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Habitus Disjunctures, Reflexivity and White Working-Class Boys’ Conceptions of Status in Learner and Social Identities

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  • Garth Stahl

Abstract

The article primarily explores the social class identification of 15 white working-class boys at a high performing school in a socially marginalized area of South London where academic performance was routinely depicted as crucial to economic and social well-being. The research aims to consider the influence of a high performing school on the boys’ identity and the relationship between their identity and their engagement with education. First, a brief background on white working-class boys ‘underachievement’ will provide the context. Second, Bourdieu's conceptual tools of habitus, institutional habitus and capitals are examined. Bourdieu's class analysis provides a useful conceptual framework to address (divided) working-class masculinities in a high attaining academic institution. Third, semi-structured interviews focused on academic self-concept, social class-identification and subsequent rationales, as well as participants’ identification of who they considered to be a student they admire, provide valuable insight into understanding habitus disjunctures and learner identities.

Suggested Citation

  • Garth Stahl, 2013. "Habitus Disjunctures, Reflexivity and White Working-Class Boys’ Conceptions of Status in Learner and Social Identities," Sociological Research Online, , vol. 18(3), pages 19-30, August.
    • Handle: RePEc:sae:socres:v:18:y:2013:i:3:p:19-30
    DOI: 10.5153/sro.2999
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    References listed on IDEAS

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    1. Cassen, Robert & Kingdon, Geeta, 2007. "Tackling low educational achievement," LSE Research Online Documents on Economics 43735, London School of Economics and Political Science, LSE Library.
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    Cited by:

    1. Jiexiu Chen, 2022. "Hysteresis Effects and Emotional Suffering: Chinese Rural Students’ First Encounters With the Urban University," Sociological Research Online, , vol. 27(1), pages 101-117, March.
    2. Megan Thiele & Amy Leisenring, 2022. "Class Incorporated: Stratified Patterns of Academic Engagement at a Highly Selective University," Sociological Research Online, , vol. 27(2), pages 415-433, June.
    3. Till Kaiser & Christian Schneickert, 2016. "Cultural Participation, Personality and Educational Inequalities," Sociological Research Online, , vol. 21(3), pages 41-56, August.
    4. Joanne McKenzie, 2017. "‘The Person God Made Me to Be’: Navigating Working-Class and Christian Identities in English Evangelical Christianity," Sociological Research Online, , vol. 22(1), pages 213-225, February.

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