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Lesson Objectives . Examine the different types of school subculture identified by sociologists O utline studies which investigate subcultures within school Consider explanations of anti-school subcultures. Anti-school subcultures. What will there attitude of school be?
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Lesson Objectives • Examine the different types of school subculture identified by sociologists • Outline studies which investigate subcultures within school • Consider explanations of anti-school subcultures.
Anti-school subcultures • What will there attitude of school be? • What set would they be in? • How would they behave in school? • What would their status be in school?
Role play time.... You have 3 minutes to come up with a sketch which you think depicts a pro-social or anti-social school subculture
Anti-social subculture • Low streams • Working class • Failure= • Low self esteem- school has undermined them, reinforcing inferior status
So what impact do subcultures have within school? Creates • inequalities • Class differences • Achievement differences • Self fulfilling prophecy
Anti-social subculture • Inverting school values of hard work, obedience and punctuality • “sabotage the system” • Form anti-social subculture to gain status
Pro-school subculture • High streamed • Middle class • High status- successful • Committed to values of the school • Asian and Indian minorities
David Hargreaves (1967) • Interviewed boys in secondary modern schools • Subculture formed due to triple failures= • failing 11+ • Low streams • Labelled worthless louts • Found high status went to those who flouted the school rules!
AO2 critique • Functionalists argue that school helps to establish shared culture and shared values • Hargreaves suggests that this is incorrect. His research suggests processes within school create sub-cultures.
Paul Willis (1977) • Participant observation in comprehensive in small industrial town in West Midlands • Detailed ethnographic study of working class sub-culture of 12 ‘lads’ in school • Concluded that subculture was a deliberate resistance to capitalist system of oppression . They chose to be anti-school which sealed their fate as working-class labourers.
AO2 Critique • How can we criticise Willis’ study? • Is this study still relevant today? In 1977 ‘lads’ went straight into labouring jobs. These are not available today. • However Archer and Yamashati (2003) found laddish behaviour still strong in year 10 in London Comprehensive. They valued ‘bad boy’ image and felt education was ‘soft’ • Do all working class kids fail? • What about working class girls?
Girl sub-cultures • Shain (2003) Asian girls – using interviews she identified four groups. • Asian gang girls – resisted racism – anti-school • Survivors – conformed and ignored racism • Rebels – pro-school – rebelled against parents • Jackson (2006) Ladettes – White working class and masculine norms e.g disruptive, rude, smoking, swearing, open sexuality.
AO2 Critique • This shows that not all girls are conforming • However not all working class girls are anti-school. • The rise of masculine behaviour in girls could be linked to rise of feminism. Female violence and crime is also rising!
Ethnicity and sub-cultures • Tony Sewell (2000) studied African-Caribbean subcultures. • Not all were anti-school • Conformists – Pro-school • Innovators – Pro-education but anti-school. • Retreatists – non confrontational but anti-school • Rebels – formed a ‘posse’ anti-school.
AO2 critique • Is it that schools are institutionally racist or is it related to African-Caribbean culture? • Tony Sewell – said racism is not the main issue. He identified problem as black culture of anti-school masculinity • Lone parenthood in black families leading to gang cultures and peer pressure to be masculine.
Explanations of anti-school subcultures. • Collective response to teacher/school labelling- streaming/11+ etc Hargreaves (1967) • Collective resistance to inequalities of capitalism. Willis (1977) • Rise of Feminism- crisis of masculinity (Archer and Yamashati (2003) Jackson (2006)) • Culture differences and/or racism in schools Sewell (2000).
Objectives: Identify areas for improvement in essay writing skills. Set appropriate individual targets to apply to an exam answer. Consider further improvements.
Identify your main areas for improvement in your essays • Mark statements on your handout with:- • Lovin’ it It’s OK Needs attention • Finally pick one which you will aim to improve on today.
Outline and Explain reasons why anti-school sub-cultures develop.(20) • Intro – Shared culture (Functionalism) OR Sub-cultures (Inequality, Hargreaves). Not all students join sub-cultures and not all sub-cultures are anti-school. • P. Collective response to teacher labelling & self-fulfilling • E. Hargreaves suggests sub-cultures response to triple failure and streaming • A/E. Suggests schools are to blame. However students can reject label (Shain’s Survivors. • P. Social Class – Marxism and resistance to exploitation • E. Paul Willis Learning to labour • A/E. Suggests sub-cultures are collective response to inequalities in capitalism. However not all • working class students end up in low-paid jobs. • P. Gender - Crisis of Masculinity • E. Archer and Yamashati suggest boys feel education is feminised. Wilkinsons‘genderquake’, • Jackson identified growing ‘ladette’ culture. • A/E. Suggests boys view education as effeminate so re-create masculine culture as anti-education. • However middle class boys ok. • P. Ethnicity – Cultural differences • E. Tony Sewell , African Caribbean street culture is anti-school, black single mothers (Hackney) • A/E. Suggests reason is outside of school. However could be cultural clash with teachers and some were conformists. Indian and Chinese have different culture but are pro-school. • Conclusion Brief summary of reasons. Anti-school subcultures develop for reasons related to labelling, class, ethnicity and gender. However not all students who are working class or male are anti-school. Also not all ethnic minorities are anti-school.
Outline and Explain reasons why anti-school sub-cultures develop.(20) • Intro – Shared culture (Functionalism) OR Sub-cultures (Inequality, Hargreaves). Not all students join sub-cultures and not all sub-cultures are anti-school. • P. Collective response to teacher labelling & self-fulfilling • E. Becker, Rosenthal and Jacobson, Cicourel and Kitsuse (streaming) • A/E. Suggests schools are to blame. However students can reject label (Mirza) • P. Social Class – Marxism and resistance to exploitation • E. Paul Willis Learning to labour • A/E. Suggests sub-cultures are collective response to inequalities in capitalism. However not all working class students end up in low-paid jobs. • P. Gender - Crisis of Masculinity • E. Wilkinsons ‘genderquake’, Faludi and Bly, Laddish culture. • A/E. Suggests boys view education as effeminate so re-create masculine culture as anti-education. However middle class boys ok. • P. Ethnicity – Cultural differences • E. Tony Sewell , African Caribbean street culture is anti-school, black single mothers (Hackney) • A/E. Suggests reason is outside of school. However could be cultural clash with teachers (lack cultural capital) Indian and Chinese(Modood) • Conclusion Brief summary of reasons.
Peer Assess • Write a comment about how well they met their target for today and any other areas of improvement. • Award AO1 /12 and AO2 marks /8 • 16 = A • 14 = B • 12 = C • 10 = D • 8 = E