Pupils and Identities and Subcultures

Subcultures:

• A group of people who share a distinct culture within a larger society. Subcultures can be based on shared interests, values, or lifestyles. 

Symbolic Capital: 

• The value or resources that a person has due to their prestige, recognition, or honour. It's a form of capital that can influence social power dynamics. 

Symbolic Violence: 

• A form of non-physical violence that occurs when one social group imposes its values on another. It's a concept developed by French sociologist Pierre Bourdieu. 

Working Class Dilemma: 

• The conflict faced by individuals from working-class backgrounds, particularly in education, where they must choose between conforming to their peer group's identity and values, which may not prioritise academic achievement, or strive for higher education and potentially alienate their community by moving away from their established social norms and identity. 

Pupil Subcultures: 

• Pro-School Subcultures: 

  • Characteristics: 

    • A group of students who are committed to their school's values and rules, and who strive for academic success. Pro-school students are often seen as model students, and they may be involved in extracurricular activities.  

  • Types (Mac An Ghaill 1994) 

    • Academic achievers: Students who excel academically and aspire to high grades 

    • New enterprisers: Students who participate in school activities, such as sports, music, and drama, and are often admired by their peers 

• Anti-School Subcultures: 

  • Characteristics: 

    • Disruptive behaviour: They may call out teachers, disrupt lessons, and take advantage of supply teachers  

    • Negative attitudes: They may have negative attitudes towards teachers and academic achievement  

    • Rebellious: They may rebel against the school's rules and norms  

    • Lack of effort: They may not see the point in putting effort into their studies  

    • Risk of exclusion: They may be at risk of exclusion from school 

• Types: 

  • The Lads: A group of working-class boys identified by British sociologist Paul Willis in his study Learning to Labour. The Lads valued "having a laugh" in class over learning.  

  • The Macho Lads: A group of academic failures who saw school as hostile and pointless. They valued acting tough and looking after their mates.  

Formation of Pupil Subcultures- Lacey:  

• Differentiation: 

  • The process by which teachers categorise students based on perceived ability and behaviour, leading to the emergence of distinct groups within the classroom.

• Polarisation: 

  • This refers to the process where students move towards opposite ends of the spectrum of ability and behaviour, resulting in a clear split between high-achievers and underachievers, often reinforcing existing subcultures.

How Schools Shape Pupil Identities: 

• Peer Groups and Symbolic Capital: 

  • Peer groups often establish their own forms of symbolic capital, which can influence how students perceive themselves and others within the educational environment.

• Symbolic Violence- Archer: 

  • The ways in which dominant cultural norms and values are subtly imposed on marginalised groups, leading them to internalise feelings of inferiority and alienation. This process can significantly affect students' self-esteem and academic engagement.

• School Environments- Reay: 

  • Factors such as teacher expectations and peer relationships play a crucial role in shaping students' identities in school environments. Reay argues that these interactions can either reinforce or challenge existing social hierarchies, ultimately impacting students’ overall academic experience and sense of belonging.

• Ethnocentric Curriculum- Ball: 

  • Ball highlights that an ethnocentric curriculum often prioritises the history and contributions of dominant groups, neglecting the perspectives of minority cultures. This lack of representation can perpetuate feelings of exclusion among students from diverse backgrounds, affecting their academic performance and identity formation.

• Subject Choice: 

  • It is another significant factor that influences identity development, as students often select subjects based on perceived social status, peer influence, and cultural relevance. This decision-making process can reflect and reinforce the social divisions within the school, as certain subjects may be viewed as more prestigious or valuable depending on the students' backgrounds and aspirations.

• Uniforms: 

  • The implementation of school uniforms can also play a crucial role in shaping identities and subcultures, as they often promote a sense of equality among students while simultaneously allowing for individual expression through personal accessories or choices in footwear. This balance can help mitigate the impact of social hierarchies based on clothing but can also lead to students finding alternative ways to assert their identities, such as through their hairstyle or other non-uniform elements.

• Sub-Cultures: 

  • Students often form distinct subcultures that emerge in response to the shared experiences and values within their peer groups, creating unique identities that may challenge or conform to mainstream norms. These subcultures can be defined by various factors, including music preferences, fashion choices, and recreational activities, which serve as a means for students to connect with like-minded individuals and assert their individuality in a competitive social environment.

• Labelling:  

  • Labelling can significantly impact how students perceive themselves and each other within these subcultures, often leading to stereotypes that influence social interactions. The labels assigned, whether positive or negative, can reinforce group identities, creating a sense of belonging but also potentially fostering division among different groups. This dynamic can affect students' self-esteem and their engagement with school life, shaping their educational experience and social networks.