Class deprivation Income Occupation

External factorsBernstein – speech codes – restricted and elaborated codesImpact education and understanding. Restricted – small stunted sentences, context dependentElaborated – extensive vocabulary, complex ideas, context free

Parental educationW/C parents are less likely to have an education and therefore, will not educate their children or engage at home. Bad experiences with the system may install an anti-school mind-set into their children.

Sugarman – attitudes4 attitudes: fatalism, immediate gratification, present time orientation, collectivism

Compensatory education – strategies to help bring educational standards and achievement, these may not reside within schools e.g. Sesame Street, Surestart, Headstart, EAZs

Evaluation Cultural deprivation is victim blaming Assumes that al W/C parents don’t have

aspirations for their children, when many do. You can’t be cultureless – just a different culture. Projects such as Surestart and Headstart worked

suggesting a link between W/C habitus and achievement.

Studies have found that all early advantages gained from Headstart in the US were reversed once they started school suggesting an external factor such as labelling is at play.

Not all W/C have little or no education to assist their children, nor do all W/C have a restricted code – too deterministic.

Material Deprivation Home security, overcrowding, noise Diet Less educational toys Fear of debt within the W/C so many avoid

university

Bourdieu – Cultural capital Cultural capital – gained from experiences and values that schools value e.g. museum visits, holidaysEconomic capital – money that can be used for educational gain e.g. moving to a catchment areaEducational capital – combining cultural and economic capital and knowledge of the education system to better your children.

Internal factors

Becker – Labelling Labelling based on class stereotypes of class background – ideal student is middle class and white

Studies for labelling – Wrist primary school study of tigers and clowns where the clowns were placed further away from the teacher, received less attention and less challenging materials. They were W/C children. Tigers were teacher’s favourites who were challenged and given support, these were M/C

Rosenthal and Jacobsen – spurters study in which a fake IQ test was given to students and those randomly selected as spurters were given extra support from the teacher and in turn succeeded better in education in comparison to those who weren’t spurters.

Douglas – streaming study, M/C in tops sets, if by 8 the student is placed in a low set, their IQ declines by 11.

Wood – Responses to labelling Ingratiation – teacher’s pet Ritualism – going through the motions Retreatism – daydreaming and messing about Rejection – anti-school subculture

Gillborne and Youdell – A-C economy Those who are borderline C/D are given more support to try and improve their grades.Those who are A are left to their own methods – this may in turn worsen grades.

Gets labelled by a teacher

Given no chance to

change the label

Internailises the label

Becomes exactly what the teacher predicted

SFP

Pupils

Hopless cases

Boarderline C/D

Those who will pass anyway

Triage

Those who are below a D are given up on by education.

Pupil subcultures Pupils who share the same values and behavioural patterns.

Pro-school – positive labelling, committed, higher sets.

Anti-school – negative labelling, low sets, status deprivation, bad behaviour.

Symbolic capital/symbolic violenceSchools value M/C habitus and devalue W/C habitus, denying them status. Therefore, the M/C have symbolic capital whilst the W/C suffer violence.

Nike identities W/C alternative way of seeking self-worth and status with branded clothes that reject the school’s uniform rules and that combats their poor status.

W/C identity and success – IngramTwo groups of catholic boys, one group passed the 11+ and went to grammar school. The grammar school had middle class habitus of high expectations. The boys struggled to fit in; they experienced tension between being W/C and trying to conform to M/C schooling. One boy was ridiculed for wearing a track suit on own-clothes day. Pupils are forced to abandon their worth in order to succeed and betray their W/C loyalties. – Symbolic violence.

Self-exclusion – Evans & Bourdieu Evans – 21 W/C alevel girls were reluctant to apply for high ranking universities due to not fitting in and loyalties to the home – with only 4/21 moving away.Bourdieu – ‘not for the likes of us’, habitus tells them that they have no opportunities and wouldn’t fit in which is further ingrained in their habitus.

Evaluation Labelling theory is too deterministic claiming

that all that are labelled internalise their label. Fuller’s girls did not.

Fails to explain why teachers label students. Assumes that students don’t have the ability

to change their label. Assumes that W/C are striving towards the

same goals as the M/C. Assumes that people actually care about

labelling. Ethical issues associated with supurters study,

was it harmful to educational achievement and the children’s future.

Shows that labelling can have detrimental effects on educational achievement.

Shows that teacher labelling occurs early on in life.

Ball – abolishing streaming will improve W/C achievement.