Understanding Class Identity and Educational Achievement
Material deprivation sociology and cultural factors significantly influence how students perform in educational settings. The concept of habitus - the shared ways of thinking and behaving within social classes - plays a crucial role in understanding how socioeconomic status affects education.
The education system predominantly operates on middle-class values and expectations, creating potential conflicts for working-class students whose habitus develops outside this framework. This misalignment between socio-economic factors affecting education can create significant barriers to academic success. Research shows that working-class pupils often face pressure to change their speech patterns, behavior, and self-presentation to conform to middle-class norms within schools.
Definition: Habitus refers to the ingrained habits, skills, and dispositions shared by particular social groups, influencing how individuals perceive and interact with their environment.
Studies by researchers like Archer highlight how socioeconomic factors impact student achievement through cultural identity expression. For instance, working-class students often embrace specific subcultures, such as "Nike identities" characterized by branded sportswear and street culture. When these expressions conflict with school dress codes and behavioral expectations, students may face disciplinary actions like being sent home, leading to missed learning opportunities and declining academic performance.
Example: A student wearing expensive branded sportswear as a symbol of street culture identity might face repeated disciplinary actions, missing crucial lessons and falling behind academically, despite the clothing representing important cultural capital in their community.