Symbolic capital in relation to w/c girls

Symbolic capital- status, recognition and sense of worth we’re able to obtain from others

Archer et al. (2010)

  • Study of w/c girls

  • Conflict between w/c/ girls’ feminine identities and values and ethos of school reason for social class differences in girls’ achievement

  • Symbolic capital gained from peers by performing w/c feminine identities

    • Conflict with school also ensues

      • Prevention of acquisition of educational and economic capital (in this example qualifications and middle-class careers)

Strategies to create a valued sense of self:

Hyper-heterosexual feminine identities

  • Investments of time/effort/money made in appearance to construct a desireable/glamourous hyper-heterosexual feminine identity

    • One girl spent £40/week (earned from babysitting) on her appearance

      • Identities constructed combine Black urban American styles w/unisex sportswear, sexy clothes, makeup and hairstyles

  • Lack of conformity = ridicule, being called a tramp

  • Conforming = status

    • Conflict with school

      • Punished for having ‘wrong’ appearance (as put by the school- too much jewellery/makeup or wrong clothing)

        • Preoccupation with appearance seen by teachers as distraction that prevents engagement with education

          • Symbolic violence: school others girls as ‘not one of us’ → incapable of educational success → less worthy of respect

  • Schools’ ideal female pupil identity is desexualised and m/c, excluding w/c girls

Boyfriends

  • Way to increase symbolic capital

  • Lower girls’ aspirations

    • Less interest in studying masculine subjects and going to university or gaining a professional career

      • Want to ‘settle down’ and have children

        • If want to work at all. more likely to work locally to avoid childcare costs

  • Get in the way of school work

  • Risk of pregnancy, which can derail educational pursuits

Being loud

  • Adoption of ‘loud’ feminine identities

    • Being outspoken, independent and assertive and questioning teacher authority

      • Causes conflict w/teachers as seen as aggressive not assertive

        • Due to not conforming to the ideal pupil identity of being passive and submissive

Dilemma

  • Gain symbolic capital by using these strategies to create a valued sense of self

OR

  • Gain educational capital by rejecting w/c identity

  • The girls in Archer’s study define themselves as ‘good underneath’, reflecting their struggle to achieve a sense of self-worth.

  • W/c girls investments in feminine identities is a major cause of underachievement.