘banding’ together socially,

Beachside comphrensive done by Ball to back this up, less streaming and therefore less class polarisation

Question 9

evalution

Answer 9

this helped however labelling of WC pupils within the mixed-ability classes persists, even now that streaming is less common in all subjects, still attainment gap

Question 10

Pupil identities

Peter Woods

Answer 10

pupils identities which form in school under pressue with ingratiators, retreatists and rebels

Question 11

Archer

Answer 11

in response to facing -symbolic violence’ in a system which juxposeses identity, choose not to excel find self-worth in other ways with ‘Nike Identities’, accentuating accents, appearance and peer approval to prevent ‘losing yourself’

those who opt out of Nike identity face social suicide (ridicule and isolation from peers)

Question 12

Ingram -belfast boys

Answer 12

attended a predominately MC schools facing riducule from peers over identity, but also worried if adopting new MC identity, they would feel alienated at home with WC habitus, leads to total self-elimination from higher education in refusal to choose and adopt MC identity and rid of their feeling of alientation

Question 13

eval

Answer 13

archer overgeneralises, wc identity is multi-faceted