The learning activity involves a typical working class boy called Kevin who is involved in petty crime and is not motivated to gain qualifications, as he is expecting to find unskilled manual labour work elsewhere when he finishes school, just as his father did. This mirrors Paul Willis’ study of working class boys (1977), which shows that this is a common issue in schools with a high intake of students with a working class background. The Head of Year is trying to get Kevin to focus on his future, so he does not miss out on any opportunities open to him, but he is focusing on the short term rewards of earning money immediately, rather than the long term potential which would result in him having a better quality of life with fewer opportunities for his petty crime to escalate. There are many theories that could be used to describe the situation that Kevin is in, some of them are; Self-Fulfilling Prophecy, Self-Schemas, Expectancy-Value Theory (EVT) and Social Identity Theory, these areas best describe what is expected of the subject and the possible actions that they could pursue. Merton describes Self Fulfilling Prophecy as ‘the parable that tells us the public definitions of a situation (prophecies or predictions) that become an integral part of the situation and thus affecting subsequent developments’, (1948) for example, when a teacher constantly tells a child they are naughty, they will believe the fact and will become more inclined to act naughty. This theory links with Kevin’s case, as it is clear from his previous history in petty crime, that he feels the law and his school are against him, becoming alienated from society, because he is being consistently punished. If a more positive outlook on his education was encour... ... middle of paper ... ...son. 502. Snyder, M; Tanke, D; Berscheid, E. (1977). Social Perception and Interpersonal Behaviour: On the Self-Fulfilling nature of social stereotypes. Journal of Personality and Social Psycology, 35, 656-666. Found in: Hewstone, M; Stroebe, W; Jonas, K. (2012). An Introduction to Social Psychology. Chichester; John Wiley & Sons. 364. Weerd, M; Gemmeke, M; Rigter, J; Van Rij, C. (2005). Indicators and Options for Monitoring Active Citizenship Education. Amesterdam: Regioplan Beleid-Sonderzoek. Found In: Hoskins, B. (2005). Monitoring Policy Development in the Field of Education for Active Citizenship. In: Colley, H; Boetzelen, P; Hoskins, B; Parveva, T Social Inclusion for Young People: Breaking Down the Barriers. Strasbourg: Council of Europe. 115 – 123. Willis, P. (1977). Learning to Labour: How Working Class Kids get Working Class Jobs. Farnborough: Saxon House.
Although, Conventional wisdom dictates that the age at which children started work was connected to the poverty of the family. Griffith presents two autobiographies to put across her point. Autobiography of Edward Davis who lacked even the basic necessities of life because of his father’s heavy drinking habit and was forced to join work at a small age of six, whereas the memoir of Richard Boswell tells the opposite. He was raised up in an affluent family who studied in a boarding school. He was taken out of school at the age of thirteen to become a draper’s apprentice.
Stephen Bonnycastle in his criticism, In Search of Authority, explains stereotypes as, "The system (sometimes known as “the patriarchal order”) that causes the majority of men and women to take on these different roles ... hidden, like the rules of grammar in a language."(10). When a stereotype is introduced into a situation for a extended period of time, it is psychologically proven that it will become an expectation. Stereotypes prove to act as an obscuring lens into which most people view the world. When a person is unaware of a culture, race, gender they mainly use the stereotypes to judge them against. Stereotypes are not just a generalization of a group of people, "stereotypes warrant a closer analysis, because they powerfully shape the reality of gender differences..."(Brody 396). The effects of stereotypes go deeper than just male and female, race against race, "everyone is vulnerable to stereotype threat, at least in some circumstances"(reducingstereotypethreat.org). Stereotypes overall cause negative side effects, some fatal. These side effects are psychological as well as physical. People who
Braley, Daniel; and Daniel, Katz “Racial Stereotypes of One Hundred College Students.” Journal of Abnormal and Social Psychology 1933.
With reference to the secondary curriculum in England, emphasis is placed upon the aims, values and purposes of education. With the implementation of the curriculum, pupils should be given the foundations to develop and apply the knowledge, skills and understanding that will help them become successful learners, confident individuals and responsible citizens; regardless of social background, culture, race, gender, differences in ability and disabilities (QCDA, 2010). In doing so, children will become more aware of, and engaged with, their local, national and international communities; and effectively widen their po...
unskilled or semiskilled jobs” (2). This shows that working class schools are created for working
Izumi, Yutaka and Frank Hammonds. "Changing Ethnic/Racial Stereotypes: The Roles of Individuals and Groups." Social Behavior & Personality: An International Journal (2007): 845-852.
...onson, E., Wilson, T.D., & Akert, R.M. (2013). Social Psychology (8th ed.). New Jersey: Pearson Education Inc.
Nittle, Nadra. "What Is a Stereotype – Examples and Definition of Stereotypes." 2014. Web. 19 Feb 2014.
If we look at stereotyping in terms of sociology and psychology we can get a clearer look what stereotyping is and its types, in which people engage in naturally. People form stereotypes based on social interactions. We can also see how non-thoughtful and thoughtful stereotyping happens. How does it affect human relationships and how customers in a restaurant or a hotel setting affect the customer service that is received. As well as how to manage the guest expectations to understand their values and reduce problems.
Myers, David G. “Chapter 14: Social Psychology.” Psychology. 10th ed. New York, NY US: Worth
People often subject others to a variety of stereotypes, accusing them of being a certain way without regard to what kind of person they actually are. Stereotypes are one or many generalizations of a group of people, whether negative or positive, founded on the basis that a majority of them share said characteristic (McLeod). Though people have come to realize the dastardly consequences of labeling, stereotypes have persisted in our culture, unrelentingly. Why? Stereotypes, whether racial, gender-based, religion-based, age-based, etc., continually permeate our society because it is difficult to undermine the psychological aspects of stereotyping, because of the media, and because it’s easier for people to cope with certain situations when they can generalize a group of people.
Prejudice, discrimination, and stereotyping are important topics at the cause of debating within social psychology. A stereotype is a generalization about a group of people, in which certain traits cling to all members, regardless of actual individual variation (Akert, Aronson, & Wilson, 2010). As humans, people assign objects and individuals into categories to organize the environment. Individuals do this for not only organization, but also survival. Is stereotyping inevitable? That is the question; according to Devine (2007), it is, but Lepore and Brown (2007) have to disagree. Devine believes that “stereotyping is automatic, which makes it inevitable.” On the other hand, Lepore and Brown are not convinced that stereotyping is automatic, and have claimed, after observation, that it depends on the individual.
Crisp, R, J. Turner, R, N. (2007). Essential Social Psychology. Sage Publications Limited. London. (UK). First Edition.
Stereotypes can be conceived with positive or negative connotations. The positive stereotype is one that represents an idea that may have been lost, or a desire one cannot obtain. The negative s...
The first category of school that Anyon covers in her essay is the “Working Class School”. In this section, the author explains that most the students attending have parents employed in blue collar positions such as factory assembly line workers, boilermakers, and auto-mechanics. In the essay, the most prevalent teaching philosophy for this social category of school is stated as such: “In the two working class schools, work is following the steps of a procedure. The procedure is usually mechanical, involving rote b...