Education - Ethnicity Flashcards
What does labelling theory say about ethnicity in education?
Interactionist/Labelling theory says teachers label pupils from different ethnic groups differently. Focus is particularly on how Black & Asian pupils are labelled negatively.
What did Gillborn & Youdell find about teacher discipline?
Teachers were quicker to discipline Black pupils for similar behaviour. They misinterpreted Black behaviour as threatening or anti-authority, leading to conflict and reinforcing stereotypes.
What did Osler find about exclusion?
Black students are more likely to be both officially and unofficially excluded, often placed in PRUs, leading to negative labelling and exclusion.
What did Bourne argue about schools and Black boys?
Schools see Black boys as a threat, which leads to exclusion.
What did Foster say about streaming and stereotypes?
Stereotypes of Black students can result in placement in lower sets and self-fulfilling prophecy of underachievement.
What did Wright find about Asian pupils?
Asian students also suffer from teacher labelling due to ethnocentric views, leading to marginalisation through limited classroom interaction.
What did Archer say about pupil identities?
Teachers define pupils by stereotypical ethnic identities which often don’t match the ideal pupil image, causing negative labelling.
What are the three pupil identities outlined by Archer?
- Ideal pupil identity – White, middle class, masculine, normal sexuality, achieves naturally.
- Pathologised pupil identity – Feminised, asexual/repressed sexuality, plodding conformist.
- Demonised pupil identity – Black/white working class, hyper-sexualised, unintelligent, underachiever.
What did Fuller find about pupil responses?
Black girls in Year 11 rejected negative labels but still valued education. They didn’t seek teacher approval but worked hard independently.
What did Mac an Ghaill find?
Similar findings to Fuller. Labels don’t always lead to failure.
What did Mirza find about failed coping strategies?
Black girls tried to avoid racist teachers and lessons, which limited their opportunities. She identified three types of teacher racism: Colour-blind, Liberal Chauvinists, Overt Racists.
What pupil responses did Sewell identify?
- The Rebels – Most visible, rejected school values, reinforced stereotypes.
- The Conformists – Majority, accepted school goals.
- The Retreatists – Isolated, disconnected, kept low profile.
- The Innovators – Pro-education but anti-school, valued success while keeping credibility.
What does Critical Race Theory argue?
Racism is a deep-rooted feature of society. Institutional racism is large-scale and no longer conscious (Roithmayr, Gillborn).
What is Marketisation and Segregation according to Gillborn?
Marketisation allows hidden selection processes disadvantaging EM students. Commission for Racial Equality (1993) found ethnic minorities often end up in unpopular schools.
What is an Ethnocentric Curriculum and how is it linked to racism?
It reflects the dominant culture. Tronya and Bell highlight lack of Black/Asian content. Ball calls it ‘Little Englandism.’
How is the assessment system biased according to Gillborn?
It’s rigged to validate white culture superiority.
What did Sanders & Horn find about teacher assessments?
Changing from written to teacher-led assessments worsened Black pupils’ outcomes.
What’s the issue with access to opportunities?
White pupils are twice as likely to be in gifted/talented programs. EM students are less likely to be entered for higher exams due to teacher labelling and SFP.
What is the “New IQism”?
Teachers and policymakers assume potential based on flawed tests. IQ is seen as fixed, but it’s based on current learning and dominant culture.
What are the trends in ethnicity and achievement? (DFES 2007, Hastings 2006)
• Only 24% of FSM white male pupils got 5 A*-C.
• White & Asian pupils outperform Black pupils.
• Indians do better than Pakistanis & Bangladeshis.
• White pupils make less progress than Black/Asian pupils.
• M/C pupils outperform W/C pupils in all groups.
• African Caribbean girls often outperform boys.
How does language relate to underachievement?
• Bowker (1968): Lack of Standard English is a barrier.
• Ballard & Driver: Language is not a long-term problem.
• Swann Report (1985): Language has little impact overall.
How do family structures influence achievement?
• Murray (1984): Lone-parenthood among African Caribbeans affects socialisation.
• Scruton (1986): Low achievement = failure to embrace British culture.
• Pryce (1979): Black Caribbean culture is less resistant to racism.
• Hall (1992): Culture of resistance due to slavery.
• Driver & Ballard (1981): Asian families offer more support.
• Lupton (2004): Adult-authoritarian Asian parenting helps match school values.
What does Keddie say about blaming culture?
Blaming culture blames the victim of educational failure.
What did Arnot say about attitudes and values?
The media presents negative role models like the ‘Ghetto Superstar’ through rap/MTV.
