Work

Teachers, social class and underachievement

Year: 2008

Type: article

Abstract: Addressing the ‘the social class attainment gap’ in education has become a government priority in England. Despite multiple initiatives, however, little has effectively addressed the underachievement of working‐class pupils within the classroom. In order to develop clearer understandings of working‐class underachievement at this level, this small research study focused on local social processes by exploring how secondary school teachers identified and addressed underachievement in their classrooms. Our analysis shows how teachers’ identifications of underachieving pupils overlapped with, and were informed by, their tacit understanding of pupils’ social class position. While many teachers resisted the influence of social class, they used stereotypes to justify their practice and expectations, positioning pupils within educational and occupational hierarchies. This, we conclude, suggests the need for more systematic attention to the micro‐social processes that provide the conditions through which working‐class underachievement is produced.

Source: British Journal of Sociology of Education

DOI: 10.1080/01425690802263627

Authors: Máiréad Dunne, Louise Gazeley

Institution: University of Sussex

Language: English

Topic: Social and Cultural Dynamics

Subfield: Sociology and Political Science

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: green

Funder: McKnight Foundation