Explain how anti-school sub-cultures can affect educational achievement.
Cambridge
O level and GCSE
2019
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I. Introduction
- Define anti-school subcultures - State thesis statement: Anti-school subcultures can negatively affect educational achievementII. Rejection of School Values and Development of Alternative Value System
- Rejection of school rules and norms - Development of alternative value system that conflicts with school objectivesIII. Peer Group Pressure and Conformity to Subculture Norms
- Pressure to conform to subculture values - Rejection of school norms and valuesIV. Placement in Lower Educational Sets and Streams
- Association with lower sets and streams - Lower teacher expectations and perceived reduced opportunity for educational successV. Teacher Labeling and Self-Fulfilling Prophecy
- Negative labeling by teachers - Development of self-fulfilling prophecy of low educational achievementVI. Counter Values and Anti-School Behaviors
- Counter values of anti-school subcultures involve truancy, mischief, and disrespect - Negative impact on academic engagement and motivationVII. Alternative Sources of Respect and Status
- Gaining respect and status within the peer group - Reduced need for educational achievement as a source of recognitionVIII. Paul Willis' Study
- Willis' research on working-class "lads" and their anti-school subculture - Emphasis on rule-breaking and disruptionIX. Other Reasonable Responses
- Additional examples or arguments that support the thesis statementX. Conclusion
- Restatement of thesis statement - Summary of main arguments - Importance of addressing anti-school subcultures to improve educational outcomesAnti-School Sub-Cultures and Educational Achievement
Anti-school sub-cultures can significantly impact educational achievement, often leading to negative outcomes for students involved. These sub-cultures emerge in opposition to the dominant values and norms of the school environment, creating a distinct set of beliefs and behaviors that can hinder academic progress.
One way anti-school sub-cultures affect achievement is by fostering a rejection of traditional educational values. Instead of valuing hard work, obedience, and academic success, these sub-cultures often prioritize rebellion, non-conformity, and peer acceptance. For example, Paul Willis' study "Learning to Labour" (1977) showed how working-class "lads" viewed school as irrelevant to their future lives. They prioritized "having a laugh" and resisting authority over academic pursuits, ultimately limiting their educational and career opportunities.
The peer-driven nature of these sub-cultures further exacerbates the issue. Belonging to the group becomes paramount, and conforming to its anti-school values, such as skipping class, disrupting lessons, or disrespecting teachers, becomes a way to gain status and acceptance. This pressure to conform can be immense, leading students to prioritize their standing within the group over their education.
Furthermore, anti-school sub-cultures often emerge within lower sets or streams, which are typically characterized by lower teacher expectations and a less stimulating learning environment. This can create a self-fulfilling prophecy where students, already labeled as less capable, internalize these low expectations and disengage from learning. Stephen Ball's study "Beachside Comprehensive" (1981) highlighted how streaming practices led to the formation of distinct sub-cultures, with those in lower streams more likely to adopt anti-school attitudes and behaviors.
Teacher labeling can also contribute to the negative impact of anti-school sub-cultures. Students displaying rebellious or disruptive behavior might be labeled as "troublemakers" or "uninterested," leading to less attention and support from teachers. This can further alienate students, reinforcing their negative self-image and discouraging them from actively participating in the learning process.
In conclusion, anti-school sub-cultures present a significant challenge to educational achievement. By fostering a rejection of school values, prioritizing peer acceptance over academic success, and often existing within environments with low expectations and negative labeling, these sub-cultures create a cycle that can be difficult to break. Addressing this issue requires a multifaceted approach that tackles both the structural inequalities within the education system and provides individual support to students at risk of joining these sub-cultures.
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Explain how anti-school sub-cultures can affect educational achievement.
Possible answers:
- These sub-cultures reject the rules and values of the school and develop an alternative value system instead, which may disrupt educational achievement.
- These sub-cultures are peer group based, and therefore there is a lot of pressure not to conform to school norms and values, thus affecting achievement.
- These sub-cultures are often associated with lower sets and streams where educational achievement is less – teacher expectations.
- Teacher labeling – those in an anti-school subculture may be negatively labeled by their teachers, leading to a self-fulfilling prophecy of low educational achievement.
- The counter values of anti-school sub-cultures often involve truancy, getting into mischief, not completing work, and being rude to the teacher – these are unlikely to lead to high educational achievement.
- Anti-school sub-cultures allow students to gain respect and status from their peer group; therefore, there is less of a need to gain this from educational achievement.
- Paul Willis’ study – the working-class ‘lads’ came to school not to learn but to ‘have a laugh’, enjoying breaking the school rules and messing about in and out of lessons to annoy teachers.
- Other reasonable response.