Karteikarten
class differences in education - internal factors
Karten in diesem Stapel (10)
- 1Gillborn and Youdell 2001 - LABELLINGShows how schools use teacher’s
notions of ‘ability’ to decide which pupils have the potential to achieve
5 A*-Cs at GCSE – found working class and black pupils less likely to
be perceived as having ability – likely to be in lower sets – denies
them the knowledge and opportunity to gain good grades and widens
the class gap in achievement - 2Becker: LabellingInterviewed 60 teachers, found that they judged pupils according to how closely they fitted an image of the ‘ideal pupil’
- 3Rosenthal and Jacobson Self-fulfilling prophecyConducted a field experiment which showed that students who are negatively labelled develop a negative self-concept which results to under achievement
- 4Lacey 1970: SubculturesConcepts of differentiation : (categorising pupils according to perceived ability) and polarisation : (pupils respond to streaming by moving towards one of two opposite ‘poles’ or extremes. The two poles include:
• Pro-school subculture (committed to value of the school, gain status through academic achievement)
• Anti-school subculture (low self – esteem – can lead to self fulfilling prophecy, reject school values, gain status among peers – smoking etc)
He found: boys placed in lower streams (despite passed 11+) showed extreme physical rejections e.g. bed wetting – in the 2nd year were some distinct anti-school subcultures - 5Stephen Ball 1981: abolishing streamingFound that when the school abolished streaming, the basis for pupils to polarise into subcultures was largely removed and the influence of the anti-school subculture declined.
However differentiation continued – teachers continued to categorise pupils differently and were more likely to label middle-class as cooperative and able – this positive labelling reflected in their exam with better results – showing that a self-fulfilling prophecy had occurred therefore class inequalities still continued even without the effect of streaming or subcultures - 6Marketisation brought inFunding formula: gives schools same amount of funds for each pupil
Exam league tables: rank each school according to exam performance
Competition among schools to attract pupils - 7Gillborn and Youdell a - c economySystem which schools ration their time, effort and resources concentrating them on pupils that they perceive getting 5 C grades at GCSE to boost league tables
- 8Gillborn and Youdell - educational triage‘those who will pass anyway’ ‘hopeless cases’ and ‘those with potential’ (targeted for extra help) –working class/blacks labelled as lacking ability – are classified ‘hopeless cases’ – produces self fulfilling prophecy and failure
- 9Competition and selectionSchools under pressure to select most able, largely m/c pupils to gain the school high rank in exam league table – will attract mother able/ mc pupils – further schools results – popular – increases funding
Popular schools can therefore screen out less able ‘difficult’ pupils – unpopular schools obliged to take them – worse results – less funding - 10BartlettThese pressures (of selection) resulted in social class segregation between schools – argues that marketisation leads to popular school:
Cream – skimming: selecting higher able pupils – best results, cost less
Slit-shifting – off-loading pupils with learning difficulties – expensive to teach, poor results
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- Sociology (Education) Karteikarten am class differences in education - internal factors, erstellt von samantha_x am 06/05/2014.
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