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Ethnicity Internal Factors - Coggle Diagram
Ethnicity Internal Factors
Pupil Identities
Archer
- Pupils treated by stereotypical ethnic identity which aren't ideal pupil. This shapes and defines their ethnic identity - when they challenge they treated more harshly
Ev - Assumes value consensus that teachers hold this view
Ideal Pupil Identity - White, M/C, Masculine identity, normal sexuality, achieving in the right way through natural ability and talent
Pathologized pupil identity - deserving poor, Feminised identity, asexual/ repressed sexuality, plodding conformist, succeeds through hard work rather than natural ability
Demonised pupil identity - Black or white, W/C, hyper sexualised, unintelligent, peer led, culturally deprived, underachiever
Labelling
Gilbourn + Youdell
- Teachers are quick to discipline black pupils for similar behaviours than others - see black pupils as anti - authority
Ev - Assumes value consensus amongst teachers
Osler
- Black students are more likely to be both officially and unofficially excluded
Ev - Out of date concept so not relevant
Bourne
- Schools see black boys as a threat which leads to negative labelling + eventual exclusion
Ev - Assumes value consensus amongst teachers
Foster
- Teachers stereotypes of black students could result in lower sets/streams leading to self fulfilling prophecy of under achievement
Ev - Only small sample so cant be generalised
Wright
Study - Found that teachers held an ethnocentric view which meant they spoke to Asian pupils which more childish language and being excluded - leads to marginalisation
Ev - Only small sample so cant be generalised
Pupil response + Subcultures
Rejection of Labels
Fuller
- Studied a group of black girls in year 11 in a London Comprehensive who were in lower streams yet achieving highly - they didn't conform to the values of school - pro education but anti school
Ev - Small sample so cant be generalised
Mac + Ghaill
- Discovered similar findings in his study of Black + Asian A- Level pupils. Shows how labelling doesn't always follow same negative pattern
Ev - Small sample so cant be generalised
Mirza
- Failed coping strategies
Some pupils are not able to develop coping strategies when faced with teacher racism + labelling and three types of teacher racism -
The colour Blind
The Liberal Chauvinists
Overt Racists
Black girls would avoid these teachers by being selective who they asked for help
Ev - Out of date study so not relevant
Sewell
- 4 Boys response to racist steryotypes
The Rebels - rejected the values of school, reinforced the negative stereotype of 'Black Machismo'
The Conformists - Majority of Black pupils accepted the values of school and eager to succeed
The Retreatists - A small minority who is isolated with peer group subcultures and school
The innovators - pro education but anti school and distance from conformists enough to keep credibility with rebels but valuing educational success
Ev - Assumes value consensus amongst students
Institutional Racism
Critical Racism Theory -
Gillborn
- Racism is so ingrained in education that its now inevitable
Ethnocentric Curriculum - Reflects the culture of one ethnic group Tonya and Bell - Lack of teaching Asian Languages
Ball - Little Englandism, National Cirriculm ignores black and asian history
Assessment
Sanders + Horn
- Chaning from a written test to teacher assessment led to black students underachieving
Marketisation and Segregation -
Gillbourn
- Marketisation allows more covert selction to tea place which can lead to segregation
Access to opportunities -
Ethnic Minorities are less like to be entered for higher exams despite policies + initiatives to raise their achievements
New IQ ism -
Gillborn
suggests that these tests only test what is currently learnt not what could be