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Ethnic Differences in Education: Internal - Coggle Diagram

- - - - Teachers stereotype Asian girls as quiet, passive, docile
        
        Farzana Shain (2003): when Asian girls challenge this stereotype by misbehaving, they're dealt with more severely than other pupils.
    - - Pathologised Pupil Identity: Asian, deserving poor, feminised identity, with asexual/ oppressed sexuality. Seen as plodding, conformist, culture-bound, over-achiever. They succeed through hard work but lack natural ability.
      - Demonised Pupil Identity: a black or white, w/c, hyper-sexualised identity. Seen as unintelligent, peer-led, culturally deprived, underachiever.
      - Ideal Pupil Identity: white, m/c, masculinised identity, normal sexuality. Seen as achieving the "right way" through natural ability and initiative. Ethnic minorities seen as far from the ideal pupil.
    - - Perform successfully but are still pathologised/ viewed negatively. Chinese girls seen as educational automatons, too quiet, passive and repressed. Chinese boys seen as effeminate and subordinate due to their quietness, passivity and hard work (lacking masculinity).
      - Archer and Francis (2007): Chinese pupils seen as achieving in the wrong way- through hardworking passive conformism rather than natural ability= can never legitimately be seen as "ideal pupil". Teachers have a "negative positive stereotype" of them.
- - - - Conformists: largest group, keen to succeed, accepted school's goals and had friends from different ethnic groups. Not part of a subculture, anxious to avoid being stereotyped by teachers or peers.
      - Retreatists: tiny minority of isolated individuals who were disconnected from both school and black subcultures, despised by the rebels.
      - The rebels: most visible and influential, but only a minority of black pupils. Rejected both goals and values of school, were often excluded. Expressed opposition through peer group membership and conforming to the stereotype of the anti-authority, anti-school, "black macho lad". Saw themselves as superior (idea that black masculinity= sexual experience and virility). Mocking of white boys, who they saw as effeminate, dismissive of conformist black boys.
      - Innovators: second largest group, pro-education but anti-school, valued success but did not seek the approval of teachers, conformed only as far as schoolwork= distanced from conformists and maintained credibility with rebels whilst staying positive about academic achievement.