subcultures Flashcards
(22 cards)
What is the concept of ‘Counter-School Culture’ as described by Willis (1977)?
Counter-School Culture is passing the time; lads don’t see school or qualifications as relevant to their future factory jobs.
This concept highlights the disconnect between students’ educational experiences and their perceived future job prospects.
What did Hargreaves (1967) and Lacey (1970) contribute to the understanding of pupil subcultures?
They introduced the ideas of differentiation and polarisation, showing how working-class students are often placed in bottom sets while middle-class students are in top sets.
This differentiation can lead to feelings of inferiority among lower-set students.
What are the main types of pupil subcultures identified by Mac An Ghail (1994)?
The main types include:
* Academic achievers
* Real Englishmen
* Macho lads
* New enterprisers
* Gay students
These subcultures reflect varying attitudes towards education and school norms.
True or False: ‘Macho lads’ are characterized as pro-school and interested in vocational subjects.
False
‘Macho lads’ are working-class and anti-school.
Fill in the blank: ‘Working class students labelled as _______ by their middle-class peers often feel marginalized.’
Chavs
This labelling creates a social divide and can affect students’ self-perception.
What is the significance of the study by Mirza (1984) titled ‘Young, Female and Black’?
It explores the intersection of race, gender, and education, highlighting the challenges faced by young black females in the educational system.
Mirza’s work emphasizes the impact of racism and gender bias in schools.
According to Woods, what is the range of responses students exhibit toward school?
Students exhibit a range of responses between pro-school and anti-school attitudes.
This indicates that not all students fit neatly into defined subcultures.
What factors contribute to the formation of subcultures among students?
Subcultures are a response to:
* Class
* Gender
* Ethnicity
* The curriculum
* Perception of teachers
* Changing labour market and perceived job opportunities
These factors create diverse experiences and attitudes towards education.
What did Hollingworth (2009) say about ‘Chavs’ and their self-identification?
Working class ‘Chavs’ don’t recognize themselves as Chavs.
This suggests a disconnect between labels assigned by society and the students’ self-perception.
What is the role of ‘gangsta’ and ‘breadwinner’ masculinities in the educational context as discussed by Archer (2003)?
‘Gangsta’ and ‘breadwinner’ masculinities are aspects that are not necessarily anti-school but reflect the complexities of identity among Muslim boys.
This indicates that masculine identities can coexist with positive educational aspirations.
What was the critique of early studies on pupil subcultures?
Early studies focused too much on anti-school cultures, which only represented a minority of students.
This limited understanding of the broader educational landscape.
What is the concept of ‘Counter-School Culture’ as described by Willis (1977)?
Counter-School Culture is passing the time; lads don’t see school or qualifications as relevant to their future factory jobs.
This concept highlights the disconnect between students’ educational experiences and their perceived future job prospects.
What did Hargreaves (1967) and Lacey (1970) contribute to the understanding of pupil subcultures?
They introduced the ideas of differentiation and polarisation, showing how working-class students are often placed in bottom sets while middle-class students are in top sets.
This differentiation can lead to feelings of inferiority among lower-set students.
What are the main types of pupil subcultures identified by Mac An Ghail (1994)?
The main types include:
* Academic achievers
* Real Englishmen
* Macho lads
* New enterprisers
* Gay students
These subcultures reflect varying attitudes towards education and school norms.
True or False: ‘Macho lads’ are characterized as pro-school and interested in vocational subjects.
False
‘Macho lads’ are working-class and anti-school.
Fill in the blank: ‘Working class students labelled as _______ by their middle-class peers often feel marginalized.’
Chavs
This labelling creates a social divide and can affect students’ self-perception.
What is the significance of the study by Mirza (1984) titled ‘Young, Female and Black’?
It explores the intersection of race, gender, and education, highlighting the challenges faced by young black females in the educational system.
Mirza’s work emphasizes the impact of racism and gender bias in schools.
According to Woods, what is the range of responses students exhibit toward school?
Students exhibit a range of responses between pro-school and anti-school attitudes.
This indicates that not all students fit neatly into defined subcultures.
What factors contribute to the formation of subcultures among students?
Subcultures are a response to:
* Class
* Gender
* Ethnicity
* The curriculum
* Perception of teachers
* Changing labour market and perceived job opportunities
These factors create diverse experiences and attitudes towards education.
What did Hollingworth (2009) say about ‘Chavs’ and their self-identification?
Working class ‘Chavs’ don’t recognize themselves as Chavs.
This suggests a disconnect between labels assigned by society and the students’ self-perception.
What is the role of ‘gangsta’ and ‘breadwinner’ masculinities in the educational context as discussed by Archer (2003)?
‘Gangsta’ and ‘breadwinner’ masculinities are aspects that are not necessarily anti-school but reflect the complexities of identity among Muslim boys.
This indicates that masculine identities can coexist with positive educational aspirations.
What was the critique of early studies on pupil subcultures?
Early studies focused too much on anti-school cultures, which only represented a minority of students.
This limited understanding of the broader educational landscape.
