class and internal factors

labelling

Becker

when teachers make assumptions about a pupil which have an effect on said pupil

factors which can cause this- presentation of work, appearance and behaviour

primary school study

Aspen- largely WC students, discipline is a major issue, ideal pupil is passive and quiet

Rowan- largely MC students, few discipline issues, ideal pupil defined by academic success not behaviour

self fulfilling prophecy

pygmalion in the classroom study- Rosenthal and Jacobsen

created a ‘new’ test (really a standard IQ test) to predict who would fall behind and who would succeed

they returned a year later to find those predicted to succeed made more progress than those who weren’t

this shows that students internalise these comments/labels

streaming/setting

creates an increased likelihood of SFP

difficult to escape setting

sets often based on impressions or notes

A-C economy

Woods 4 ways of reaction

ingratiation- teachers pet

rebellion- total rejection

retreatism- daydreaming and misbehaving

ritualism- invisible student who gets on with minimal effort and goes unnoticed

symbolic capital VS symbolic violence

capital- status and recognition based on habitus

violence- schools regarding WC habitus as inferior and not suitable for education

nike identity

Archer

seeing school as looking down on you for being WC

heavily gendered identities

leads to conflict with school rules

MC stigmatise the WC and MC goals are seen as unrealistic for them

Belfast study

Ingram

studied WC boys in a deprived area of Belfast

boys who attended a grammar school still maintained their WC habitus but faced symbolic violence over things such as tracksuits

self exclusion

Evans- WC girls felt reluctant to apply to oxbridge for fear of being an outsider

Wood- many WC people narrow their options by only applying locally