sociology internal factiors

becker

Labelling theory-

pupils are constantly assessed and consequently given a positive or negative label based on their actions

self fulfilling prophecy: where the expectations of teachers translates into actual outcomes

hestor, hargreaves and mellor

three steps to labelling a student when they first arrive at school

1. speculation: based on their appearance

2. elaboration : they test out the preconceived ideas about their personality

3. stabilisation: the teacher therfore labels the student as deviant and it will be difficult for any of their future actions to be regarded ina positive light

rosenthal and jacobson

pygmalion in the classroom

They studied an elementary school in California. They tested all the children in the school with an I.Q test. The teachers were led to believe that from the results of this test it was possible to tell which children were going to do well.The teachers were given the names of those pupils who ‘were high IQ’ to see if the teachers behaviour towards those children would have an effect on their achievement. 

the ‘special’ children had been chosen at random so the difference between the pupils was only in the minds of the teachers. The children were tested again a year later and it was found that the ‘special’ children had shown an increase in I.Q. Rosenthal and Jacobsen believed this was because the teachers had labelled the ‘special’ children intelligent and this had led to a self-fulfilling prophecy, i.e. they had become what the teacher labelled them

Gillborn and Youdell

Teachers tend to racialize expectations of pupils as they do not see black pupils as likely of academic success

• found that teachers were denying black children from opportunities.

mac and ghail

setting of students led to

1. teachers concerns ending up with bottom set student

2. top sets given more priority and reources

3. more experienced teachers go to top sets

3. teachers had higher expectations for top set students

boaler

sets are like a psychological prison that breaks all ambition

ward 2015

investigated schools in south wales of england#

1. bottom sets seen as low ability and unlikey to succed

2. they were provided with less experiennced teacher

3. information taught was through their assumed level

Hallam and Hurley (2001)

looked at possible effects of setting and streaming

found that despite what school you went to the average grade would still be average. looked at partially set schools,set schools and mixed ability schools

Garmoran

survey conducted in UK USA belgium germany and japan and south africa

found that those in high sets gain and those in low sets lose out

this affects results as there would be a wider gap between attainment and end up with a larger tail

this reproduces class inequality.

solution would be to increase academic standards in lower sets.

Lacey (1970): differentiation and polarisation

study of a m/c grammar school found that there were two related processes at work in schools

differentiation= process of teachers categorising pupils on how they perceive their ability- 'more able' gets higher status and higher stream- 'less able' gets inferior status and lower stream

polarisation= process which pupils respond to streaming by moving into one of two extremes- pro-school or anti-school subcultures.

Hargreaves (1967)

interviewed boys in secondary modern schools

Subculture formed due to triple failures

- Failing 11+

- low streams

- labelled worthless lots

Woods (1979)

argued that previous studies of s/c are too simplisitc and there are other responses

Ingratiation- eager to please teachers ,

ritualism- go through the motions of school without much encouragement,

rebellion- goals of school are rejected

mac and ghail subcultures

subcultures

• the academinc achievers

• the new enterprises

• the real englishmen

• the macho lads

• the gay

Hollingworth and Williams (2009)

additional w/c subculture which were the geeks as they rejected w/c subculture to gain favour of teachers and achieve high grades

Ward

boiz who replaced uniform with tracksuits and made fun of the geeks

4/12 of boiz attended univeristies

A03 for university students

• 45% of students go to university

archer

symbolic capital if the habitus is reflected and supported by the education system. symbolic violence when habitus is in conflict with education system

nike identities: w/c boys create own symbolic capital and police it

hyper hetereosexual feminine styles: sexulased dressing which is policied by students

Ingram

'fitting in' problem for WC grammar schools boys. WC identity inseparable from networks of family'/friends that were key part of habitus giving sense of belonging. Tension between neighbourhood's habitus and MC school habitus.

allen 2010

11-12 year old girls in a single sex school

underachievers seen as rebels and bad girls and the low middle class saw themselves as common whilst they saw the high m/c as 'posh'

had a self fulfilling prophecy as they were disruptive had an attitude and were defiant

Shain (2003)

44 asian girls and found four types of subcultures

1. gang girls

2. the survivors

3. the rebels

4. the faith girls

Jackson (2006)

argues that subcultures crosses class and gender boundarieds

researched among 13-14 year old boys and girls and based on interviews and questionaires with pupils and teachers from 6 comprehensive schools

suggests that some girls may be increasingly becoming part of anti school subcultures as they adopt ladette behaviour and ambivalent approach to school

also suggested that many girls still tried to achieve academic success working clandestinely by hiding their work and effort