Differential Educational Achievement – CLASS (internal):

schools are judged based on numbers of students who get A-C grades – teachers focus on those students.

putting students into 3 streams, M/C in top stream.

 teachers attach label based on stereotypes/typification’s which have little to do with actual fact.

Becker suggests teacher interactions based on label and lead to SFP.

focuses on negative effects, labelling attributes to much importance to ‘teacher agency’.

schools encourage labelling in teacher training.

internalise the label – negative placed on w/c and then form anti-school subculture – positive on m/c and pro-school subculture. 

reject the label – Fuller did research on black girls with negative labels – they rejected label and studied hard to prove wrong.

setting is based on ability in INDIVIDUAL subjects and streaming is OVERALL. W/C normally placed in lower sets/streams and limited by grades of what they can get.

Allow for higher ability students to be stretched and lower ability can be supported.

Anti vs Pro. W/C more likely to be anti and want to rebel against authority and want approval of peers.

Not all W/C or M/C go into their assigned subculture – some rebel.

Habitus of school is shared with M/C (Bourdieu) giving them the advantage. W/C habitus is devalued and undesirable.

argue that class doesn’t have as much as impact on students identify anymore due to pick and mix culture.