Ethnic diffs labels, identies(int)

Question 1

Labelling: studies and findings
Bourne said?
Black pupil and streaming:
Asian pupils:

Answer 1

• Bourne: schools tend to see black boys as a threat and label = negative which = exclusions
  Exclusions affect achievement and only 1 in 5 pupils exlcuded achieve 5 gcses
• Black pupils and streaming: low streams due to low expectations on black pupils = self fulfilling prophecy = underachievement
• Asian pupils: teachers assumed they had poor english and left them out of discussions and used simple language to them. This makes them feel isolated especially when name pronounced wrong etc.

Question 2

Pupil identities
What did Archer speak about?

Answer 2

Archer said teachers have a idea of what the ideal student is and talks about three types
1) the ideal pupil: white, heterosexual WC masculine pupil and they achieve through natural ability
2) pathologised pupil: Asian, feminised identity’s and a-sexual or oppressed sexuality seen as overachiever and achieve through hard work which is wrong way as natural ability is right way to achieve
3) demonised pupil: black or white hypersexualised W/c seen as under intelligent and peer led on and underachievers

Question 3

Chinese pupil identites

Answer 3

Chinese students are praised and critised at the same time. Seen as similar, submissive and quiet group of hardworkers but they are not seen as achieving in the right way. Teachers believe right way to achieve is natural ability but chinese students achieve through hardwork

Question 4

Pupil responses - What did Fuller say about w/c black girls rejecting negative labels study

Answer 4

studied a group of london year 11 black girls that were high achievers in a school where most black girls were put in low streams. The girls said instead of accepting teachers negative stereotype, they transmitted their anger into educational success and they maintained this positive self image on their own effort

Question 5

What did Mirza say about strategies teachers use to avoid racism but failed?

Answer 5

She studied ambitious black girls who faced racism and was discouraged by teachers frim being ambitious.

Three types of racism:
- the colour blind - believed all pupils are equal but let racism go unchallenged.
- the liberal chauvanist - believed that black pupils are culturally deprived and have low expectations from them.
- the overt racist - teachers who believe black people are inferior and blatantly discrimate them.

Question 6

What are the types of responses from boys that sewell talks about?

Answer 6

• Rebels: minority but influential. Often exlcuded, rejected school rules, anti school and believes black masculinity = manliness and sexual experiences.
• Conformist: the largest group, keen to succeed accepted school rules and not part of a subculture and try to avoid stereotypes.
• Retreatist: tiny minority, werent liked by the rebels and were disconnected from both school and black subculture.
• Innovators: 2nd largest group after rebels, they interact with rebels and distanced from conformist, was pro education and valued academic success but anti school and didnt seek approval of teachers.

Question 7

EVALUATION of labels and identies (internal factors)

Answer 7

• its critised that its not right to assume that failure is purely caused by teacher prejudice bcos as Gillbourne and Youdell argue that policy of leauge tables created an A - C economy and leads to lots of black and w/c to be entered for low tier exams and lower streams.
• critics argue that its highly assumed pnce labelled, pupils automatically fall victim to self fulfilling prophecy and fail. However, its shown by Mirza that pupils may make strategies to avoid the teacher racism ( which still limits their opportuinity )