Student Identities and Subject Choice

Schools Shaping Pupil Identities:

Labelling:

Becker 1971 - Teachers negatively label certain groups such as boys, working class and ethnic minority students, influencing their self-concept. For example, teachers assume Asian pupils have a poor grasp of English, and black pupils are disruptive, so have lower expectations. Thus, they experience a self-fulfilling prophecy, which can lower their self-esteem, thus shaping their identity.

Subject choice:

Some subjects in schools are presented as masculine or feminine domains. For example, Kelly - Science in particular is being presented as a patriarchal domain. This is because it is primarily taught by male teachers and focuses on male interests. This reinforces gender identities.

Ethnocentric curriculum:

The education system focusing on Western culture can lead to ethnic minority students feeling marginalised, leading to them feeling as though academic achievement is not part of their identity as they feel rejected by the school system.

As a result, ethnic minorities may begin to feel marginalised, placing them at a disadvantage as they struggle to identify with what they are being taught.

Evaluation -

Ball – Chinese students, who are also ethnic minority students haven't experienced the same negative impact on their achievement.

Sewell – Argues that this may be because Asian families have an 'Asian work ethic' which values education, thus encouraging Asian pupils to achieve highly.

Therefore, this suggests that there are perhaps external factors influencing achievement such as family cohesion and a strong support system.

Factors influencing subject choice:

Teachers:

Teachers can reinforce gendered subject images onto students.

Kelly – Science in particular is being presented as a patriarchal domain. This is because it is primarily taught by male teachers and focuses on male interests.

Thus, this may deter girls from studying sciences, influencing their subject choices which could limit their opportunities.

GIST and WISE:

Equal opportunity policies can encourage students to take certain subjects.

GIST and WISE – Tried to make science a more gender-neutral domain by encouraging girls in school to study science subjects. Due to the effects of GIST and WISE, gendered subject choices have started to shift as in 2020 more girls took science than boys (except for physics) and additionally outperformed them.

Therefore, this may encourage girls to study sciences despite them not being part of their traditional gender domain. Thus, influencing their subject choices.

Peer pressure:

Students can influence what subjects other students take.

Dewar – Friendship groups can police what subjects students take through peer pressure, controlling and limiting their subject choices.

Therefore, students may feel pressured to not take particular subjects, especially if they are out of their traditional gender domain, to avoid being negatively labelled by others.