Topic 2 Internal Factors

Becker

through interview of 60 teachers, found that teachers judge how closely pupils fit to the ‘ideal pupil’

Rist

 fast learners MC sat at the front whilst WC and slower people sit at the back 

Jorgensen

teachers have different expectations of ideal pupils: WC its obedient/shy whilst for MC its be smart and have a personality

Dunne

from 9 interviews they found that teachers normalised the underachievement of WC, they didn’t do anything to help them → focused on the smart MC

Rosenthal and Jacobson

done a study in California which suggested that teacher’s belief about the pupil is based on tests they do

Gillborn and Youdell

‘A to C economy’ and ‘educational triage’

Lacey

differentiation and polarisation

Woods

the responses to labelling: ingratiation, ritualism, retreatism, rebellion

Bourdieu

schools have MC habitus → so they get symbolic gain → WC don’t have this habitus so called symbolic violence

Archer

WC students felt they need to change how they talked and presented themselves to be academically successful → includes clothing (Nike Identities)

Ingram

study on 2 WC boys, one went to a grammar school and to fit in he wore tracksuits to get MC habitus but in result he got laughed at

Evans

WC girls from London were reluctant to apply to elite universities and those who did felt a sense of hidden barriers and of not fitting in