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Ethnicity - Pupil responses & subcultures - Coggle Diagram
Ethnicity - Pupil responses & subcultures
pupils respond to teacher labelling + racism in a variety of ways + negative labels don't automatically turn into self-fulfilling prophecies
Fuller
instead of accepting negative stereotypes about them, they channelled their anger about being labelled into pursuit of educational success
girls didn't seek approval from teachers or limit choice of friends to other academic achievers
didn't conform to values of the school
girls were able to maintain positive self image by relying on their efforts + impartiality of external exams
highlights how pupil can succeed even when they refuse to conform
shows negative labelling doesn't always lead to failure
Mirza
studied ambitions black girls who faced teacher racism
found racist teachers discouraged black pupils from being ambitious through kind of advice they gave them about option choices + careers
teacher racism
The colour-blind
teachers who believe all pupils are equal but in practice allowed racism to go unchallenged
The liberal chauvinists
teachers who believe black pupils culturally deprived + have low expectations of them
The overt racists
teachers who believe blacks are inferior + actively discriminate against them
girls spent much of their time trying to avoid effects of teachers negative attitudes by being selective about which teachers they talked to, getting on with work without taking part in lessons + choosing certain options to avoid teachers with racist attitudes
although the girls had high self esteem, these strategies put them at a disadvantage by restricting their opportunities
failed strategies for avoiding racism
:( although pupils may be resistant to racism + devise strategies to avoid it this can limit their opportunities and still result in failure or poorer success
EVALUATION
:( assumes all pupils passively accept labels given
:( much of the research is outdated + may not be relevant today
Mac an Ghaill
students who believed teachers had labelled them negatively didn't necessarily accept label
how they responded depended on factors such as ethnic group, gender + nature of former schools
shows label doesn't inevitably produce self fulfilling prophecy
Sewell
4 main responses to teacher racism
Conformity
largest group
these boys were keen to succeed, accepted schools values + had friends from other ethnic groups
not part of subculture + anxious to avoid being stereotyped
Rebellion
most visible + influential group but only small minority of black pupils
rejected goals, values + rules of school
expressed opposition through through joining peer group + conforming to stereotype of anti-authority, anti school 'black macho lad'
Retreatism
small minority
isolated individuals who were disconnected from both school + black subcultures
Innovation
second largest group
pro-education but anti-school
valued success but didn't seek approval from teachers + only conformed to doing school work
distanced themselves from conformists to maintain credibility with rebels whilst valuing educational success
believes external factors such as the role of peer groups, street culture + lack of nurturing father are more important in producing underachievement