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ethnic minorities difference in achievement (internal) (Labelling and…
ethnic minorities difference in achievement (internal)
Labelling and teacher racism
Teacher labelling is where they attach a meaning or definition to a child. interactionists focus on the different labels teachers give to children from different ethnic backgrounds. teachers often see black and Asian children as being far from the ideal pupil so teachers give them negative labels.
Black pupils and discipline -
Gillborn and Youdell found that teachers were quick to discipline black children because they see their behaviour as threatening or challenging authority, teachers held racialised xpectations. when teachers do this it causes conflict. this could explain why there is high exclusion from black boys.
Black pupils and streaming -
Gillborn and Youdell found that in the A-to-C economy, teachers focus on those students who they believe are most likely to achieve a grade C at GCSE a process the authors call educational triage or sorting. as a result negative stereotypes about black pupils ability. Peter Foster found that this results in them being placed in lower sets, this often led to self fulfilling profecy.
Asian pupils -
Cecile Wrights study shows that Asian pupils are victims of being labelled by teachers ethnocentric views (meaning British standards are superior). This meant they were left out of discussions and often had there name mispronounced.
Pupil identities - Louis Archer
The ideal pupil identity
- A white middle class, masculinised identity, normal sexuality. the pupil is seen as achieving in the right way through natural ability.
The pathologised pupil identity
- An Asian, feminised identity, a asexual identity or oppressed sexuality. seen as a overachiever, who succeeds through hard work and not natural ability.
The demonised pupil identity
- A black or white working-class, hyper-sexualised identity, seen as unintelligent and peer-led, under achiever.
Chinese pupils -
can also be pathologised seen as achieving success in the wrong way (Hard work) therefore would never be labelled as the ideal pupil. this shows us that successes of ethnic minorities will only be seen as over achievement since the proper way is through natural ability.
Pupil responses and subcultures
Fuller and Mac an Ghaill: rejecting negative labels -
Studied a group of black girls in year 11. the girls were high achievers which was untypical because most were placed in low streams. they describe them as rejecting the negative labels and channel their anger into the educational success and did achieve this, but they do not seek teachers praise.
Mirza: failed strategies for avoiding racism
- they found that racist teachers discourage black pupils by advising them about the types of careers.
Colour-blind -
teacher who believe all pupils are equal but in practice allow racism to go unchallenged.
The liberal chauvinists -
Teachers who believe black pupils are culturally deprived and who are low expectations of them.
The overt racists -
Teachers who believe blacks are inferior actively discriminate against them.
These girls were selective about which teachers to talk to & chose to get on with their own work rather than joining in class tasks in lessons. This was a poor strategy as it meant the girls fell behind with work & limited their options for help.
Swell: the variety of boys' responses -
he says that their are many different responses.
The rebels -
Small minority of black pupils. who are often expelled from school. they reject the goals and rules of school. they are anti-school and relay of peer groups.
The conformists -
The largest group were keen to succeed and anxious to avoid stereotypes.
The retreatists -
is a tiny minority group of isolated individuals who are disconnected from both school and black subcultures, despised by the rebels.
The innovators -
the second largest group. they are pro-education but anti-school. they valued success but did not seek approval by teachers. were friends with the rebels. this shows us that teachers often see black boys in away that makes them underachieve.
Critical race theory
Critical race theory sees racism as an ingrained feature of society. this means that it involves not just the intentional actions of individuals, but more importantly, instituaional racism.which is ‘less overt, less identifiable and originates in respected forces
Locked-in inequality - this means that people are still racist but they are not allowed to speak their feelings because of laws. Gillborn says its so deep rooted and so large that it is a practically inevitable features of the educational system.
Marketisation and segregation
Gillborn says that marketation gives school more scope to select pupils, this allows negative stereotypes to influence decisions about school admissions. meaning schools high on the league tales don't pick them because they think they will fail. also ethnic minority parent are unaware of deadlines and waiting lists, their English may not be good when filling out application forms. racist bias in interviews for school places.
The ethnocentric curriculum
Troyna & Williams & David argue The ethnocentric curriculum reflects the culture of one ethnic group usually dominant culture (British) and ignoring others. Some prime examples Languages, literature and music. the national curriculum is British meaning non European languages are ignored. Coard says History the national curriculum ignores ethnic diversity, this undermines black children giving them low-self esteem.
Access to opportunities
The Gifted and Talented programme -
Created to support Gifted children in inner city schools. Although this seems like it would benefit ethnic minorities in material deprivation, Gillborn’s assessment theory demonstrates that is it white pupils that are more likely to be seen as gifted and talented.
Exam tiers -
Tickly found that black children and other ethnic minorities are more likely to be placed in lower sets and streams which will not allow them to sit the higher tier papers leaving them stuck to only being able to achieve a C.
Assessment
Gilborn argues that the ‘Assessment Game’ is rigged to validate dominant culture’s superiority. Before 2003 the ‘base line assessments’ to see where young children were starting from in compulsory schooling often showed black pupils outperforming or at the same ability white pupils.Gillborn argued this changed overnight to FSP (foundation stage profile) which was measured in a completely different way intentionally to show that white children were out performing black children.
Two major changes were
1
FSP is based entirely on teachers judgements of the students whereas before it was based on written assessments.
2.
FSP is completed at the end of reception year whereas the baseline basements were as the start of primary school.
The New IQism -
Teacher labelling and streaming; teachers have “racialized expectations” of black pupils.This means they place them in lower sets at school removing them from the gifted and talented programme or the chance to achieve high grades. Gillborn calls this New IQism as it is the teachers making judgements on a child's ability using racialized stereotypes, and ignoring the child's potential or ability. He says teachers see potential as fixed once measured it cant change, but Gillborn says that this is false and it can change.
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Criticisms of Gillborn
Black boys underachievement
Sewell explains, although there is still some evident institutional racism present within schools this is small scale and more focus needs to be the external factors of gangs, the lack of father figure and the anti school attitudes that resonates for many black boys.
Model Minorities: Indian and Chinese achievement
Others argue, how can institutional racism be the reason why some ethnic minorities fail when there are other ethnic minorities that are out achieving white pupils.