Anti-School Subcultures and Educational Attainment

Anti-school subcultures, characterized by their rejection of mainstream educational values and norms, can significantly impact the educational attainment of their members. This essay will explore various ways in which these subcultures can hinder academic success, ultimately leading to poorer outcomes for students involved.

Discouraging Achievement and Fostering Negative Attitudes

One prominent way anti-school subcultures impact attainment is by actively discouraging academic achievement. Students who display diligence and strive for good grades may face ridicule and ostracism from their peers within the subculture. This peer pressure can be powerful, leading students to prioritize acceptance within the group over academic success. For instance, Willis' (1977) study of "the lads" found that these working-class boys viewed academic effort as effeminate and actively chose to fail, perpetuating their own low status.

Disengagement and Disruption

Anti-school subcultures often manifest in behaviors that directly disrupt the learning environment. This can range from low-level disruption, such as talking in class or refusing to participate, to more serious offenses like truancy and expulsion. Such behaviors result in missed learning opportunities for the individuals involved and can create a chaotic atmosphere that hinders the learning of other students.

Labelling and the Self-Fulfilling Prophecy

The association with an anti-school subculture can lead to negative labelling by teachers and the wider school community. As Becker (1963) argues, these labels can become self-fulfilling prophecies. Students labelled as "troublemakers" or "uninterested" may internalize these labels, leading them to disengage from education and fulfill the low expectations set upon them.

Alternative Goals and Aspirations

Furthermore, anti-school subcultures often promote alternative goals and aspirations that stand in direct opposition to those valued by the education system. For example, status and respect within the subculture might be gained through activities that are disruptive or even illegal, further alienating these students from the traditional pathways to success offered by education.

Conclusion

In conclusion, anti-school subcultures present a significant challenge to educational attainment. By fostering negative attitudes towards learning, encouraging disruptive behavior, and promoting alternative goals, these subcultures can trap students in a cycle of underachievement. Addressing the root causes of these subcultures, such as social inequality and lack of opportunity, is crucial to breaking down these barriers and providing all students with an equal chance to succeed.

**References** * Becker, H. S. (1963). *Outsiders: Studies in the sociology of deviance.* New York: Free Press. * Willis, P. (1977). *Learning to Labour: How Working Class Kids Get Working Class Jobs.* Farnborough: Saxon House.