ethnic differences in achievement (internal)

Question 1

labelling/teacher racism

Answer 1

• interactionists focus on different labels teachers give to students from different ethnic backgrounds, often negative
• studies have shown that black pupils are seen as disruptive and Asian pupils as passive suggesting teachers see them far from the ideal pupil
• Gillborn and Youdell found that teachers are quick to discipline black pupils than other groups for the same behaviour
• Bourne found that schools tend to see black boys as a threat, label them negatively, and eventually exclude them from school
• being excluded, the pupil isn’t getting the amount of education they need/they would get from being active in lessons, they’ll become less confident/motivated, being ignored could lead to pupil wanting attention in negative ways

Question 2

pupil identities

Answer 2

• archer claims teachers construct three different types of pupil identities which they treat pupils from different ethnic groups more/less favourably
• ideal pupil identity: white middle class, masculine, achievement via natural ability
• pathologised pupil identity: Asian, “deserving poor”, plodding conformist, achieve via hard work only
• demonised pupil identity: black/white, working class, unintelligent, peer-led, culturally deprived underachievers
• ethnic minorities more likely to be seen as demonised/pathologised

Question 3

pupil responses and subcultures

Answer 3

• pupils can respond to teacher racism in different ways
• may become disruptive/withdraw
• may refuse the negative label and try to prove it wrong by working harder
• fuller found that group black high school girls didn’t accept their negative labels, channelled their energy into success
• mac and ghaill found that responses to labels depended on ethnic group, gender, and previous school experiences, found that labelling doesn’t inevitably lead to self fulfilling prophecy

Question 4

institutional racism

Answer 4

• gillborn claims ethnic inequality in education is “so deep rooted that it has become a practically inevitable feature if the education system”
• marketisation gives schools more scope to select pupils, negative stereotypes could influence admissions