Differential Achievement and Ethnicity (Internal) Flashcards
Racialised Expectations
Similar to Labelling but based on racial stereotypes. Mac an Ghaill found that teachers hold racialised expectations of students that may affect how they treat the pupils, leading to inequality of opportunity.
Stereotypes and Discipline Behaviour
Gillborn & Youdell’s (2000) study found teachers are quicker to discipline black pupils for the same behaviour. They argue this is due to racialised expectations- teachers expect black pupils to misbehave so the misinterpret their behaviour as such. This then means the pupil responds negatively, causing further conflict. They conclude the conflict between white teachers and black pupils comes from teacher’s racial stereotypes, not the pupil’s actual behaviour.
Stereotypes and Discipline Exclusion (Ethnicity)
Osler (2001) found black pupils more likely to be ‘internally excluded’ from the class, affecting their learning.
Pupil Identities (Ethnicity)
Archer (2008) believed that teacher’s dominant discourse (view) was that ethnic minority pupils don’t fit the stereotypical ‘ideal pupil’ identity.
Ideal Pupil Identity
White, MC with a masculinised with a normal sexuality. Their achievements are based on natural ability/initiative.
Pathologised Pupil Identity
Asian, ‘deserving poor’ with a feminised identity and an asexual/oppressed sexuality. Their achievements are based on culture bound overachieving who succeeds by hard work instead of natural.
Demonised Pupil Identity
Black or White, WC with a hyper-sexualised identity. Pupil is peer-led, culturally deprived and an underachiever.
Pupil Responses and Subcultures (Ethnicity)
Sewell notes that black boys response to schooling, including stereotyping by teachers, can affect their achievement. He Identified four responses.
Four Responses
These are the:
Rebels
Conformists
Retreatists
Innovators
Rebels
Rebels - most visible/influential group despite being a minority of black pupils. They reject the school’s rules and goals in favour of conforming to the anti-school/authority ‘black macho lad’.
Conformists
Conformists - the largest group who accept the school’s goals- not being in a subculture and trying to avoid stereotypes from teachers/peers.
Retreatists
Retreatists - tiny minority despised by the rebels. They are isolated and disconnected from school and subcultures.
Innovators
Innovators - are pro-education but anti-school. They were approved by rebels because they ignored the conformists, but still succeed and are positive about academic achievement.
Institutional Racism
Institutional racism is discrimination that’s built into how institutions such as schools operate. This is different from individual racism which comes from the prejudiced view of an individual teacher.
Marketisation Policies and Selection (Ethnicity)
Moore & Davenport’s study reveals that negative stereotypes in school admissions discriminate against ethnic minorities, making it difficult for EAL parents to apply, resulting in ethnic differences in achievement. We can therefore conclude that selection causes ethnic differences in achievement by affecting the type/quality of school pupils are ‘allowed’ into.