Topic2 Pupil Identities Flashcards Preview

sociology A-level year 12 > Topic2 Pupil Identities > Flashcards

Flashcards in Topic2 Pupil Identities Deck (28)
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1
Q

What does habitus mean

A

Social class affects your ways of thinking, ideas, values, preferences that are shaped by social class

2
Q

What does symbolic capital mean

A

MC believe their habitus is superior and it should gain status and recognition from the school. MC habitus is valued over WC habitus

3
Q

What does symbolic violence mean

A

WC are made to feel like they need to change their lifestyle and choices to be successful. However, they find this hard and so believe education is not for them as education does not except their views or make them feel part of the education system

4
Q

What does Archer et al focus on

A

The interaction between wc pupil’s identities and school and how this produces underachievement

5
Q

As many wc students felt symbolic violence, what did this lead them to create

A

Alternative ways of creating self-worth, status and value. They did so by constructing meaningful class identities by investing in ‘styles’ especially by wearing branded clothing such as Nike

6
Q

Archer et al- although student’ appearance’s conflicted with the school dress code, what did students earn

A

Symbolic capital

7
Q

What did Archer argue that the schools’s mc habitus leads teachers to do

A

Interpreting the ‘street’ style of wc pupil’s as evidence of bad taste and therefore they stigmatise wc pupil’s identities

8
Q

Archer et al- what may wc pupils choose from education as a result of having ‘nike’ identities and educational marginalisation

A

Self-elimination or self-exclusion , in other words, not only do they ‘get the message’ that education is not for the likes of them, but they actively choose to reject it because it does not fit in with their identity or way of life

9
Q

What did research by Evans find out

A

That the clash between wc identity and the habitus of higher education is a barrier to success- partly due to a process of self-exclusion e.g. not applying to elite universities as they are ‘not for the likes of us’

10
Q

In 2013 how many girls from poor families achieved 5 or more GCSEs

A

40.6% of girls from poorer families achieved 5 or more GCSEs where as 67.5% of those not on FSMs

11
Q

According to feminists such as Archer et al …

What is the one reason for the differences in girls acheivement

A

It is due to the conflict between wc girls’a feminine identities and the values and ethos of the school. In the study of wc girls she used the concept of symbolic capital to understand this conflict

12
Q

Archer et al- what are the 3 strategies that girls followed for creating a valued sense of self

A
  • hyper-heterosexual feminine identities
  • boyfriends
  • being loud
13
Q

What does Archer say that is a wc girl’s dilema

A

Archer argues that wc feminine identities and educational success conflict with one another and the former leads to underachievement in the latter. They are therefore faced with a dilemma of either gaining symbolic capital from their peers by conforming to a hyper-heterosexual feminine identity or gaining educational capital by rejecting this

14
Q

What did Evans find out (2)

A
  • Evan’s research on 21 wc sixth form girls in a south London comprehensive school found that even they may be disadvantaged by their gender and class identities
  • she found that girls wanted to go to university to increase their earning power to help their families rather than themselves
15
Q

Research by Evans-

What does the ‘caring’ aspect of wc feminine identity produce

A

It produces a desire to live at home with their families while studying.

16
Q

What does Connell argue that school reproduces

A

That school reproduces ‘hegemonic masculinity’: the dominance of heterosexual masculine identity and the subordination of female and gay identities

17
Q

What do feminists argue

A

That experiences in school act as a form of social control to reproduce patriarchy

18
Q

What are the 5 ways that school reproduces patriarchy

A
  • verbal abuse
  • male teachers
  • male gaze
  • double standards
  • female peer pressure groups- policing identity
19
Q

Ways in which school reproduces patriarchy
-verbal abuse

What does Connell man by a ‘rich vocabulary if abuse’

A

It is used by pupils to police one another’s sexual identities through negative labels. Name-calling puts girls down if they behave in a certain way and act ad a form of social control to make them conform to male expectations

20
Q

Ways in which school reproduces patriarchy
-verbal abuse

What does Lees note

A

That boys call girls ‘slags’ if they appear sexually available, but there is no equivalent term for males

21
Q

Ways in which school reproduces patriarchy
-verbal abuse

What did Mac An Ghaill find out

A

That anti-school working class boys’ subcultures use verbal abuse to reinforce their definitions of masculinity. They called the other wc boys who worked hard, ‘dickhead achievers’ or ‘gay’ for being friendly towards teachers or girls

22
Q

Ways in which school reproduces patriarchy
-teachers

What did Haywood and Mac an Ghaill find

A

That male teachers reinforced gender identities by telling boys off for ‘behaving like girls’ and ignoring boys’ verbal abuse to girls

23
Q

Ways in which school reproduces patriarchy
-teachers

What do Askew and Ross argue

A

That male teachers’ behaviour can subtly reinforce gender e.g. ‘rescuing’ female colleagues from disruptive classes

24
Q

Ways in which school reproduces patriarchy
-the male glaze

What is this

A

It is a visual form of social control where male pupils and teachers look at girls ad sexual objects. Boys who don’t participate in this form of surveillance may be labelled as ‘gay’- also a form of social control

25
Q

Ways in which school reproduces patriarchy
-double standards

What does this mean

A

Where moral standards are applied to one group reflecting patriarchal ideology.

26
Q

Ways in which school reproduces patriarchy
-double standards

What did Lees find out

A

That boys boast about their sexual exploit and conquests, but label girls’ negatively for the same behaviour

27
Q

Ways in which school reproduces patriarchy
-female peer groups- policing identity

What did Archer find out

A

That wc girls gain symbolic capital by performing a hyper-heterosexual identity. Female peers police this identity and girls risk being called a ‘tramp’ if they fail to conform.

28
Q

Ways in which school reproduces patriarchy
-female peer groups- policing identity

What did Ringrose find out

A

That wc girls faced a tension between an idealised feminine identity (loyalty to peer group) and a sexualised identity (competing for boys). ‘Slur shamming’ and ‘frigid shaming’ are social control labels used to police each other’s identities