Relationships and processes within schools

Teacher–pupil relationships:
- 👤 Becker (1963), 👤 Rist (1970): labels shape expectations and opportunities.
- 👥 Rosenthal and Jacobson (1968): expectations can be selffulfilling.
Pupil identities:
- 👥 Archer et al. (2007): working-class pupils adopt styles for symbolic capital.
- 👤 Bourdieu (1977): habitus (i.e. societal position) mismatch creates symbolic violence.
- 👤 Evans: (2006) working-class girls avoid elite universities due to habitus.
Sexual and gender identities:
- 👤 Connell (1995): verbal abuse polices gender norms.
- 👤 Mac an Ghaill: male gaze reinforces masculinity.
- 👤 Epstein: boys fear being labelled ‘gay’ for academic effort.
Organisation of teaching:
- 👤 Lacey, 👤 Ball: Streaming increases polarisation.
- 👥 Gillborn and Youdell (1994): ‘A to C’ economy and triage channel resources to borderline pupils (e.g. concentrating on pupils they believe capable of achieving 5s in GCSEs).
Ethnocentric curriculum:
- 👤 Coard (1971), 👤 Ball (1981), 👤 Gillborn and Youdell (2000): curriculum centres white culture and history, disadvantaging minorities.
Hidden curriculum:
- 👥 Bowles and Gintis (1976): mirrors workplace norms, teaching obedience.
- 👤 Giroux (1983): not all pupils accept hidden curriculum values.

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