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Ethnicity Internal Factors - Coggle Diagram
Ethnicity Internal Factors
Labelling and self-fulfilling prophecy
Racial stereotypes
influence teacher's labelling of students,
Teachers make assumptions that black students will be disruptive, hopeless and challenge authority giving them negative labels such as
'trouble-maker
'.
This can in turn have the effect of becoming a
self-fulfilling prophecy
, as students internalise labels set upon them, for example a black student being labelled as a 'slow-learner' will believe he is a 'slow-learner' and so will achieve less in academic achievement as he thinks he is unworthy and not capable of achieving good grades.
Misallocation of sets
- students are wrongfully placed in the wrong sets and are 2.5 times more likely to be placed in a bottom set than a white student is. Bottom set negatively affects this student's self-confidence and has a direct negative effect on achievement as less experienced teachers combined with rowdier behavioural students will disrupt education. = self-fulfilling prophecy.
Teacher assessment
- Evidence supporting teachers holding
anti-black subconscious bias
among some teachers. White British teachers tend to have lower expectations of black students, and so set them lower predicted grades for UCAS and mark their coursework lower.
E.g.,
Cancellation of exams in 2020
has ad adverse negative effect on black students as the regular outperform their GSCE grades, many received lower than what they could have and further would have achieved under normal exam conditions. Harmful effects of racial stereotypes and labelling,
Public subcultures
A way in which students may react to radicalised teacher expectations is through the formation of subcultures. study in subcultures by sewell around black caribbean boys found 4 types of public subculture.
The rebels
- rejected goals and rules of the school. anti-authority, 'macho black lads'. stressed that only a small minority of the group were rebels but that teachers' assumptions and pre-labelling made it so the teachers saw most black boys (as they often view black masculinity as dangerous)
The conformists
- the wanted to do well, accepting the goals of the school and made friends with different ethnic groups, not part of a subculture.
The retreatists
- isolated individuals' 'loners' not part of a subculture
The innovators
- pro-education, anti-school, valued success but did not seek approval from the teachers. wanted to remained 'cool' in front of the rebels.
Marketisation
Running schools like businesses as in marketisation can gave negative adverse effects on ethnic students such as Bangladeshi and Pakistani
, who may not be fully aware of how to
'play the system'
Ethnic groups may suffer from a lack of educational capital
- in not being able to understand various application school forms, which may have the adverse effect of their child being more likely to go to a local less academically renound school. Equally a
lack of economic capital
may mean not being able to afford transport costs to send their child to a superior school (judged by grades) as many come from working class backgrounds with low paying jobs such as those on zero contract hours. Cultural capital may also suffer in that they may not know how to challenge schools about admissions, or don't feel conferrable talking to teahers or approaching the school. Furthermore, those who are EAL.
Chinese and Indian families tend to be middle class and possessing all
4 types of capital. Educational, cultural, economic and social.
Ensuring their children can be access to the best schools. Schools are also more likely to "cream-skin" students, picking specific ethnic groups such as Chinese and Indian pupils as they believe they will achieve excellent exam results, as their culture places high value on education and parents will be supportive and discipline if needed.
Institutional racism and anti-blackness
Both intentional and unintentional acts of discrimination that take place at an organisational level are known as institutional racism and have a great effect on academic achievement.
E.g., lack of minority teachers, subconscious decisions about responsibility being given to ethnic minorities and disciplining ethnic groups more harshly than others.
Some white-British teachers hold lower expectations of black pupils, negatively judging them and more harshly punishing them.
Predominantly black hairstyles are unfair punished
- black boys with shorter hair then the requirement is placed into isolation whilst white boys are given more leniency and lighter treatment.
Black pupils' expression of emotion in 'kissing teeth'
is misinterpreted by teachers, who see it as aggressive and a challenge to authority (when it really means an expression of annoyance or unhappiness)
Blacks' pupil's confidence is misconstrued as arrogance, rudeness or naughtiness. Anti-black unconscious bias has a damaging effect on grades and outcomes of black pupil's.
Illustrated in Mirza's study of black ambitious girls,
who came to the conclusion that black girls who face racism in the classroom will develop strategies to such as not taking part in class discussions and not choosing subjects that have racist teachers. The strategies restricted girls Oppurtunites to achieve in school, which has a limiting damaging effect on their academic achievement.
Ethnocentric curriculum
Ethnocentric means seeing your culture as more important than others
.
The idea of the ethnocentric curriculum is that education in the United Kingdom regards white-British culture as the most central and important, whilst disregarding their cultures and their contributions to society. White-British knowledge is therefore favoured and rewarded whilst others are not.
Only teach EUROPEAN languages
in school - French and Spanish which devalues other languages of ethnic minorities. For example, many Bangladeshi students speak Bengali and feel ignored as the language is not taught in school, causing them to feel left out.
History is taught from a British perspective
this may lead to a biased view of other cultures. Black history taught in school's main focus is on slavery and colonialisation (British invading and claiming land). This teaches black students that there culture is diminished and less important resulting in low-self-esteem and underperformance.
School holidays are set according to Christian festivals
- e.g. Christmas and Easter holidays as Christianity is the dominant religion in the United Kingdom. This therefore ignores other religious cultures meaning students may have to go to school pr face missing content on days of religious importance, e.g. majority of UK schools do not close for the Muslim celebration of Eid.
School uniform policies may go against religious beliefs
- for example in 2012 a Muslim student was sent home and told to change her unfirm as her skirt went against religious beliefs of Muslim women being modest and covering up the body due to the requirement that skits must be at knee length. She refused and felt bullied and outcast due to her religious beliefs ar were not the British expected norm, left out nd upset to have not been able to see her friends.