use the child to rebel against the school as it represents the authority of the racist society in their daily lives.\n3. Discrimination within school – streaming and setting in lower groups based on stereotypes\n4. Teacher may label them “troublemakers”\n5. Lessons may be ethnocentric\n6. Cultural differences\n7. Genetic differences\n\n**Social class –** working class pupils were more likely to underachieve due to:\n\n1. Labelling, setting and streaming leading to underachievement\n2. Inherited intelligence\n3. Cultural and material deprivation\n4. Low self-esteem\n5. Language differences\n6. Cultural capital\n7. Class position\n8. Lack of resources\n\n_Material, Cultural and Linguistic Influences on Education_\n\n

	Material Influences	Cultural Influences	Linguistic Influences
Social Class	Less space to study; Inadequate food; Lack of resources; Haven’t gone to pre-school; Part time jobs; School in poor area	Fatalistic attitude; Need for immediate rather than deferred gratification; Parents not valuing education; Loyalty to social group; Absence of successful role models	Basil Bernstein suggested that middle-class children were more proficient in elaborated code than working-class children giving them an advantage
Ethnicity	Low position in new country	Louise Archer found people with Chinese backgrounds did well in school as working hard at school was an essential part of Chinese identity	Minor ethnic groups do not always talk in the same language at home as school and may therefore find trouble understanding. Shown by William Labov regarding AAVE.
Gender	A poor family is more likely to spend on a boys’ education than a girls’	Girls may be influenced in seeing their future in terms or marriage

\n\n_Influence of School, Teachers, Peer Groups and Pupil Subcultures_\n\n

	School and Teachers	Peer Groups and Pupil Subcultures
Social Class	Working-class students may be seen as poorly motivated; lacking support from home; and disruptive which makes teachers view them as lacking in ability even if they are able as according to Howard Becker, teachers judge people based on non-academic factors like speech, dress, and personality making up a stereotype of the ideal pupil.	If labelled as failures, some pupils rebel against the school and develop anti-school sub-cultures which provide a means for pupils to improve their own self-esteem. The sub-cultures are usually: hating school; truanting; avoiding work; cheating; being insolent towards teachers; despising pupils who work hard; being involved in delinquency. Working-class children are more likely to belong to anti-school sub-cultures.
Ethnicity	Pupils from minority ethnic groups may be put in lower sets or streams because of language differences and usually good or bad behaviour of a few members of a certain ethnic group may reflect on the teacher’s view of the entire group.	If labelled as failures, some pupils conform to a self-fulfilling prophecy of failure. Majority of these students belong to minority ethnic groups because they fail to meet the expected/ ideal pupil stereotype. They may also be bullied or discriminated against by peers for under or overachieving.
Gender	Boys are more likely to be seen as problems in school and more rules focus on boys than girls. Girls may find some classrooms male-dominated; textbooks may show pictures of boys rather than girls; and the subject may be taught by a man. These factors can give girls the message that the subject is not for them	Girls’ peer gr

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