Ethnic differences in achievement (internal)

Question 1

What are the 4 internal ethnic differences in achievement

Answer 1

• labelling
• identities
• responses & subcultures
• institutional racism

Question 2

What did Gillborn & Youdell find on black pupils and discipline?

Answer 2

• teachers quicker to discipline black pupils than others
• due to racialised expectations
• misinterpreted behaviour as challenging authority
• pupils felt underestimated

Question 3

What did Foster find on black pupils and streaming?

Answer 3

• teachers negative stereotypes of black pupils resulted them being in low sets
• causes self-fulfilling prophecy of underachievement

Question 4

What did Wright find on Asian pupils?

Answer 4

• study of multi-ethnic primary school
• teachers assumed they had a poor grasp of English
• left out of discussions, patronised, marginalised

Question 5

What are Archers 3 pupil identities?

Answer 5

ideal pupil= white, MC, heterosexual, natural ability

pathologised pupil= Asian, feminised identity, asexual, overachiever, hard work

demonised pupil= Black/ white, WC, hypersexualised, underachiever

Question 6

What does Archer say about chinese pupils?

Answer 6

• both praised and viewed negatively (pathologized)
• achieved success in the wrong way, hard work not natural ability

Question 7

What did Fuller find on pupil responses?

Answer 7

• Year 11 black girls
• negatively labelled, rejected and were determined to succeed
• showed deliberate lack of concern about routines
• positive attitude towards success, not for approval

Question 8

What did Sewell find on pupil responses?

Answer 8

4 groups:
Rebels= rejected goals & rules of school, excluded, conform to stereotypes

Conformists= accept goals, keen to succeed, not part of a subculture

Retreatists= Minority disconnected from school and subcultures

Innovators= pro education, anti-school (Fullers) only conformed to school work

Question 9

Evaluate labelling and pupil responses:

Answer 9

• stereotypes not just due to teachers prejudices but the education system as a whole
• assumes once labelled, will fail, but can devise strategies (however Mirza, girls limited opportunities)

Question 10

What do Troyna and Williams argue about ethnic differences in achievement

Answer 10

Institutional racism
-need to look at how schools unconsciously discriminate against minorities, built in,
(not just prejudice views)

Question 11

What is critical race theory?

Answer 11

• Racism is an ingrained feature of society, not intentional actions but preestablished

Question 12

What does Roithmayr say about institutional racism?

Answer 12

• Scale of discrimination is so huge, conscious intent to discriminate isn’t needed. It feeds upon itself

Question 13

What does Gillborn say about marketisation/ segregation and racism?

Answer 13

Gillborn
- Marketisation gives schools more scope to select peoples, stereotypes influence decisions

Moore and Davenport
- selection procedures cause ethnic segregation, minorities cant get into better schools due to discrimination

Question 14

What is the ethnocentric curriculum?

Answer 14

• Reflects the culture of one ethnic group, the dominant culture

Question 15

What does Ball say about the ethnocentric curriculum?

Answer 15

• history promotes the attitude of ‘little Englandism’
• recreates mythical age of empire and past glories
  -ignores history of black & asian people

Question 16

What does Gillborn say about assessment for ethnic minorities?

Answer 16

• rigged to validate dominant cultures superiority
• baseline assessments replaced by FSP’s
• based on teacher judgements, completed end of reception
• black children ranked lower

Question 17

What did Gillborn find on the gifted and talented programme?

Answer 17

• created to meet needs of more pupils
• however stats show whites are 2x as likely than black Caribbean’s to be identified as gifted

Question 18

What does Gillborn say on measuring potential

Answer 18

• there is no genuine measure
• potential isn’t a fixed quality measured by IQ tests or assessments
• can only tell what they can do now, not in the future

Question 19

Criticisms of Gillborn:

Answer 19

Sewell
- believes racism isn’t powerful enough to prevent success, have to look at external factors

• If Indian and Chinese students perform better than white, does racism impact achievement?

Question 20

What does Evans say on ethnicity, class and gender?

Answer 20

• to fully understand ethnicity & achievement, need to look at gender and class as well

Connolly:
- Masculinity differs between ethnicity.
- Black boys disruptive and threatening
- Asian boys more feminine & vulnerable when picked on