identity, class and differences in girls achievements

• While girls on average now achieve more highly than in the past, this does not mean what?

• In particular, there are s___ c_____ d____ in girls' achievement. For example, in 20___, only ___% of girls from poorer families (those eligible for free school meals) achieved five A*-C GCSEs, whereas ___% of those not on free school meals did so.

• While girls on average now achieve more highly than in the past, this does not mean that all girls are successful.

• In particular, there are social class differences in girls' achievement. For example, in 2013, only 40.6% of girls from poorer families (those eligible for free school meals) achieved five A*-C GCSEs, whereas over two-thirds (67.5%) of those not on free school meals did so.

symbolic capital

• According to f____ such as L____ A___ et al (20___), one reason for these differences is the conflict between what?

symbolic capital

• According to feminists such as Louise Archer et al (2010), one reason for these differences is the conflict between working-class girls feminine identities and the values and ethos of the school,

symbolic capital

• In her study of w______-c____ g_____, Archer uses the concept of 'symbolic capital' to understand this conflict.

• what does symbolic capital refers to ?

symbolic capital

• In her study of working-class girls, Archer uses the concept of 'symbolic capital' to understand this conflict.

• Symbolic capital refers to the status, recognition and sense of worth that we are able to obtain from others.

symbolic capital

• Archer found how did the girls gain symbolic capital from their peers?

• However, this brought them into c___ with s___, preventing them from acquiring which 2 types of capital ?

• Archer identifies several strategies that the girls followed for creating a v___ s___ of s___. These included what?

symbolic capital

• Archer found that by performing their working-class feminine identities, the girls gained symbolic capital from their peers.

• However, this brought them into conflict with school, preventing them from acquiring educational capital (qualifications) and economic capital (middle-class careers).

• Archer identifies several strategies that the girls followed for creating a valued sense of self. These included adopting a hyper-heterosexual feminine identity, having a boyfriend and being 'loud'

hyper-heterosexual feminine identities

• Many of the girls invested considerable time, effort and money in constructing 'what type of identities?

• For example, one girl in Archers study spent all of the £__ a week she earned from babysitting on her a_____.

• They constructed identities that combined what. 2 styles and 's____' clothes, m____-u___ and h___

• The girls' performance of this feminine identity brought status from who? and avoided them being r____ or called a 't____' for wearing the wrong brand.

hyper-heterosexual feminine identities

• Many of the girls invested considerable time, effort and money in constructing 'desirable' and 'glamorous' hyper-heterosexual, feminine identities.

• For example, one girl in Archers study spent all of the £40 a week she earned from babysitting on her appearance.

• They constructed identities that combined Black urban American styles with unisex sportswear and 'sexy' clothes, make-up and hairstyles.

• The girls' performance of this feminine identity brought status from their female peer group and avoided them being ridiculed or called a 'tramp' for wearing the wrong brand.

hyper-heterosexual feminine identities

• However, it also brought them into c_____ with school.

• For example, they were often p____ for having what the school regarded as the 'w____' appearance: too much j____, the wrong c___ or m____ and so on.

• Teachers saw the girls' preoccupation with appearance as what ?

• This led to the school 'o____' the girls - defining them as  ‘n__ o__ of u___', incapable of what and thus less worthy of r___.

• B____ describes this process as symbolic violence-  what does this term mean ?

• According to A____, from the school's point of view, the 'ideal female pupil' identity is a what?, this  e____ many working-class girls.

hyper-heterosexual feminine identities

• However, it also brought them into conflict with school.

• For example, they were often punished for having what the school regarded as the 'wrong' appearance: too much jewellery, the wrong clothing or makeup and so on.

• Teachers saw the girls' preoccupation with appearance as a distraction that prevented them engaging with education.

• This led to the school 'othering' the girls - defining them as  ‘not one of us', incapable of educational success and thus less worthy of respect.

• Bourdieu describes this process as symbolic violence-   the harm done by denying someone symbolic capital, for example by defining their culture as worthless.

• According to Archer, from the school's point of view, the 'ideal female pupil' identity is a de-sexualised and middle-class one that excludes many working-class girls.

Boyfriends

• While having a boyfriend brought s____ c____, it got in the way of s____ and lowered girls' a____.

• This included losing interest in what 3 things?

• Instead these girls aspired to 's____ d____', have c____ and work l____ in w___-c___ f___ jobs such as c___.

• One girl in Archers study had to drop out of school after what happened to her?

Boyfriends

• While having a boyfriend brought symbolic capital, it got in the way of schoolwork and lowered girls' aspirations.

• This included losing interest in going to university, in studying 'masculine' subjects such as science or in gaining a professional career.

• Instead these girls aspired to 'settle down', have children and work locally in working-class feminine jobs such as childcare.

• One girl in Archers study had to drop out of school after becoming pregnant.

Being 'loud'

• Some working-class girls adopted 'loud' feminine identities that often led them to have what type of personality/behaviours ?

• This failed to c____ to the school's stereotype of the ideal female pupil identity which consisted of what ? and brought c____ with teachers, who interpreted their behaviour as a_____ rather than a____.

Being 'loud'

• Some working-class girls adopted 'loud' feminine identities that often led them to be outspoken, independent and assertive, for example questioning teachers' authority.

• This failed to conform to the school's stereotype of the ideal female pupil identity as passive and submissive to authority and brought conflict with teachers, who interpreted their behaviour as aggressive rather than assertive.

a working class girls dilemma 

Working-class girls are thus faced with a dilemma- what are the 2 options in this dilemma ?

a working class girls dilemma 

Working-class girls are thus faced with a dilemma:

1. Either gaining symbolic capital from their peers by conforming to a hyper-heterosexual feminine identity

2. Or gaining educational capital by rejecting their working-class identity and conforming to the school's middle-class notions of a respectable, ideal female pupil.

a working class girls dilemma 

• Some girls tried to cope with this dilemma by defining themselves as 'good underneath' - what does this mean?

• they c____ with being j___ as “b___ students” by holding onto the belief that, despite what teachers thought, they were still g____ people deep down.

• This was a way of protecting their s____-w___ in a system that d___ working-class f___ i____.

• Thus, Archer argues that what 2 things conflict with one another?

• Working class girls' investments in their f_____ i___ are a major cause of their u____.

a working class girls dilemma 

• Some girls tried to cope with this dilemma by defining themselves as 'good underneath' - this means that the girls saw themselves as morally good people at heart, even if teachers labelled them negatively because of their appearance, behaviour, or working-class feminine identity 

• they coped with being judged as “bad students” by holding onto the belief that, despite what teachers thought, they were still good people deep down.

• This was a way of protecting their self-worth in a system that devalued working-class feminine identities.

• Thus, Archer argues that working-class feminine identities and educational success conflict with one another.

• Working class girls' investments in their feminine identities are a major cause of their underachievement.

successful working class girls

• Although working-class girls in general are likely to u___, some do succeed and go on to h____ e_____

• However, even they may be disadvantaged by their g___ and c___ i___, as S____ E___ (2009) shows in her study of ___ working-class sixth form girls in a S___ L___ c____ s___.

successful working class girls

• Although working-class girls in general are likely to underachieve, some do succeed and go on to higher education

• However, even they may be disadvantaged by their gender and class identities, as Sarah Evans (2009) shows in her study of 21 working-class sixth form girls in a south London comprehensive school.

successful working class girls

• She found that the girls wanted to go to university to increase their e___ p___. However, this was not for themselves, but for what?.

• As one girl said, "The one thing I want to do is just give something b___ to my f____ really, that's the most i____ thing to me, and helping my N____ and all"

• The girls' m____ reflected their working-class feminine identities - as S___ (19___) notes, 'c___' is a crucial part of this identity, and the girls in Evans' study wished to remain at home for what reason ?

successful working class girls

• She found that the girls wanted to go to university to increase their earning power. However, this was not for themselves, but to help their families.

• As one girl said, "The one thing I want to do is just give something back to my family really, that's the most important thing to me, and helping my Nan and all"

• The girls' motivation reflected their working-class feminine identities - as Skeggs (1997) notes, 'caring' is a crucial part of this identity, and the girls in Evans' study wished to remain at home and to contribute to their families.

successful working class girls

• what was a further reason for living at home?

• what is a major issues for many working-class students in deciding which universities to apply to?

• However, what made higher education more affordable? it also l_____ their c___ of university and the m___ v____ of their d___.

successful working class girls

• Economic necessity was a further reason for living at home.

• Cost and fear of getting into debt are major issues for many working-class students in deciding which universities to apply to.

• However, while living at home made higher education more affordable, it also limited their choice of university and the market value of their degree.

successful working class girls

• But living at home was not just an economic necessity. It was also a pffff choice and an aspect of their working-class i___

• what are 3 ways living at home could benefit a working-class girl ?

• .As A___ (2010) shows, a preference for the local is a key feature of working-class habitus _ what does this mean ?

successful working class girls

• But living at home was not just an economic necessity. It was also a positive choice and an aspect of their working-class identities

• living at home would benefit a working-class girl because staying close to family support networks can reduce financial pressures (e.g., saving on rent ), provide practical help (e.g transport), and offer emotional security in an environment where university might otherwise feel isolating or alienating.

• .As Archer (2010) shows, a preference for the local is a key feature of working-class habitus (the ways of seeing, thinking and acting shared by members of a class).

• Thus, as we have seen, the gender i____ of working-class girls may play a significant part in their relative lack of success compared with who?

• As A____ shows, what type of identity puts working-class girls at o___ with the s___?

• E____ demonstrates that, even for more successful working-class girls, the 'c____' aspect of working-class feminine identity produces a what

• This results in their self-exclusion from e___ u___ further afield and places a limit on their s___.

• Thus, as we have seen, the gender identity of working-class girls may play a significant part in their relative lack of success compared with middle-class girls.

• As Archer shows, a hyper-heterosexual feminine identity puts working-class girls at odds with the school.

• Evans demonstrates that, even for more successful working-class girls, the 'caring' aspect of working-class feminine identity produces a desire to live at home with their families while studying.

• This results in their self-exclusion from elite universities further afield and places a limit on their success.