1. ‘External’ Factors for Working Class Underachievement...
Cultural deprivation
Material deprivation
Cultural CAPITAL
BUT….Nell KEDDIE Says this is making excuses…
Who Does KEDDIE BLAME?

2. The BIG Idea
Labelling
Identify and describe the process through which teachers labels students.
Examine some of the implications for a student of being labelled.
We are Learning to...
In today’s lesson...
Relationships and processes within schools, with particular reference to teacher/pupil relationships, pupil identities and subcultures, the hidden curriculum, and the organisation of teaching and learning
Describe how teachers labelling children can affect their chances in school, using examples to demonstrate your understanding.
Describe how teachers labelling children can affect their chances in school, using examples and a clear outline of one study to demonstrate your understanding.
Describe how teachers labelling children can affect their chances in school, using examples and a clear outline of more than one study to demonstrate your understanding.
GOOD learning ...
GREAT Learning…
EVEN BETTER...…

3. Watch this clip & complete the sentence....
Labelling is the idea that….
Complete your definition using the following terms: stereotypes, view, prejudice

4. How might a teacher label a student?
Go through imaginary class data.

5. Labelling Theory
To attach a meaning or definition to a student, e.g. They’re thick, smart, hardworking, etc.
Some pupils are labelled positively, others negatively. Divide up those mentioned.
This can then affect how they perform in school.

6. Class Data - +ve / -ve labels
Student
Pupil Premium
Special Educational Needs
AMA (Academically More Able)
Area of Residence
Free School Meals
SATS LEVEL
Religion
Ethnicity
Bob
Yes – ADHD
North Leeds 3
Jedi
White - British
Sarah
Yes
Harrogate – Starbeck 2
None
Ingrid
Wheelchair
Harrogate – Bilton 4
Helmut
Ripon 5
Church of England
African-Carribbean
Diane
Yes – Dyslexic
East Leeds
Rastafarian
Gypsy-Roman
Grado
Pannal
Chinese

7. Which pupil would be most positively labelled?
I’m working class and clever
Rank in order, 1 being most positive, 5 being least positive.
I’m middle class and struggling
I’m middle class and clever
I’m middle class but struggle in class
I’m working class and am not that bright
Why do you think this?

8. What makes the ideal student?
Becker (1971) interviewed 60 Chicago high school teachers and found that they judged pupils depending on how close they were to their idea of an ‘ideal pupil.’
Key factors were pupils’ work, appearance and conduct. Middle class kids were seen as much closer to this idea, so judged more favourably than working class kids.

9. Key Studies in labelling ...
Labelling in Secondary Schools - Cicourel and Kituse (1963)
Labelling in Primary School: Ray Rist (1970)
High and Low Status Knowledge: Nell Keddie (1971)
GIVE EACH TABLE ONE STUDY EACH

10. LABELLING IN PRIMARY SCHOOL: Ray Rist (1970)
Observed that the teacher used information about children’s home background and appearance to place them into different groups.
Tigers- fast learners, M/C and neat/clean in appearance, placed nearest to her and showed them greatest encouragement.
Clown and Cardinals- W/C, lower level books to read, fewer opportunities to demonstrate their abilities.

11. LABELLING IN SECONDARY SCHOOL: Cicourel and Kitsuse (1963)
Inconsistencies in how teachers assessed students suitability for courses.
Judged on social class and race.
Students with similar grades- more likely to label M/C students as having college potential and to place them on higher level courses.

12. HIGH AND LOW STATUS KNOWLEDGE: Nell Keddie (1971)
Observed school classes that were streamed by ability.
Showed that teachers changed the course content according to the stream.
‘Able’ classes were given abstract, theoretical, high status knowledge.
‘Less able’ classes were given descriptive, commonsense, low status knowledge that was more related to everyday experience.
Because there were more working class kids in the lower sets, this is likely to increase class difference in achievement.

13. Contemporary (Recent) Studies
Hempel-Jorgensen (p.27 Textbook)
Dunne & Gazeley (p.28 Textbook)

14. Exam –Style Question
Outline and explain two ways in which labelling can affect student achievement. A01, A02, A03
(10 marks)
PEEEL: The main study on labelling is done by Becker. He found that teachers had an image of an ideal pupil; in terms of work, appearance, and conduct. Middle class students were more likely to fit into this image, and thus were treated more favourably than the working class, e.g. given extra work to catch up, ultimately leading to better results for middle class students. However, as we have seen these differences in achievement could be more down to other factors such as, material deprivation. If it wasn’t for this fact then perhaps the labelling of appearance wouldn’t take place in the first instance? Despite this, we can see how internal labelling from teachers can lead to affecting student performance.
COMPLETE THE ANSWER

15. The BIG Idea
PEER ASSESSMENT
Identify and describe the process through which teachers labels students.
Examine some of the implications for a student of being labelled.
We are Learning to...
In today’s lesson...
3-4 marks
Describe how teachers labelling children can affect their chances in school, using examples to demonstrate your understanding.
5-7 marks
Describe how teachers labelling children can affect their chances in school, using examples and a clear outline of one study to demonstrate your understanding.
8-12 marks
Describe how teachers labelling children can affect their chances in school, using examples and a clear outline of more than two studies to demonstrate your understanding. Evaluation is used
GOOD learning ...
GREAT Learning…
EVEN BETTER...…