Class internal

Lacey

two subcultures - formed in response to labelling and streaming

• pro school: middle or upper class, conformist

• anti school: working or underclass, seek validation in non-academic ways

Becker

labelling - teachers or peers may label each other, this leads to a sfp

Rosenthal and Jacobson

self-fulfilling prophecy - researcher randomly labelled pupils as ‘spurters’ to the teachers and oce checked on again after a year had then shown greater intellectual gains. may be due to the teachers’ language around those pupils unconsciously sending those pupils a label that they internalise

Troyna and Williams

teacher ‘speech hierarchy’ - children who don’t have the language skills for educational success are not the problem, but the teachers attitudes. Teachers have a ‘speech hierarchy’ which places middle class vocabulary at the top

Douglas

streaming - middle-class pupils are more likely to benefit from streaming because their parents are more involved and have higher expectations. this means they are more likely to be placed in higher streams, receive better teaching, and be encouraged to achieve higher grades, reinforcing their educational advantage.

Gillborn and Youdell

educational triage & A-C economy - schools categorise students by perceived ability and focus resources on those likely to achieve C grades, often neglecting lower-achieving pupils and reinforcing inequality

Ball

setting & streaming, cream-skimming, silt-shifting - marketisation allows schools to group pupils by ability and select higher achievers, while pushing lower achievers elsewhere, reinforcing class inequalities

Archer et all

Nike identities & symbolic capital - some working-class girls adopt ‘Nike identities’ based on clothing to gain symbolic capital among peers. However, this identity often conflicts with school rules and leads to negative teacher labelling

Bourdieu

symbolic capital & symbolic violence - working-class students lack cultural and symbolic capital valued by schools, putting them at a disadvantage. schools also exercise symbolic violence by treating working-class culture as inferior, which can lead students to feel excluded and less able to succeed educationally