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One impact of in-school processes on student experience is the formation of pupil identities. Processes such as setting and streaming can lead to pupils reacting in different ways. Further processes, such as the curriculum and the policies and procedures of the school can also influence pupil’s identities, while the interactions with teachers and with their peers can also influence a pupil’s understanding of their own identity.

Sociologists often use unstructured interviews to conduct research inside school settings, but they are not without their limitations. Pupils and teachers may not wish to take part in interviews for a variety of reasons. However, they do provide researchers with an opportunity to develop a rapport with those they are interviewing.

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"setting and streaming can lead to pupils reacting in different ways" -> SFP, labelling -> some students can reject labels

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setting and streaming, SFP

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"curriculum and policies" -> ethnocentric curriculum -> some students may feel unrepresented

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Increased rapport, leads to trust built, increasing validity as pupil less likely to be dishonest.

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“develop rapport” —> can gain more insight as the participant may trust the researcher so be more open with their answers

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interviews provide the researchers with an opportunity to develop a rapport with ppts however questionnares dont

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Pro school subcultures likely built in gifted and talented programmes- exclusion of other pupils could lead to negative SFP.

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"may not wish to take part in interviews" -> taking time out of lessons, impacting learning, teachers already have limited time planning lessons, may not have time to participate

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unstructured interviews- allows the researcher and pupil to create a rapport.

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Material deprivation--> lack of resources such as textbooks and tutors makes the middle class have an advantage as the w/c cannot afford them

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Material deprivation--> lack of resources such as textbooks and tutors makes the middle class have an advantage as the w/c cannot afford them

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Unstructured interview - more honest and accurate answers higher in validity as a result. Researcher builds rapport with ppt.

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“Processes such as setting and streaming can lead to pupils reacting in different ways.” —> If placed in lower streams, may rebel against the teacher or believe that they cannot succeed in education (self-fulfilling prophecy)

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Sociology ;)

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“inside school setting” - the researcher can gain more insight in school settings because they can make accurate observations therefore increasing the validity of the data obtained

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Peer pressure to conform to what is deemed 'cool' by pupils with status (popularity). If students view education or being smart as effeminate, their peers will too and choose not to participate as well.

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'Interactions with peers can influence a pupils understanding of their identity.'

WHAT DOES THIS LINK TO??????

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Gatekeepers- teachers may choose certain students who give a positive outlook on the school so responses may be unrepresentative

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Pupil identities - students part of anti-school subcultures are less likely to cooperate in the interview

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acdc : if anti-school identities dont cooperate- unrepresentative sample so inaccurate results

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Lack of operationalism- if it is a structured interview, the answers provided by the interviewer may not fully encapsulate or fit in to the ppts true answer as well.

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Not understand the Q-->double negatives/jargon + EAL parents +w.c less likely to understand elaborated code 

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Not understand the Q-->double negatives/jargon + EAL parents +w.c less likely to understand elaborated code 

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"conduct research inside school... not without limitations"- gatekeepers such as headteachers may limit access.

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students can build upon their responses - qualitative data means researchers gains deeper understanding of response

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Formation of subcultures influence student lifestyle. WC less likely to be involved in education, 'Nike identity', 'Not for us', so anti-school subculture, against the values of school so underperform.

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Anti school subcultures-->boys more vocational and get better grades at GCSE but worse at A level?? (higher education)-->values are different to the norms of the school-->more likely to go to college and then access employment than go to uni as they are mostly w/c (need money straight away! cannot think of the future)

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Unstructured interview—> produces qualitative data. Researcher can therefore get more insight from the student/teacher as they are able to express more of what they’re thinking than giving limited answers.

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Unstructured interview - qualitative data

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Unstructured interview - qualitative data

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questions are pre prepared so the researcher knows what to talk about - but they can also ask follow up questions to gain deeper insight

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"setting and streaming can lead to pupils reacting in different ways" -> SFP, labelling -> some students can reject labels

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"setting and streaming can lead to pupils reacting in different ways" -> SFP, labelling -> some students can reject labels

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Challenge - labels can cause pupils to adhere to an anti sub school culture - can cause them to be involved in gangs, poor attitudes to school

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this has a huge impact on the way students see themselves as when an authority figure gives an opinion about their performance and they end up beliveing their labels.

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Students may see the researcher as a teacher/authority figure

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If the researcher is white - wont understand the experiences of ethnic minorities in education so might not see those 'experiences' as relevant to the research

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lack of understanding from researchers because they havent gone through the experiences

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Teachers may change their behaviour -> impression management -> to give good impression to researcher

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Students are to dumb to understand their identities

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Researchers should protect characteristics of ppt's

Gatekeepers - school hard to access for ustuectured interview

Need dbs check

Cage of researcher might influence this as in terms of class - m/c- won't relate or understand the universal experience elf being a working place. During usntiectured interviews- if a participant reveals about the stirggles of the working class life - researcher may downplay or ignore this.

Also researchers culture and how if they come from a mor ptivelliged and accepted culture they could have prejudices about other cultures and this can cause them to be biased in unstructured interviews and view those who are of different coloured cultures as defiant or disruptive and choose to collaborate with ethnicities and cultures that they belive are more cooperative. This causes very narrow findings in research - effects external validity and generlaisabiloty of findings and researcher may be selective with unstructured interviews answers and focus and use findings from those with privileged backgrounds than coloured.

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If the researcher is middle class- power imbalance; w/c students have restricted speech so might not understand the jargon of the researcher's questions (elaborated code)

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Researcher may struggle to understand why students is struggling -> it's the students fault they're failing not the teachers/education system

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school headteachers, gatekeepers wouldnt want to give out information about their school

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WHy might they not understand?

Education level of researcher?

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the researcher's understanding: the researcher may believe to be important or relevant may not be to the ppt and vice versa.

the subjectivity of vocabulary: the researcher as someone MC may interpret certain words differently to the colloquial vocabulary of students, e.g the difference of understanding the word 'cool'.

difference in code: Researcher likely to be MC and speak in elaborated code, different to targeted ppts who may speak in restricted, this can limit ppts understanding of the questions asked, can skew results due to lack of understanding, invalid.

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middle class-parents are more likely to take an interest in their child’s achievement at school and be involved in their school work at home which means that they would be more likely to respond to the questionnaire and return it.

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if sensitive topic -> participants may not be willing to give their opinion -> may feel uncomfortable to speak their opinion to an old, white m/c man

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the researcher may be from a MC background compared to a participant who is from a WC background so the code used may be different causing misinterpretations and skewing data

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some students may not know how they formed their own identities therefore asking them may not get relevant information

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W/C Pupils might not understand the process as they may not have as much knowledge compared to middle class pupils who would be willing to participate and give feedback on what they think. Therefore, a white M/C researcher may label the W/C pupil as less intelligent in comparison to their m/c peers. Therefore, affecting the validity of the research.

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If pupils feel that their honest answers could be linked back to them, they may cover up their more negative opinions of the school in fear of being disciplined for their honesty. Invalid answers.

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Researchers are likely to have a good educational background, so they may not understand anti-school views

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the researcher can gain rapport with students