Ethnic Differences: Internal Flashcards

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1
Q

Gillborn + Youdell

A
  • Black children were highest achievers in primary, but worst of any ethnicity for GCSEs (21 points below average).
  • Racialised expectations - teachers expected black pupils to present more discipline problems + misinterpreted their behaviour as threatening.
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2
Q

Archer

A
  • Teachers’ dominant discourse, where EM aren’t seen as an ideal pupil.
  • Ideal pupil identity: white; m/c; hetrosexual; male.
  • Pathologised identity: Asian; female; ‘deserving poor’.
  • Demonised identity: black / white; w/c; hyper-sexualised.
  • Chinese students were seen as over-achievers.
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3
Q

Bourne

A

Black boys are seen as a threat, negatively labelled + excluded - achievement after exclusion: 1/5 achieved five GCSEs.

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4
Q

Osler

A

Placed in internal exclusions (PRU) with lack of access to the main curriculum.

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5
Q

Foster

A

Negative stereotypes of black pupils, so placed in lower streams.

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6
Q

Wright

A

Teachers assumed Asian students had a poor grasp on English, so used simplistic language + excluded them in discussions.

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7
Q

Shain

A

Asian girls who challenge stereotypes are dealt with more severely.

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8
Q

Fuller

A

Negatively labelled black girls rejected their labels + passed.

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9
Q

Mac an Ghaill

A

Black + Asian A-Level students didn’t accept negative labels.

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10
Q

Mirza

A
  • Racist teachers discouraged black pupils from aspiring to professional careers.
  • These strategies put them at a disadvantage by restricting their opportunities.
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11
Q

Sewell

A
  • Rebels - anti-school.
  • Conformists - succeeders.
  • Retreatists - disconnected from the school + subcultures.
  • Innovators - pro-education but anti-school.
  • Main reasons external factors: boys’ anti-school attitudes; peer group pressure; nurturing role of the father.
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12
Q

Troyna + Williams

A

Institutional racism - discrimination that is inbuilt into the way institutions (e.g. schools + colleges) operate.

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13
Q

Critical Race theory

A
  • Locked-in inequality - inequality becomes self-perpetuating.
  • Gillborn: inequality is an inevitable feature of the education system.
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14
Q

Marketisation + Segregation

A
  • Gillborn: as marketisation gives schools more scope to select pupils, it allows negative stereotypes to influence school admission decisions.
  • Moore + Davenport: selection procedures lead to ethnic segregation as it favours white pupils + disadvantages EMs.
  • Commission of Racial Inequality: racist biases in Britain, e.g. interviews for school places; reports: stereotype minority pupils.
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15
Q

Ethnocentric Curriculum

A
  • David: National Curriculum ignores non-European languages + literature.
  • Ball: National Curriculum ignores the history of black + Asian people.
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16
Q

Assessments

A
  • Gillborn: FSP had black children ranked lower than whites, which is ranked based on teachers’ judgements.
  • Sanders + Horn: tasks assessed by teachers rather than written exams widened the score gap between ethnic groups.
17
Q

Opportunities

A
  • Gillborn: ‘Gifted + Talented’ programme - white 2x likely to be identified as gifted + 5x more likely to be seen as talented.
  • Tikly: ‘Aiming High’ attempts to raise black Caribbean pupils’ achievements, but entered in lower tier GCSE exams: maximum C grade.
  • Strand: black pupils are underrepresented in entry to higher tier tests - test tiers reflect teacher expectations, leading to a SFP.
18
Q

Internal Factors Criticisms

A
  • Model minorities - overachievement of Chinese + Indian students compared to white students disproves institutional racism.
  • Evans: relationship between gender + class instead of just ethnicity.
  • Connolly: class + gender interact differently with ethnicity, e.g. gap between the achievements of the white m/c + w/c compared to the black m/c + w/c.