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9 Cards in this Set
- Front
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Name the different areas of internal factors in regards to ethnic differences in achievement? |
1. Labelling and teach racism -Black pupils and discipline -Black pupils and streaming -Asian pupils 2. Pupil identities -Chinese pupils 3. Pupil response and subcultures -rejecting negative labels. -variety of boy's response -failed strategies to avoid racism |
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What the internal factors to do in relation with instautional racism? |
1. Critical race theory -locked-in inequality 2. Marketisation and segregation 3. The ethnocentric curriculum 4. Assessment 5. Access to opportunities 6. The New IQism |
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What are the cricisms of Gillborn? |
Critics of Gilborn claim that ethnic differences in achievement are the results of instutional racism focus on two issues: -Underachievement of minority groups such as black boys -The 'overachievement' of Indian and Chinese pupils. 1. Black boy's underachivement: SEwell rejects Gillborn's view that institutional racism is the main cause of underachivement, with internal factors within the education that systematically produce ethnic underachivement. In contrast, Sewell believes that racism has not disappeared from schools but that now it's not powerful enough to prevent individuals from succeeding. -Sewell claims that there needs to be a focus on external factors such as anti school attitudes which are evidently shown among black boys. 2. Model minorities: Indian and Chinese achievement Asian pupils are viewed as model minorities and overachieve among white students, thus evidence that institutional racism within the education system does not prevent achievement. Model minorities achieve higher than white pupils. |
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Who and why claims that teachers are quick to discipline black pupils behaviour? |
Gillborn and Youdell argue that it is because of labelling that teachers would have 'racialised expectations' and that teachers had expected black pupils to present more discipline problems and misinterupt behaviour as threatening or challenging teacher's authority, resulting in teachers acting negatively. The results of labelling would lead to black pupils feeling that teachers underestimate their ability. White teachers were most likely to hold these racial stereotypes rather than pupils actual behaviour. Jenny Bourne found that schools see black boys as a threat and label them negatively, leading to exclusion which impacts achievemt. Only one in five exlcusided pupils achieve five GCSEs. According to the DFE, in 2011/2012, the highest number of permanent exclusions where of African Caribbean males. Futher more, Osler claims that black pupils are more likely to suffer from unofficial exclusions and from 'internal exclusions' where they are to be sent out of class. As well as they are likely to be put in isolation, excluding them from the mainstream curriculum. |
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How are asian pupils impacted by labelling? |
Cecile Wright claims that Asian pupils can be a victim of teacher's labelling at multi ethnic primary schools. Claims that the teachers held ethnocentric views, with British culture and standard being superior. This would impact how they'd relate to people, for example, they assumed that Asians would have a poor grasp of English and would leave them out of class discussions or use of simplistic language when speaking to them. This would result in asian pupils feeling isolated as well as when teachers would express disapproval over their customs or would mispronouce their names. Instead people's would see them as a problem they couldn't ignore, leading to asain pupils, especially girls, feel marginalised and felt they couldn't participate fully in the classroom. |
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What are Louise Teacher's three dominant discourses in which teachers view pupil identities? |
1. The ideal Pupil identity: seen as white, middle class, masculinised identity with a normal sexuality. Seen as achieving in the right way. 2. The pathologised pupil identity: an Asian, feminised identity, either asexual or oppressed sexuality. Pupil is seen as a conformist and cultural-bound 'overachiever' through hard work instead of natural ability. 3. The demonised pupil identity: black or white working class: hyper-sexualised identity. Seen as unintelligent and an ubderachiever, peer-led and culturally deprived. For Archer, ethnic minorities are either seen as the Demonised or Pathologised pupil identity. For example, interviews with teachers and students found how how black students are demonised as 'loud', challenging and excessively sexual. Archer found that Asian girls are stereotyped as quiet and passive. Farzana Shain found that when asian girls challenge these stereotypes they are likely to be felt with more severely than others. |
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According to Archer, what pupil identity do teachers see Chinese pupils as? |
Chinese pupils were viewed negatively by teachers, fitting the pathologised identity. Teacher's saw as: homogenous passive, quiet and hard-working mass, with Chinese girls as educational automatons, who are too quiet, too passive and too repressed, while the boys tended to be positioned as effeminate and subordinate. Chinese students, while successful, were seen as achieving in the 'wrong way - through hard-working and a passive conformist rather than natural ability. This means they could never legitimately occupy the identity of 'ideal Pupil. Archer and Francis sums up the teacher as a 'negative positive stereotype'. Teachers stereotyped Chinese families as 'tight' and 'close' and used to explain the girls supposed passivity. Teacher's also tend to wrongly stereotype their Chinese students as middle class. Archer identifies that even the success of ethnic minority pupils will only be seen as 'over-achirvement' - since 'proper achievement' is seen to be the natural preserve of the privileged, white, middle-class ideal Pupil. |
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What are the 4 responses, according to Sewell, boys going to give to negative labels or racial stereotyping? |
The rebels - most influence but the smallest group of black people. Will often be excluded from school and likely to reject the goals and rules of the school and expressed their opposition through peer group memberships and confirm to stereotypes. The rebels believe I their own superiority based on the idea that black masculinity equates with sexual experience. The conformist - these boys keen to succeed, accepted the schools goals and had friends from different ethnic groups. They were not part of the subculture and were anxious to avoid being stereotyped either by teachers or peers. The retreatists - tiny minority of isolated individuals who were disconnected from both schools and black subcultures, and were despised by the rebels. The innovators - second largest group: pro education but anti school. They value success but do not seek approval or teachers and only seek to get work done and achieve. Distances themselves from conformist and allowe them to maintain credibility with the rebels while remaining positive about academic achievement. |
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What is an example of a study where pupils being labelled reject their negative labels? |
The Fuller and Mac an Ghaill: rejecting negative labels in 1984 of a study of black girls in year 11 of a London Comprehensive schools, whom were high achievers at schools. Instead of accepting their negative labels, the girls channelled their anger about being labelled into the pursuit of educational success. However they would not seek approval of teachers, many of whom were regarded as racist. They also didn't limit their friend group to achievers, but were friends to black girls in lower streams. They'd also only conform only as far as schoolwork and would work conscientiously, but gave the appearance of not doing so, and showed a deliberate lack of concern about school routines. They had a positive attitude to academic success and preferred to rely on their on efforts. Fuller sees their behaviour as a way of dealing with the contradictory demands of succeeding at school while remaining friends with black girls in lower streams and avoiding the ridicule of black boys, many of whom were anti-school. They would be able to maintain a positive self-image by relying on their own efforts rather than accepting the teachers negative stereotype of them. Martin Mac an Ghaill's study of black and Asian A level students at sixth form researched similar conclusion. Students who believed they were negatively labelled didn't conform to these label. However they responded depending on the factors such as ethnic group, gender and the nature of the school. For example, some girls felt that their experience of having attended an all-girls school gave them a greater academic commitment that helped them overcome labels at college. Mirza: failed strategies for avoiding racism Heidi Mirza also had studied ambitious black girls who faced teacher racism. She found that racist teacher discouraged black girls from pursuing professional careers. Mirza identified three types of teacher racism: -The colour-blind: teachers who believed all pupils are equal but in practice allow racism to go unchallenged. - The Liberal Chauvinists: Teachers who believed black pupils are culturally deprived and who have low expectations of them. - The overt racists: teachers who believed blacks are inferior. Much of the girls time was spent avoiding teachers negative attitudes and would be selective about which teachers they ask for help, getting on with their own work in lessons without taking part and not choosing certain options so as to avoid teachers with racist attitudes. However, these strategies would put them at a disadvantage by restricting their options to avoid racism as well as limiting the teachers that could help them |
