Class Differences in Achievemen - Internal PDF

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Class Differences in Achievement (INTERNAL) Labelling Means to attach a meaning or definition to someone. Becker interviewed 60 Chicago high school teachers and found that they judged pupils according to how closely they fit the 'ideal pupil'. The teachers saw students from MC backgrounds as closest to the ideal pupil and WC children as furthest away from it because they were considered badly behaved. Effects of labelling in Secondary Schools Dunne and Gazeley argue schools persistently produce working class underachievement. D&G conducted interviews in 9 English state schools where teachers 'normalised' the underachievement of WC pupils, seemed unconcerned about it and felt they could not change this (fatalism). However, they did believe they could overcome the underachievement of MC pupils. The teachers labelled WC parents as uninterested in their children's education, but labelled MC parents as supportive. This led to class differences in how they dealt with pupils perceived to be underachieving, setting extension work for MC pupils but entering WC pupils for easier exams. Effects of labelling in Primary Schools Rist's study of American kindergarten found that the teacher used information about children's home background and appearance to place them in separate groups, setting each group to a different table. Those the teacher decided were fast learners tended to be middle class and of neat and clean appearance. She seated these at the table closest to her and showed them the greatest encouragement. The other two groups were seated further away and were more likely to be working class. They were also given lower level books and fewer chances to show their abilities.

Self-Fulfilling Prophecy Step 1 – the teacher labels a student. Step 2 – the teacher treats the pupil accordingly. Step 3 – the pupil internalises the teacher's expectations of them and this becomes part of their self-image and self-concept. Rosenthal and Jacobson told teachers they were going to test the ability of students, identifying those who are spurters and those who are behind. This was not true, they randomly selected some spurters. Teacher's beliefs about the pupils had been influenced by the supposed test results. Teachers then conveyed these beliefs t the pupils through the way they interacted with them – through body language and increased amount of attention and encouragement.

Streaming Streaming –separating children into different ability groups or classes called streams. Each ability group is taught separately. WC pupils are likely to be placed in lower streams. Children are more or less likely to be locked into their teacher's expectations. Douglas – children placed in lower streams at age 8 had suffered a decline in their IQ by age 11. Streaming and the A-C economy

Gillborn and Youdell looked at how teachers use stereotypes to label pupils. League tables that show the schools performance levels per year are used to attract pupils and more funding. The A-C economy identified by G&Y is a system in which schools focus their time, effort and resources on to those pupils they see as having the potential to get 5 grade C's or above. Educational Triage Schools triage (sort) students into 3 different categories 1. Those who will pass anyway and can be left to get on with it 2. Those with potential who will be helped to get a grade C or above 3. Hopeless cases who are doomed to fail

Pupil Subcultures  Differentiation –process of teachers categorising pupils according to how they perceive their ability. (e.g. streaming).  Polarisation –process where pupils respond to streaming by moving to one of two opposite poles. Lacy – Hightown boy's grammar school found that streaming polarised boys into a proschool subculture and anti-school subculture. 1. Pro-school subculture Pupils placed in high streams tend to remain committed to the values of the school. They gain their status in the approved manner, through academic success. Value the school, tending to form a proschool subculture 2. Anti-school subculture Those placed in lower streams suffer a loss of self-esteem; the school has undermined their selfworth by placing them in a position of inferior status. Label of failure causes them to search for further ways of gaining status. The variety of pupil responses Woods identifies 4 responses: 1) 2) 3) 4)

Ingratiation – being the 'teacher's pet' Ritualism – going through the motions and staying out of trouble Retreatism –day dreaming and messing about Rebellion –outright rejection of everything the school stands for

Criticisms 1. Determinism – assumes that pupils who are labelled have no choice but to fulfil the prophecy, inevitably failing. 2. Marxists argue the labelling theory ignores the wider structures of power within which labelling take place. Labelling theory tends to blame teachers for labelling pupils but fails to explain why they do so.

Pupils Class Identity and the school Habitus – refers to the 'dispositions' or learned, taken for granted ways of thinking, being and acting that are shared by a particular social class. The school habits disadvantages WC pupils because it puts a higher value on MC tastes, preferences and so on. Symbolic Capital and Symbolic Violence  Symbolic Capital –recognised by the school, deemed to have worth or value.  Symbolic Violence –by defining the WC and their tastes and lifestyle as inferior, symbolic violence reproduces the class culture and keeps the working class in their place. According to Archer, WC pupils view education that in order to be educationally successful they would have to change how they talked and presented themselves. Educational success for WC pupils therefore means a process of 'losing themselves'. Nike Identities Some WC pupils create a Nike identity because they are conscious tat society and school looked down on them. Symbolic violence then led to seeking alternative ways of creating self-worth, status and value, investing heavily in styles – consuming branded clothing. This creates conflict with the schools dress code, reflecting the schools WC habitus, teacher's opposed street styles as showing bad tastes or a threat. Pupils who adopted these identities were t According to Archer, some WC pupils reject the idea of higher education because they may choose self-elimination or self-exclusion from education, actively rejecting it because it is not part of their identity. Working Class Identity and Educational Success Ingram – working class students are more likely to be labelled by the teachers and students of middle class –e.g. what they wear. Class Identity and Self-Exclusion Evans found WC students doing their A-levels were reluctant to apply for elite universities. Few who applied felt there was a hidden barrier and that they would not fit in. WC pupils therefore have to make a choice if they wish to achieve in education, having to choose between maintaining their WC identity or abandoning them and conforming to MC habitus of education in order to succeed....