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EDUCATION (4) - ETHNICITY AND ACHIEVEMENT (INTERNAL FACTORS) - Coggle…
EDUCATION (4) - ETHNICITY AND ACHIEVEMENT (
INTERNAL FACTORS
)
LABELLING
BLACK PUPILS
DISCIPLINE
GILLBORN & YOUDELL
: labelling of black pupils comes from teachers' 'racialised expectations' - expecting more discipline issues, see behaviour as threatening/ challenging
acting on these stereotypes had pupils respond negatively, causing more conflict as pupils felt teachers underestimated their abilities
BOURNE
: black boys seen as threats and become negatively labelled → exclusion; 1 in 5 excluded get 5 gcse
STREAMING
GILLBORN & YOUDELL
: a-to-c economy - neg. stereotypes about black pupils' ability means teachers are more likely to place them in lower sets/ streams
FOSTER
: teachers' stereotypes of bad behaviour on black pupils places them in lower sets than other pupils of similar ability
ASIAN PUPILS
WRIGHT
: asian pupils can also face labelling; teachers take ethnocentric views, thinking british culture + standard eng. is superior
teachers would assume these pupils have poor english, so left them out of class discussion or used simpler language when talking to them
asian pupils felt isolated when teachers disapproved their custom or had their names said wrong, leading to them, esp. girls, feeling marginalised
PUPIL IDENTITIES
ARCHER
: pupil identities
pathologised - asian, 'deserving poor'; conformist, culture-bound over-achiever who succeeds through hard work instead of natural ability
demonised - black/ white, hyper-sexualised identity; unintelligent, peer-led, culturally deprived under-achiever
ideal - white, m/c, who achieve through natural ability + initiative
CHINESE PUPILS
ARCHER
: successful minority pupils can be pathologised, like chinese pupils - both praised and neg. labelled by teachers
seen as having achieved the wrong way - through hard work, passive conformism rather than natural ability, so they can never take up the 'ideal pupil' identity
they are the 'negative positive stereotype'
SUBCULTURES
MIRZA
: racist teachers discouraged black pupils from being ambitious through career advice (professional careers)
types of teacher racism
colour-blind: believes all are equal but lets racism pass
liberal chauvinists: believes black pupils are culturally deprived, have low expectations
overt racists: believes back pupils are inferior; active discrimination
girls were usually selective of what staff they asked for help, didn't participate much in lesson and got on w/ it, and avoiding certain options to avoid racism
SEWELL
responses to absent fathers, peer group influence, leading to underachievement
rebels - most visible + influential; small minority of black pupils, often excluded
conformists - largest; keen to succeed
retreatists - tiny minority; disconnected from school + black subcultures, rebels despised
innovators - second largest; pro-education, anti-school (didn't seek approval of teachers, only conformed for schoolwork)
CRITICAL RACE THEORY
MARKETISATION, SEGREGATION
GILLBORN
: marketisation gives schools more selection and so more neg. stereotypes → ethical segregation, where ethnic pupils struggle to get into better schools
application processes are difficult for non-eng. speaking parents, so procedures would favour white pupils and disadvantage ethnic minority
ETHNOCENTRIC CURRICULUM
attitudes/ policies that prioritise culture of one ethnic group but disregard others, which can be seen as institutional racism as it builds racial bias in the education system
incl.: language, literature, music (mostly european), and history (
BALL
: nat. curriculum ignores ethnic diversity and promotes 'little englandism')
ASSESSMENT
GILLBORN
: assesments are rigged; if black pupils succeed, this'll be changed to 're-engineer failure' (example: foundation stage profile, 2003)
he argues these increased risks of teacher stereotyping affecting results
ACCESS TO OPPORTUNITIES
'gifted and talented' programme:
GILLBORN
: whites 2x more likely than black carribeans to be seen as gifted, and 5x more likely than black africans
NEW IQ
opportunities depend on teacher assessments on ability, and setting is done through disciplinary concerns and attitude
GILLBORN
: new IQsm - assumptions are made on ability/ potential, which is fixed and easily measured
however,
GILLBORN
says tests don't measure anything but what pupils can do now, and concludes the education system is instiutionally racist where minorities are disadvantaged