ethnic DEA - internal factors Flashcards
gillborn and youdell - racialised expectations
- teachers expected black pupils to present more discipline problems and misinterpreted their behaviour as threatening or as a challenge to authority
- when teachers acted on this misperception, the pupils responded negatively, bringing further conflict
gillborn and youdell - educational triage
negative stereotypes about black pupils’ ability that some teachers hold means they’re more likely to be placed in lower sets or streams
foster (1990)
teacher’s stereotypes of black pupils as badly behaved could result in them being placed in lower sets than others of a similar ability.
- streaming black pupils on the basis of negative stereotypes about their ability/behaviour can result in SFP of underachievement
wright (1992)
- asian pupils
- study on multi ethnic primary school
- teachers assumed they would have a poor grasp of english, and left them out of class discussions or used simplistic, childish language to them
- asian pupils also felt isolated when teachers expressed disapproval of their customs or mispronounced their names
- teachers saw them as a problem they could ignore
ideal pupil identity
- archer
- a white middle class, masculinised identity with normal sexuality. this pupil is seen as achieving in the ‘right’ way, through natural ability and initiative
pathologised pupil identity
an asian ‘deserving poor’ feminisied identity, either asexual or with an oppressed sexuality. this pupil is seen as plodding, conformist and culture-bound overachiever, a slogger who achieves through hard work rather than natural ability
demonised pupil identity
a black or white WC, hyper-sexualised identity. this pupil is seen as unintelligent, peer-led, culturally deprived under-achiever
chinese pupils - archer
while succesful, chinese students were seen as having achieved success in the ‘wrong’ way - through hardworking, passive conformism rather than natural individual ability
results of archer
even the successes of ethnic minorities will only be seen as ‘over-achievement’ - since ‘proper’ achievemnet is seen to be the natural preserve of the priveleged, whit mc ideal pupil
fuller (1984)
- study of black y11 girls who were high achievers placed in low streams
- instead of accepting negative stereotypes, they didn’t seek approval, whilst still having a positive attitude to success
— pupils may still succeed even when they refuse to confrom
—- negative labelling doesn’t always lead to failure - support from mac an ghaills research
mirza (1992)
- racist teachers discouraged black pupils from being ambitious through the kind of advice they gave them about careers and option choices
- much of the girls’ time at school was spent trying to avoid the effects of teachers’ negative attitudes e.g being selective about what staff to ask for help from
- strategies put them at a disadvantage by restricting their opportunities, despite their high self esteem = unsuccessful
sewell
identifies 4 responses to schooling, including racist stereotypes by teachers
the rebels
- most visible and influential pupil, but small minority of black pupils
- rejected both goals and rules of school and expressed their opposition through peer group membership, conforming to ‘black macho lad’
the conformists
- largest group
- keen to succeed, accepted school goals
- were anxious to being stereotyped by either teachers or peers
the retreatists
tiny minority of isolated individuals who were disconnected from both school and black subcultures, and were despised by the rebels
the innovators
- second largest group
- pro education but antischool
- distanced from conformists which allowed them to maintain credibility with the rebels
gillborn (2008) - marketisation and segregation
- marketisation gives schools more scope to select pupils, it allows negative stereotypes to influence decisions about school admissions
- e.g primary school reports were used to screen out pupils with language difficulties, while the application process was difficult for non-english speaking parents to understand
the commission for racial inequality (1993)
racism in school admission procedures means that ethnic minority children are more likely to end up in unpopular schools:
- racist bias in interviews for school places
- em parents are often unaware of how the waiting list system works and the importance of deadlines
ethnocentric curriculum
build a racial bias into the everyday workings of a school or college:
- languages, literature and music - mostly european languages taught
- history - ball: ignores ethnic diversity
gillborn - assessment
- the assessment game is rigged so as to validate the dominant culture’s superiority
- if black children succeed as a group ‘ the rules will be changed to re-engineer failure
— e.g in one local authority where black children in 2000 has been the highest achievers on entry, by 2003 the new FSP had black children ranked lower than whites across all 6 developmental areas
the ‘gifted and talented’ programme
gillborn points out that official statistics show that whites are over twice as likely as black carribbeans to be identified as gifted and talented, and five times more likely than black africans
the new IQ ism
- teachers and policy makers make false assumptions about the nature of pupils’ ‘ability’ or ‘potential’
- they see potential as a fixed quality that can be easily measured - and once a pupils’ potential has been measured, they can be put into the ‘right’ set or stream
—- creates an environment where EM pupils are routinely disadvantaged
