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Internal factors (1) Labelling, Identities and Responses - Coggle Diagram

- - - - Firstly, pupils may still succeed even when they refuse to conform
      - Secondly, negative labelling does not always lead to failure. These girls were able to reject the labels placed on them and they remained determined to succeed. There was no self-fulfilling prophecy.
    - - Students who believed teachers had labelled them negatively did not necessarily accept the label
      - How the responded depended on factors such as their ethnic group and gender and the nature of their former schools
        For example, some girls felt that their experience of having attended an all-girls school gave them a greater academic commitment that helped them to overcome negative labels at college.
  - - - 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 blacks are inferior and actively discriminate against them
  - - - The rebels
        
        The rebels were the most visible and influential gtoup, but they were only a small minority of black pupils. They were often excluded from school
        
        They rejected both the goals and the rules of the school and expressed their opposition through peer group membership, conforming to the stereotype of the anti-authority, anti-school 'black macho lad'.
        
        The rebels believed in their own superiority based on the idea that black masculinity equates with sexual experience and virility.
        They were contemptuous of white boys, who they saw as effeminate and dismissive of conformist black boys
      - The conformists
        
        These are the largest group. These boys were keen to succeed, accepted the schools goals and had friends from different ethnic backgrounds and groups
        
        They were not part of a subculture and were anxious to avoid being stereotyped either by teachers or their peers
      - The retreatists
        
        These were a tiny minority of isolated individuals who were disconnected from both school and black subcultures, and were despised by the rebels
      - The innovators
        
        These were the second largest group. Like Fuller's girls, they were pro-education but anti-school.
        
        They valued success but did not seek the approval of teachers and conformed only as far as schoolwork itself was concerned
        
        This distanced them from the conformist and allowed them to maintain credibility with the rebels whole remaining positive about academic achievement
        
        Sewell shows thay only a small minority fir the stereotype of theb'black macho lad' (the 'rebels' in Sewell's study).
        
        Nevertheless, teachers tend to see all black boys in this way and this contributes to the underachievement of many boys, whatever their attitude to school
        
        Furthermore, many of the boys' negative attitudes are themselves a response to this racism