Working-Class Boys, Educational Success and the Misrecognition of Working-Class Culture

Autor/in	Ingram, Nicola
Titel	Working-Class Boys, Educational Success and the Misrecognition of Working-Class Culture
Quelle	In: British Journal of Sociology of Education, 30 (2009) 4, S.421-434 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
Schlagwörter	Student Attitudes; Foreign Countries; Males; Working Class; Academic Achievement; Qualitative Research; Case Studies; Disadvantaged; Academic Failure; Self Concept; Misconceptions; Student School Relationship; Interviews; Student Adjustment; Elementary School Students; Secondary School Students; Achievement Tests; Scores; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Schülerverhalten; Ausland; Male; Männliches Geschlecht; Arbeiterklasse; Schulleistung; Qualitative Forschung; Case study; Fallstudie; Case Study; Selbstkonzept; Missverständnis; Schüler-Lehrer-Beziehung; Interviewing; Interviewtechnik; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	This article contributes to the theory of institutional habitus by exploring the differing ways in which the institutional habitus of two schools in Belfast, Northern Ireland mediates the local habitus of working-class boys. All of the boys in this qualitative case study live in the same disadvantaged working-class community but attend two different schools, depending on whether they succeeded or failed in an examination at the age of 11 years. It is argued that these schools have different mediating effects on the boys' common habitus. While most studies of working-class boys focus on underachievement, and most studies of working-class success focus on females, this article draws together the strands of success, failure, working-class boys and locality, and examines the ways in which identity is constructed and reconstructed in response to schooling. Questions are raised about the interpretation and/or misrecognition of working-class culture in schools and within the wider discourses of society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10