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TOPIC THREE : RELATIONSHIPS AND PROCESSES - Coggle Diagram

- - - - White female teachers had low expectations of black boys = "no hopers"
      - African Caribbean boy more likely to be given detentions than other groups
      - Teachers interpreted the way they dress and speak as challenging authority
    - - Put into lower streams/ sets
        
        :no_entry:Leads to anti-school subcultures
        
        Characterised by hyper masculinity & disruption
        
        SFP
        
        :check:Sewell
        
        most black boys aren't a problem at school & generally obey rules and leave school with good grades
        
        Sewell argues underachievement is due to external factors eg : lack of father figure or material dep
        
        :check:May become "anti-school" but pro-education
        
        Fuller
        
        Black girls valued academic success but didn't like their teachers
        
        Negative labelling motivated them to work harder and buck the label [reject]
    - - Black girls often labelled as "potentially distruptive" but good at sport
        
        So teachers often didn't focus on academic ability
    - - White m/c, Chinese & Indian students are labelled as "ideal students" due to their positive attitudes towards school
    - - Found some teachers openly labelled Asian culture as inferior to British culture
        
        Often assumed Asian children has poor grasp of English = Asian student felt they weren't allowed to participate fully in class
  - - - Selection & admissions process may be biased in favour of white students
      - Increased marketisation led to "A to C economy" where people are left out
        
        Gillborn & Youdell
        
        Marketisation creates rationing of education
        
        As teachers neglect students labelled "no hopers" and "high achievers" to focus on the borderline students
        
        Often black students unfairly judged and put into "no hoper" group
      - Tikly
        
        Teacher decisions to enter pupils into Higher or Foundation levels for GCSE resulted in ethnic inequalities
      - UCAS 2015
        
        Found white students w similar Alevel results are more successful than ethnic minority students at gaining places in uni
      - Gillborn
        
        White studentx 2x more liekly to be selected for "gifted and talented" programmes than black students
      - Moore and Davenport
        
        Selection procedures in US schools often resulted in a form of racial stratification as white students favoured
    - - Coard
        
        Curriculum taught in schools mainly reflects white culture
        
        Black culture - music & art mainly ignored
        
        Black students view the knowledge as irrelevant or insulting and switch off = underachievement
        
        Students from ethnic minorities feeling undervalued and alienated
        
        Reduce self esteem and motivation
      - Reinforces inequalities
        
        perpetuates existing power & inequalities belonging to priviledged dominant group
      - Tikly
        
        Found African Caribbean students were aware of their invisibility in the curriculum
        
        Were frustrated by focus on white people and Europe
        
        Marginalisation of ethnic minorities
    - - Lack of positive ethnic minority role models in schools
      - Sewell
        
        Lack of black male teachers in schools to act as positive role models is main reason for underachievement of black boys
      - 17% students are black, Asian & ethnic minority
        7% of teachers are
      - Ranson
        
        School governing bodies are disproportionately white, mc and middle aged
- - - - gender neutral
      - encouraged boys and girls to learn same subjects
    - - most girls perform better on course work
        
        Gorard - 1989 coursework into GCSE curriculum = benefitted girls better organisational skill
        
        Recent reductions in gender gap in performance may be due to the reduction in coursework component to GCSE and Alevel
    - - gender stereotypes were removed from classroom and textbooks
    - - Teachers see some girls as ideal pupils [esp mc]
        
        positive labelling
        
        higher self esteem and motivation
        
        higher success rates
    - - girls percieved as more hard working and less likely to be distruptive
        
        more likely to be selected by academically successful skls compared to boys
    - - female status in some ethnic groups may explain the gender differences in education, jobs and power
  - - - teachers less likely to label boys "ideal pupil" due to lower expectations and disruptive behav
    - - teachers have lower expectations of boys [expect work to be late, untidy and rushed & more distruptive]
        
        Result in SFP
        
        reduce educational achievement
    - - Labelling = SFP
        
        Boys turn to anti-school subcultures as academic achievement is "uncool" and "feminine"
        
        Willis study = lads believed mental work was effeminate
        
        Mac an Ghail = macho lads believed skl was unsuitable for "real men"
        
        Epstein found boys were called gay if hard working
- - - - mc students = labelled potential uni students - top set
      - mc/wc student seen as "borderline" = extra help given
      - wc students = labelled as "hopeless" - bottom set
      - Reproduces inequalities as a result of labelling effect
  - - - wc students disproportionately placed in bottom sets
        
        reduce self esteem
        
        anti-school sc
  - - - leads to teachers interactions influences by these labels = SFP
        
        Mc students achieve better
        
        Wc students turn to anti-skl sc