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Internal Factors - Ethnicity & Educational Achievement (Institutional…
Internal Factors - Ethnicity & Educational Achievement
Labelling & Teacher Racism
Particular focus on how Black & Asian Pupils are labelled negatively.
Bourne 1994 & Foster 1990 - Black boys often seen as threats & are labelled negatively leading to more exclusions also, more likely to be placed in lower sets & streams.
Wright 1992 'Early Education' - Many Asian Pupils are victims of labelling due to Teachers 'Ethnocentric Views'. This means that many Asian Pupils are left out of discussions & names mispronounced leading to 'Marginalisation' & underachievement.
Gillborn & Youdell 2000 - 'Rationing Education' Teachers = quick to discipline Black Pupils than others for similar behaviour & Teachers hold 'Racialised Expectations'. Teachers misinterpret behaviour & see Black Pupils as anti-authority. This creates conflict between Teachers & Pupils = reinforces stereotypes & leads to further problems.
Pupil Responses & Subcultures
Fuller & Mac an Ghaill 1984 - 'Rejection of Labels' Fuller studied group of Black girls in Y11 (London Comprehensive school) who were in lower streams yet were achieving highly. These girls did not conform to all the values of the school but did value educational success enough to push themselves. Mac an Ghaill discovered similar findings in his study of Black & Asian A-level Pupils. These studies show labelling does not always follow the same negative pattern.
Mirza 1992 'Failed Strategies for Avoiding Racism' - Highlights how some pupils are not able to develop coping strategies when faced with Teacher racism & labelling. Found Teachers 'cooled down' Black Pupils when discussing careers & future education plans. 3 types of racism was identified:
The Colour Blind - All pupils equal but in practice allowed racism to go unchallenged.
The Liberal Chauvinists - Black Pupils to be culturally deprived & have low expectations of them.
The Overt Racists - Black Pupils are inferior & actively discriminate against them.
The girls were selective about what 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.
Sewell 1998 'Loose Cannons' - Examined the different strategies that Black boys used to cope with racism.One of his conclusions was Teachers hold a stereotype of 'Black Machismo' (seeing Black Pupils as rebellious & anti-authority). Sewell argues there are 4 main responses to Teacher racism:
Conformity - Majority of Black Pupils accepted values of school & eager to succeed.
Rebellion - Minority & most influential group, they rejected values of school & opposed the school by joining a peer group. These reinforced the negative stereotypes of 'Black Machismo'.
Retreatism - Small minority who isolated & disconnected with peer group subcultures & school (kept a low profile).
Innovation - 2nd largest group who were pro-education but anti-school, they distanced themselves from 'Conformists' enough to keep credibility with the 'Rebels' whilst valuing education success.
The Ethnocentric Curriculum
Sociologists such as Troyna & Williams 1986 & David 1993 argue National Curriculum is 'specifically British' & focuses only on White culture ignoring non-European languages, literature & music.
Ball 1994 - uses the term 'Little Englandism' to describe the way the curriculum focuses on White British Culture & tries to recreate 'a mythical age of empire & past - glories while largely ignoring the history of Black & Asian people.'
Coard 1975,2005 - Highlights Black culture & history is taught to be primitive & how White people civilised such groups.
Often learnt how White is connected to 'Good' & 'Pure' whilst Black is connected to 'Evil'.
Selection & Segregation
Gillborn 1997 -The Marketisation of Education puts ethnic minorities at a disadvantage as schools can be more selective of who they enrol.
Moore & Davenport 1990 - (support this view) Suggest that schools create ethnic segregation.
The Commission for Racial Equality 1993 - Identified similar biases in relation to ethnicity & education which is linked to the following:
Racist Bias in Enrolment Interviews.
Lack of information available in minority languages.
Minority parents are often unaware of enrolment procedures.
Institutional Racism
Individual Racism - Results from the prejudice views of the individuals.
Institutional Racism - Results from the inbuilt discrimination within institutions e.g. Police, Media & Education.
Ethnocentric Curriculum can be seen as an example of Institutional racism.
Hatcher 1996 - Racist behaviour often unchallenged & ignored in many schools. There are a lack of formal strategies in place to deal with such events.
Troyna argues the lack of provision for teaching Asian languages is a form of Institutional racism as it puts certain Asian groups at a disadvantage on a day-to-day basis.