Ethnic Differences in Achievment - Pupil Responses and Subcultures (Internal Factors) Flashcards
Which sociologist doesn’t accept that students can reject negative labelling?
Mirza
Which sociologists accept that students can reject negative labelling
Fuller
Mac an Ghaill
What do negative labels not automatically turn into?
Self-fulfilling prophecies
What group did Fuller study at a comprehensive school?
A group of black year 11 girls who were untypical due to being high achievers in schools where most black girls were placed in low streams
In Fuller’s study, what did the black girls do instead of accepting negative stereotypes?
They changed their anger about being labelled into pursuit of educational success
In Fuller’s study, how did the black girls see teachers?
They saw them as racist and they didn’t seek approval of them
In Fuller’s study, what was the extent of the black girls conformity?
They conformed only as far as schoolwork was concerned and they showed a deliberate lack of concern about school routines
What does Fuller see the black girls behaviour as?
A way of dealing with demands of school success while remaining friends with the black girls of lower streams
Three conclusions of Fuller’s study of year 11 black girls
Pupils will succeed even when they refuse to conform
Negative labelling doesn’t always lead to failure
No SFP
Who did Mac an Ghaill study?
Black and Asian sixth formers
In Mac an Ghaill’s study, what did the pupils’ response to labelling depend on?
Their ethnic group, gender and nature of their former schools
Conclusion of Mac an Ghaill’s study of black and Asian sixth formers
A label doesn’t inevitably produce a SFP
Who did Mirza study?
Ambitious black girls who faced reacher racism
In Mirza’s study, what did racist teachers discourage black pupils from being?
Ambitious through advice about careers and option choices
What three types of racism did Mirza identify in their study?
Colour blind
Liberal chauvinists (unreasonable belief of superiority)
Overt racism
‘Colour blind’ teachers according to Mirza
Teachers who believed all pupils are equal but didn’t challenge racism
‘Liberal chauvinists’ teachers according to Mirza
Teachers with low expectations of black pupils
‘Overt racists’ teachers according to Mirza
Teachers who viewed black students as inferior and showed active discrimination
How were the black girls in Mirza’s study unable to reject negative labelling?
They spent their time at school trying to avoid effect’s of teachers negative attitudes which restricted their opportunities
What can effect black boys achievement according to Sewell?
Black boys responses to schooling, including racist stereotyping by teachers
What three categories did Sewell put the black boys in?
Rebels
Conformists
Retreatists
The rebels according to Sewell
Most visible and influential group but only made small minority of black pupils. Rejected school rules
The conformists according to Sewell
Largest group. Boys were keen to succeed, accepted rules and had friends from different ethnic groups
The retreatists according to Sewell
Tiny minority of isolated individuals. Disconnected from school and black subcultures
What does the labelling theory show?
How teachers’ stereotypes can be a cause of failure
