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ethnic differences in achievement (internal) - Coggle Diagram
ethnic differences in achievement (internal)
labelling + teacher racism
black pupils
often seen as disruptive
gillborn + youdell
: teachers were quicker to discipline black pupils than others of the same behaviour
result of racialised expectations - teacher's misinterpreting black pupils behaviour as disruptive or challenging authority
black pupils feeling underestimated in their ability
explaining high levels of exclusions from school among black boys - affecting achievement, having no access to mainstream curriculum
foster :
teacher's stereotypes of black pupils as badly behaved could result in them being placed in lower streams
leading to a self-fulfilling prophecy
asian pupils
seen as passive
wright :
found that teachers often assumed asian pupils would have a poor grasp of english and so left them out of class discussions
feeling isolated when teachers expressed disapproval of their customs or mispronounced their names
A02
teachers saw asian pupils not as a threat, but a problem they could ignore
especially girls - who were marginalised
pupil identities
archer :
teachers have 3 different pupil identities
the ideal pupil identity
white, m/c masculinsied identity - seen as achieving the right way through natural ability
the pathologised pupil identity
asian, feminised identity - seen as a conformist, culture-bound 'over-achiever', achieving through hard work
the demonised pupil identity
black or white w/c, hyper-sexualised identity - seen as unintelligent, peer-led, under-achiever
black students are demonised as loud, challenging, excessively sexual and with 'unaspirational' home cultures
asian girls stereotyped as quiet and passive
archer :
argues that even those who perform successfully can be pathologised
A02
chinese students were praised but also viewed negatively by teachers
achieving success through the 'wrong' way - through hard work and passive conformist rather than natural ability
pupil responses and subcultures
A02
respond by either becoming disruptive or withdrawn or refusing to accept label
fuller
study of a group of black girls - untypical, were high achievers in a school where most black girls were placed in low streams
girls did not seek the approval of teachers nor did they limit their choice of friends
no self fulfilling prophecy even with negative labelling and refusing to conform
challenging negative stereotypes into pursuit of educational success (pro-education but anti-school)
mirza :
identities 3 main types of teacher racism
the colour-blind = teachers who believe all pupils are equal but in practice allow racism to go unchallenged
the liberal chauvinists = teachers who believe black pupils are culturally deprived and who have low expectations of them
the overt racists = teachers who believe black pupils are inferior and actively discriminate against them
found that teachers discouraged black pupils from being ambitious through the kind of advice they gave them about careers
girls therefore, became selective about which teachers to approach - not choosing certain subjects so as to avoid teachers with racist attitudes
putting them at a disadvantage by restricting their options
sewell :
variety of black boy responses
the rebels
most visible and influential group, but only a small minority
often excluded from school - rejected the rules of school
conforming to the stereotype of anti-authority, anti-school, 'black macho lad'
believed in their own superiority
A03
teachers tend to see all black pupils like this, which contributes to their underachievement
the conformists
largest group
boys keen to succeed, accepted the school's rules
had friends from different ethnic groups
the retreatists
tiny minority of isolated individuals who were still disconnected from school and black subcultures
the innovators
second largest group
pro-education but anti-school
value success, but did not seek the approval of teachers
maintaining credibility with the rebels while remaining positive about academic achievement
A03
external factors are far more important