Pupil class identities and the school

What is habitus and how does it relate to education?

Bourdieu defines habitus as the dispositions (ways of thinking, acting, and behaving) shared by a social class.

It includes:

• tastes and lifestyles (e.g. fashion, leisure)

• beliefs about what is “normal”

• expectations about the future

Habitus is shaped by a group’s position in the class structure and influences how pupils experience education.

Why does the school favour the middle-class habitus?

• The middle class has the power to define its culture as superior

• Schools reflect middle-class values and expectations

As a result:

• middle-class pupils’ behaviour and attitudes are rewarded

• working-class culture is seen as inferior

This gives middle-class pupils an advantage in education.

How does habitus link to cultural capital?

Bourdieu argues that:

• middle-class pupils possess cultural capital (skills, knowledge, attitudes valued by schools)

Because schools have a middle-class habitus:

• cultural capital is recognised and rewarded

This leads to:

• higher achievement for middle-class pupils

• disadvantage for working-class pupils

What is symbolic capital in education?

Symbolic capital refers to the status, recognition, and value given by schools.

• Middle-class pupils gain symbolic capital because their habitus matches the school

• They are seen as “valuable” and capable

This boosts:

• confidence

• teacher support

• achievement

What is the habitus clash in education?

A habitus clash occurs when:

• working-class pupils’ identities conflict with the school’s middle-class values

This makes education feel:

• alien

• unnatural

• “not for people like us”

This can lead to:

• disengagement

• underachievement

What did Archer et al find about working-class identity?

Archer et al (2010) found that working-class pupils:

• feel they must change themselves to succeed

• see success as “losing yourself”

They feel:

• they don’t belong in middle-class spaces (e.g. university)

• these spaces are “not for the likes of us”

This contributes to underachievement.

What are “Nike identities”?

Archer found working-class pupils create identity through:

• branded clothing (e.g. Nike)

• street style

This provides:

• status among peers

• a sense of self-worth and authenticity

It is a way of resisting symbolic violence from school.

Why are “Nike identities” important to pupils and why do “Nike identities” cause conflict with schools?

• Peer groups strongly police appearance and behaviour

• Not conforming can lead to bullying or exclusion

Having the “right” style:

• earns symbolic capital among peers

• provides protection and belonging

However, this often conflicts with school expectations.

• Schools reflect a middle-class habitus

• Teachers see street styles as:

  • bad taste

  • rebellious or threatening

As a result:

• pupils may be labelled negatively

• this reinforces educational marginalisation

What did Ingram find about working-class pupils who succeed?

Ingram found successful working-class pupils experience a conflict between:

• their working-class home identity

• their middle-class school environment

They feel pressure to:

• fit in at school

• while also remaining loyal to their community

What did Evans find about working-class pupils and university?

Evans found working-class girls:

• avoided applying to elite universities (e.g. Oxbridge)

• felt they would not fit in

They saw these institutions as:

• “not for the likes of us”

This shows how habitus leads to limited aspirations and self-exclusion.

How does attachment to locality affect achievement?

• Working-class pupils often have strong ties to their local community

• This shapes their identity and belonging

As a result:

• they may avoid moving away for education

• limit their educational opportunities