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Education Topic 3 (flashcards done) - Coggle Diagram
Education Topic 3 (flashcards done)
Internal factors - labelling, ethnic identities. SFP and subculture responses
Labelling
to attach a meaning or definition to a person, which may lead to a
self fulfilling prophecy
ideal pupil
Gillbron 2011 x
found that the
'ideal pupil'
stereotype held by teachers also favours those who are
white
, and that many teachers simply do not see
black children
as likely academic successes
teachers denied the children opportunities,
especially Black Caribbean pupils
, regardless of
class; gender or academic ability
- because of this they are more likely to be placed in lower groups, or not entered into top tier exams
CRITIQUE
Hartley and Sutton x
found that the
'ideal pupil label'
was more likely to be applied to Indian Asian girls
Osler 2001
argues that
black pupils
are excluded from school more often, but are also subject to more unofficial exclusions (internal)
they are also more likely to be placed in PRU (Pupil Referral Unit) that exclude them further from the mainstream curriculum
Black pupils and Labelling - The Evidence
Jasper 2002 x
white female teachers
are more likely to teach
black pupils
in a style less conductive to learning. this is based on their
expectation of their behaviour
- e.g. less creative, less group work
Bourne 1994
Black boys
often get seen as threats and as such labelled negatively leading to more exclusions. they are also more likely to be placed in lower sets and streams
African Caribbean pupils
are more likely to be given detentions due to the misinterpretation that these pupils were challenging their authority with the way they spoke, dress and manner
boys are more likely to challenge racism in schools and form
anti-school subcultures
Wright 1992 x
ethnocentric views from the teachers
teachers expectations of
Asian pupils
- they will have a poor grasp of English
Consequences
these pupils were often left out of class discussions or teachers used simplistic, childish language when speaking to them
Asian pupils
felt isolated as the teacher disapproved of their customs
teachers didn't see them as a threat, and therefore ignored them
they therefore felt marginalised and prevented from fully participating
ethnic identities
Archer 2008 x
a teacher dominant
discourse (their way of seeing something)
defines and constructs
three types of ethnic minority pupils' identities
the ideal pupil identity
a
white, middle class masculine identity
with a
normal sexuality
, this pupil achieves in the
"right" way
; through
natural ability and intuitive
the pathologized pupil identity
an
Asian 'deserving poor', feminised identity, either asexual or with an oppressed sexuality
, this pupil is
'plodding'
and a
conformist
, a culture bound 'over achiever' who achieves through
hard work, not a natural
the demonised pupil identity
a
black or white pupil, working class, hypersexualised, unintelligent, peer-led, culture deprived, underachiever
SFP
where a label or prediction about a person comes true, simply because it has been made
negative labels of
black pupils
leads to often less support and racism which is combined to create underachievement and negative SFPs
labels of
Asian pupils
leads to teachers reinforcing the expectations of their parents, but racism leads their high achievements to be seen as over achievement
subculture responses
when a label is attributed to someone, it does not necessarily mean that there is one set-response to it. On the contrary there are many different responses
Fuller 1984: Rejection of Labels x
studied a group of
black girls in year 11
in a London Comprehensive who were in lower streams yet were achieving highly
these girls
did not conform to all the values of school (e.g. respect for teachers)
, but did value educational success enough to push themselves
they did not seek approval from teachers, rather they
focused on their own efforts and the impartiality of external exams
. This helped the girls to balance the demands of maintaining a positive self-image, as well as avoiding ridicule by
anti-school black boys
Mac an Ghaill 1992
discovered similar findings in his study of
Black and Asian A-level pupils.
Students who believed they'd been labelled all
responded differently
, depending on their
ethnic group and previous school
all girl school students were best equipped with academic commitment to overcome the labelling
Mirza 1992: Failed Strategies for Avoiding Racism x
highlights how some pupils are not able to develop coping strategies when faced with teacher racism and labelling
found that teachers
'cooled down' black pupils
when discussing careers and further education plans. 3 types of racism was identified:
The Colour Blind
believed all pupils are equal bit in practice allowed racism to go unchallenged
The Liberal Chauvinists
believed
Black pupils
to be culturally deprived and thus have low-expectations of them
The Overt Racists
Believe
Black pupils
are inferior and actively discriminate against them
it is because of this that the girls in the study were selective about which teachers to talk to and 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 and limited their options for help
notes how some
black girls
openly reject the help from teachers at school, which they see as being patronising and misguided
e.g. careers advice especially - teachers discouraging them from pursuing professional careers
however
, unlike
Fuller's
findings - this strategy held these students back academically - they rebelled and rejected the schools value (e.g. dress, attitudes and behaviour)
so
rejecting negative labels does not always lead to educational achievement
Sewell 1998 'Loose Cannons' x
examined the different strategies that
Black boys
used to cope with racism.
one of the conclusions was that
teachers hold a stereotype of 'Black machismo' - seeing Black pupils as rebellious and anti-authority
because of this
Sewell
argues that there are
4 main responses to teacher racism
Conformity
majority of Black pupils
accepted the values of the school and were eager to succeed
Rebellion
the
most influential group but still a minority
. these rejected the values of the school and opposed the school by joining a peer group.
these reinforce the negative stereotype of 'Black Machismo'
Retreatism
a
small minority
who isolated and disconnected with peer groups subcultures and the school. these kept a low profile
innovation
second largest group
who were
pro-education but anti-school
(like the girls in
Fuller's
study). They distanced themselves from Conformists enough to keep credibility with the 'Rebels' whilst valuing educational success
EVALUATION OF LABELLING AND PUPIL RESONSES
Modood 2003 x
"if racism leads to a victim being turned off at school and dropping out, why do Asian men and women have such high staying-on rates and make academic progress?"
caution needs to be taken when
generalising the findings
from these studies to All teachers/pupils
should not adopt a
"blame the teachers" approach
- rather the educational system as a whole should be assessed
very deterministic view
- assuming that students will automatically fall victim to SFPs and automatically fail -
Fuller's
research suggests otherwise
Internal factors - institutional racism, ethnocentric curriculum
institutional racism
Gillborn 2000 x
schools are institutionally racist and have racialised expectations
e.g.
Black pupils
will offer more behavioural problems, be threatening, challenge authority, get excluded
e.g.
black pupils
are more likely to be considered to be slow learners/lack concentration etc
because of this racialised expectation, teachers interpret school policy in a way that disadvantages
black pupils
e.g. setting in lower sets,
black pupils
are less likely to be placed in
G
ifted and
T
alanted programmes
conclusion
conflict between
black pupils
and teachers actually arise from racial stereotypes, not the pupils' actual behaviour
linked to the
educational triage
-
black pupils
are more likely to be labelled as "no hopers""
this leads to them being placed in bottom sets
Foster 2011 x
the streaming of
black pupils
based on negative stereotypes about their behaviour
Critical Race Theory
society is SO racist that a racist educational system is simply a result of historical discrimination
THE WORK OF GILLBORN - 1997
Marketisation and segregation
the
increase in marketisation
means that schools have more scope to be
selective
with their intake
which means
negative stereotypes
may influence decisions about school admissions
Moore and Davenport 1990 - American research x
the admissions procedures favoured
white pupils over ethnic minorities
E.G. secondary schools would use the primary school reports to
screen out
pupils with language difficulties, difficult application forms/process to
deter non-English speaking parents
therefore these procedures
favoured white pupils and disadvantaged BAME
by making the application to decent schools much more difficult for non-English speakers it will lead to
ethnic segregation
, with minority groups failing yo attend
decent schools
the ethnocentric curriculum
Troyna and Williams 1986 and David 1993
Sociologists such as
Troyna and Williams 1986
and
David 1993
argue that the National Curriculum is
'Specifically British'
and focuses only on white culture,
ignoring non-European languages, literate and music
'An attitude or policy that gives priority to the culture and viewpoint of one particular ethnic group while disregarding others'
Ball 1994 x
uses the term
'Little Englandism'
to describe the way the curriculum focuses on
White British culture
and tries to recreate
'a mythical age of empire and past glories while largely ignoring the history of Black and Asian people'
Coard - 1975, 2005
highlights how
Black culture and history
is taught to be
primitive
and how
White people
civilised such groups
this may cause lower self esteem and undermine
Black pupils
- could lead to failure
(fatalism)
Not feeling as though they are good enough so they give up trying
Assessments, access opportunities and 'IQism'
Racism and Education: Coincidence Or Conspiracy - GILLBORN 2008 x
"the 'assessment game' is
rigged
to such an extent that is
Black children
succeed as a group, despite the odds being stacked against them, it is likely that the
rules will be changed to re-engineer the failure
"
baseline measurements
were used in primary schools when students
started compulsory schooling
--- these were replaced in
2003
to a new way of measuring student abilities, the
foundation stage profile
overnight
black kids
now appeared to be doing worse than
white kids
REASONS
The Foundation Stage Profile
is based on
teacher judgements
, whereas the baseline tests often used
written assessments as well
- plus the
FSP
is done at the
end of reception
, whereas the baseline measurement was done at the
start of primary school
New IQism x
access to
higher sets and Gifted and Talented (G+T) programmes
are dependent on
teachers' assessment
of their abilities
How this works against
Black pupils
Gillborn, found that teachers judge students on
perceived attitude and disciplinary concerns
this is know as the
new IQism
, in that teachers make
false assumptions about the pupils ability
-- links to
racialised expectations
they see this potential as
fixed
for
Gillborn
, therefore there is
no genuine measure of potential
, all tests are doing is
measuring previously learnt material
Criticisms of Gillborn's work
Black boys' underachievement - Comparison with EXTERNAL factors
Sewell x
according to them, although racism has not disappeared from schools, it is not powerful enough to prevent individuals from succeeding
to deal with
Black boys' underachievement
we need to deal with the external factors e.g.
anti-school attitudes, peer groups/gangs, fatherless boys
Model Minorities: Indian and Chinese Achievement
critics of
Gillborn 1997
point out the fact that as well as ethnic underachievement and institutional racism, there is also
ethnic overachievement
by other
"model minorities"
if these students do well, how can institutional racism be the issue
Model Minorities
Minority ethnic groups who achieve
above average
results
e.g. Indian and Chinese
Gillborn 2008 x
suggests that this image of
Indian and Chinese pupils
being
'hardworking, model minorities' performs an ideology function
-- it actually
conceals the fact that schools are institutionally racist
by the following ...
it makes the system
seem fair and meritocratic
-- these pupils succeed because they put in the effort
as a result it
justifies the failure of other minority groups
-- they failed because they did not make the effort
it ignores the fact that model minorities will also suffer from racism in school e.g.
pathologising
An interactionist approach - class, ethnicity and gender
Connolly 1998 x
studied 5and 6 yr olds in a multi-ethnic primary school
teachers saw
black boys as disruptive underachievers, and punished the more
-- encouraged them to channel energies into sport
the
Black boys
got status through
Asian boys
were seen as passive, keen and academic
because of this, other boys picked on them to assert their own masculinity
students and teachers sew the
Asian boys
as more feminine, and therefore, they were excluded by others from football as a show of masculine strength from the other boys
Roithmayr - "locked in inequality"
"the scale of discrimination is so large that there no longer needs to be any conscious intent to discriminate - the inequality becomes self perpetuating: it feeds on itself"
Gillborn
applied the concept of
locked-in inequality to education
- discrimination is so deep-rooted that it is an inevitable feature of the education system
External factors - material and cultural deprivation
Cultural Deprivation
intellectual and Linguistic and Skills
many children from
low income Black families
lack intellectual stimulation and enriching experiences
leaves them poorly equipped for schools because they have not been able to develop reasoning and problem solving skills
Bereiter and Engelmann (1966) x
Language spoken by
low income black American families
is inadequate
ungrammatical, disjointed and incapable of expressing abstract ideas
the use of
non-standard English (Caribbean English)
or
heavily accented English
may be unconsciously penalised in the classroom because most teachers are
white
and
middle-class
there is also active discouragement of children from using their mother tongue - negative labels
Home Language
there is a concern that children that do not speak English at home may be
held back educationally
the language barriers at home may create a
barrier in communication at school
, which means a child is less likely to understand questioning and written feedback in school
Evaluation
however these is a wealth of evidence which challenges the negative impact of language differences
official statistics show that this is not a major factor (55.2% - 52% gain 5 A*-C GCSEs)
Gillborn and Mirza 2000 x
note that
Indian pupils
do very well academically, despite not having English as their home language
Dept of Ed 2013
found that pupils with English as their
second language outperformed
in the
EBacc
peers who have English as their
mother tongue
Attitudes and Values
most children are socialised with the mainstream values of:
ambition
competitiveness
sacrificing for success
however in contrast, some theorists argue that some
black children
are socialised in a
subculture values
of:
fatalistic
live for today
Family structure and Parental Support
many sociologists argue that
'dysfunctional' family types
are to blame for the
underachievement
of certain ethnic groups
Moynihan 1965
African Caribbean lone parents are to blame
the lack of the male role-models means that mothers struggle to socialise children
adequately
males also lack a role model to aspire after - therefore they
underachieve
cycle of deprivation - educational failure
> they go on to inadequately socialise their own children
Scruton 1986 - NR
low achievement is the result of ethnic minorities
failing to embrace and conform to British culture
Archer and Francis 2007 x
British Chinese pupils
are more successful than any other ethnic group in the British Educational System
found that the parents place an exceptionally
high value on education
Chinese
beliefs stem from
family values and hierarchy
make their way into the classroom - E.G respect their older peers and that teachers are never to be questioned
evidence has shown that
Chinese pupils
were more likely to believe that they could succeed if they tried hard enough -
meritocracy
this was also instilled at home
Ferguson 2001 x
Us study
--
black students
felt they need to shed the distinguishing features of
"blackness"
by approximating
"whiteness"
in order to accumulate
the cultural capital that prerequisite for achievement
Black pupils
needed to adapt their black identity to fit in with the school's
"ideal pupil"
Sewell 2009 x
Black boys -- fathers, gangs and culture
DofE report 1997
black pupils
and
1.5x
more likely than
white pupils
to be identified with a behavioural need
Black pupils
are disproportionately put into bottom sets even though this does not reflect ability, and they are also far less likely to be identified as G +T
suggests that the findings from the
DofE report 1997
are related to the relatively high proportion of
Black African pupils
raised in
lone parent families
. this may lead to some boys lacking male role models and the discipline provided by a father figure
this lack of a male role model has lead to
black pupils
being more susceptible to gang cultures who offer
"pervasive loyalty and love"
-- a media inspired role model of
anti-school black masculinity
therefore they are subject to powerful
anti-school peer group pressure
-- this forms a strong barrier to educational achievement
has been strongly criticised for blaming
Black Caribbean's
for their underachievement rather than focusing on the inadequacies of the educational system itself
McCulloch 2014 x
a survey of 16,000 pupils
ethnic minority pupils
are more likely to aspire to go to university than
white British pupils
this low level of aspiration and achievement may be the result of a lack of parental support
Pryce 1979 x
Asian vs Black culture
Asian culture
in the UK is much more cohesive than the
black culture
and as such, they are able to ignore racism more effectively.
Asian
cultures, languages and religions were not destroyed by colonialism as
black culture
was, which is why it is far less likely to integrate and assimilate with
white M/C UK
Hall 1992
calls this a
'Culture of Resistance'
Evans 2006 x
street culture is white working-class areas
--
white pupils "play out"
the power game in schools, as they do on the streets = disruption
Modood 2006 x
found that parental aspiration of working class
Black Caribbean and Asian parents
were more successful than
white British parents
getting their children to continue on after post-compulsory schooling
shows that
parental aspiration, support and encouragement
was important in explaining why ethnic minorities are now
more likely to enter Higher Education
however
Pakistani and Bangladeshi parents
were
less confident about helping
their children with homework, largely because they
lacked the cultural capital
to which
Bourdieu
referred in class
Vincent 2011 x
found that
Black M/C parents
were particularly involved in their child's schooling -- meeting teachers, enrolling them in extracurricular activities, actively researching to be able to help
however, teachers treated them as if they knew less than
M/C white parents
Lupton 2004 x
Adult authority in
Asian families
is similar to that of the authority of schools
Asian parents
are also much more likely to support the school's behaviour policy
Lower W/C White British families
in the most disadvantaged areas have an
indifferent or negative attitude towards learning and school
, as well as low aspirations for their children
EVALUATION
Driver 1977 x
highlights how ethnicity can be advantage in education
E>G>
African Caribbean Girls
actually do very well in school due to a strong female role model
Keddie 1971 x
says that to blame culture is to blame the victims of educational failure.
the focus should be on the
exclusionary ethnocentric curriculum
Material Deprivation
"lack of physical necessities and are seen as essential or 'normal' for a life in today's society"
ethnic minorities are more likely
to experience material deprivation
almost
1/2
of all ethnic minority children like in
low income households
ethnic minorities are almost
twice as likely
to be
unemployed compared to white people
almost
1/2
of
Bangladeshi and Pakistani
workers earned under £7 per hour compared to
1/4 of white British workers 2012
there are several reasons why some ethnic minorities may be at greater risk of material deprivation that results from
unemployment, low pay and overcrowding
lack of language skills
asylum seekers may not be allowed to work
racial discrimination
many live in economically deprived areas
cultural factors such as purdah prohibits some Muslim women from working out of the home
impact on education
ethnic minority students are more likely to be on FSM
Inability to pay for trips or educational resources - in both primary and secondary
less space or more stressful environment in which to study
less access to varied experiences or style of play, which can impair cognitive development
parents may be more stressed and therefore less supportive of student/children
however, despite this some Indian and Chinese pupils who are materially deprived still perform better than most
Racism in wider society
Mason 2000
argues that
'Discrimination is a continuing and persistent feature
of the experience of Britain's citizens of minority ethnic origins'
Rex 1986
racism leads to social exclusion and accordingly poverty.
this is shown in housing, employment and education
it also leads to discrimination both inside and outside the classroom
Noon 1993 x
sent identical letters to
100 top UK companies but alternated between the names 'Evans' and 'Patel'
the replies to the &
'White'
candidate were more helpful and informative
Cline 2002 x
found that racism was common amongst pupils in schools --
race-related name calling
etc, whilst at school or while travelling to and from school --
leading to low self-esteem
Wright 2010 x
the media demonized young black males as being involved in gun and drug crime and culture
this leads to teacher's interactions with this group of students being different due to the stereotype
more likely to be punished, and resentment between the students and the teachers - often conflict and acting out
Trends and Patterns
Racism in Contemporary Society
when compared to their white counterparts, black pupils are 3x more likely to be excluded from school
Nick Griffin
"without the white race, noting matters. We say that non-Whites have no place here at all and will not rest until every last one has left our land."
police stop and search of black people rises 322% in a year - compare with 185% rise for white people
Ethnic Groups
"people who share common history, customs and identity, as well as religion and language (mostly)"
Chinese and Indian
children tend to perform above the national average
5 GCSE A*-C results; better AL results and more likely to go to uni
Black Caribbean, Pakistani and Bangladeshi
have consistently lower levels of attainment across all key stages
Black Caribbean Girls
tend to make better progress through school than
Black Carribean Boys
of the same class
although,
Black Caribbean Girls
do better than
Working Class White Girls
Only 23% of
White Boys
on
FSM
gained 5 A*-C grades at GCSE
Black Caribbean
students are overrepresented in special schools
1.5x more likely to be categorised as having emo, behavioural or social difficulties compared to
white
students
schools that stream
minorities
are overrepresented in the lower streams - even if they perform better than those in higher streams
Gillborn and Mirza 2000 x
black pupils
were the highest achievers on entry to primary school yet when it comes to GCSEs in secondary school, they were the worst ethnic groups (21 points below average)