Some sociologists (for example, Willis 1977) have argued that working-class boys effectively choose not to succeed at school because they do not see schooling as relevant to their future employment destinations. But in reality, success in school is not a simple choice. Working-class boys have to navigate the conflicting demands of doing well academically (which implies an element of compliance and good behaviour) and maintaining their status within their peer group. For some working-class boys, doing well in class can result in them being ridiculed or isolated from their friends or even their families.
Despite the general trend towards underachievement and the difficulties associated with doing well at school, not all working-class boys underperform. Some achieve adequately or even very highly. Often this performance is influenced by the culture of the school they attend. A school’s culture can be seen as its shared values, attitudes and practices. These are often accepted as the norm by those within the institution, and may therefore go unquestioned.
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