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SUMMARY:White working-class boys\, their educational experiences and ident
 ity construction - Garth Stahl\, University of Cambridge
DTSTART:20120522T120000Z
DTEND:20120522T130000Z
UID:TALK38009@talks.cam.ac.uk
CONTACT:Moritz Sowada
DESCRIPTION:Within the state education system of the United Kingdom “the
  great majority of low achievers – more than three-quarters – are whit
 e and British\, and boys outnumber girls” (Cassen and Kingdon 2007: x). 
 The study was focused on the heterogeneity of the white native British boy
 s at GCSE who often lack financial and cultural capital which can dramatic
 ally impact their aspirations\, values and ‘life worlds’.  To capture 
 this heterogeneity\, participants were selected using a variety of criteri
 a: FMS status\, college records\, setting/tracking\, prefect status\, part
 icipation in Talented and Gifted programmes and random selection.  The qua
 litative sociological study was conducted in seven stages with 23 students
  using semi-structured interviews and focus groups.  Three South London sc
 hool sites were used: 1) a Pupil Referral Unit\; 2) a school where white w
 orking-class boys were a minority (in a boy-heavy cohort)\; 3) a school wh
 ere white working-class were the majority with a more equal gender balance
 . Many different activities were used including listening to music\, watch
 ing DVD clips\, examining images.  All were designed to access the evaluat
 ive techniques the boys used to define themselves\, their families\, their
  communities\, and their schooling.  The data was then coded and analyzed 
 for emergent themes\; then Bourdieu’s concept of habitus\, capitals and 
 field were used to explain the identity work the boys were undergoing.
LOCATION:Room 2S4\, Donald McIntyre Building\, Faculty of Education\, 184 
 Hills Road\, Cambridge
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