Ethnicity Flashcards
What is critical race theory? Is this an internal or an external factor?
=> Sees racism as an ingrained feature of society.
=> Does not only refer to intentional racism in society but institutional racism as well.
=> Racism is ingrained in the way the education system operates.
INTERNAL FACTOR
What examples are there to show how the education system seems to be institutionally racist? Is this an internal or an external factor?
=> Marketisation and segregation. => Ethnocentric curriculum. => Assessment. => Access to opportunities. => The new IQism.
INTERNAL FACTOR
What is the ethnocentric curriculum? Is this an internal or an external factor?
=> Describes an attitude or policy that gives rise to the culture and viewpoint of one particular ethnic group while disregarding others.
=> A curriculum that reflects the culture of one ethnic group - usually the dominant culture.
=> Language, Literature, Music - David argues the National Curriculum as a ‘specifically British’ curriculum that largely ignores non-European languages, literature and music.
=> History - Ball argues that the National Curriculum ignores ethnic diversity and promotes an attitude of ‘Little Englandism’ (e.g., the history curriculum ignores the history of black and Asian people).
INTERNAL FACTOR
What are marketization and segregation? Is this an internal or an external factor?
=> Gibson argues that marketization gives schools more scope to select pupils, it allows negative stereotypes to influence decisions about school admissions.
=> Moore and Davenport’s research show how selection procedures lead to ethnic segregation with minority pupils failing to get into better secondary schools due to discrimination (e.g. primary school reports were used to screen out pupils with language difficulties, while the application process was difficult for non-English speaking parents to understand).
INTERNAL FACTOR
Evaluate model minorities. Is this an internal or an external factor?
=> Chinese and Indian students perform better than the white majority; if these groups do so well, how can there be institutional racism in education as critics claim?
=> Gillborn responds by arguing that the image of Indians and Chinese students as hardworking ‘model minorities’ who perform an ideological function:
- Makes the system appear fair and meritocratic, they succeed because they put in the effort.
- Justifies the failure of other minorities such as black students who fail because they are unwilling to make the effort, due to their ‘unaspirational’ home culture.
- Ignores the fact that ‘model minorities’ still suffer racism in schools e.g., Chinese students report similar levels of harassment to Black Carribeans.
INTERNAL FACTOR
Describe labeling and teacher racism. Is this an internal or an external factor?
=> To label: to attach a meaning or definition to them (e.g., teachers may label students as troublemakers, cooperative, bright or stupid).
=> Studies show that teachers often see black and Asian pupils as being far from the ‘ideal pupil’ (e.g., black pupils are often seen as disruptive or Asians as passive).
=> Negative labels may lead teachers to treat ethnic minority pupils differently, thereby disadvantaging them and possibly resulting in their failure.
INTERNAL FACTOR
What are the three aspects of labeling and teacher racism? Is this an internal or an external factor?
Black pupils and discipline:
Gillborn and Youdell found that teachers were quicker to discipline black pupils as a result of teachers’ ‘racialized expectations’. Teachers expected black pupils to present more behavioral problems, which may explain high numbers of exclusions for black pupils, as well as high rates in pupil referral units and ‘internal exclusions’ where they’re sent out of class.
Black pupils and streaming:
Negative stereotypes about black pupils’ ability might mean they’re more likely to be placed in lower sets/streams, leading to a SSF of underachievement.
Asian pupils: Teachers may assume Asian pupils have a poor grasp of English and may exclude them from class discussions or use simplistic, childish language with them as a result. Asian pupils also felt isolated when teachers expressed disapproval of their customs or mispronounced their names.
INTERNAL FACTOR
What are pupil identities? Is this an internal or an external factor?
=> Archer:: ethnic minority pupils are likely to be seen as demonized pupils and found that teachers stereotyped Asian girls as quiet, passive, or docile.
=> Shain:: when Asian girls challenge this stereotype by repelling it, they are often dealt with more severely than other pupils.
What are the three different pupil identities constructed by the dominant discourse as described by Archer? Is this an internal or an external factor?
=> The ideal pupil - white, m/c, masculinized identity, normal sexuality. This pupil is seen as achieving in the ‘right’ way through natural ability and initiative.
=> The pathological pupil - Seen as an Asian conformist and culture-bound ‘over achiever’; a slogger who succeeds through hard work, rather than natural ability.
=> The demonized pupil - black or white, w/c, hyper-sexualized identity. This pupil is seen as unintelligent, peer-led, and as a culturally deprived underachiever.
INTERNAL FACTOR
What is Fuller’s study of rejecting labels? Is this an internal or an external factor?
=> A study of a group of black girls in year 11 of a London comprehensive school.
=> The girls were untypical because they were high achievers in a school where most black girls were placed in low streams.
=> Instead of accepting negative stereotypes of themselves, the girls channeled their anger about being labeled into the pursuit of educational success.
=> They didn’t seek the approval of the teachers - many of whom they regarded as racist - nor did they limit their friends to other academic achievers. They were friends with other black girls from lower streams.
=> They conformed to completing schoolwork and worked conscientiously (unlike other high achievers) but gave the appearance of not doing so. They showed a deliberate lack of concern about school routines.
=> They chose to rely on their own efforts, rather than seeking the approval of teachers.
What is Fuller’s study of rejecting labels? Is this an internal or an external factor?
=> A study of a group of black girls in year 11 of a London comprehensive school.
=> The girls were untypical because they were high achievers in a school where most black girls were placed in low streams.
=> Instead of accepting negative stereotypes of themselves, the girls channeled their anger about being labeled into the pursuit of educational success.
=> They didn’t seek the approval of the teachers - many of whom they regarded as racist - nor did they limit their friends to other academic achievers. They were friends with other black girls from lower streams.
=> They conformed to completing schoolwork and worked conscientiously (unlike other high achievers) but gave the appearance of not doing so. They showed a deliberate lack of concern about school routines.
=> They chose to rely on their own efforts, rather than seeking the approval of teachers.
INTERNAL FACTOR
What two important points are highlighted by Fuller’s study? Is this an internal or an external factor?
=> Pupils may succeed even when they refuse to conform.
=> Negatively labeling does not always lead to failure; these girls were able to reject the labels placed on them, and they remained determined to succeed (there was no SSF).
INTERNAL FACTOR
What was Mirza’s study of teacher racism? Is this an internal or an external factor?
=> Study of ambitious black girls who faced teacher racism.
=> Teachers discouraged black pupils from being ambitious through the kind of advice they gave them about careers and option choices.
=> A large majority of the studied teachers held racist attitudes.
=> Mirza identified three main types of teacher racism: the color-blind, the liberal chauvinists, and the overt racists.
=> Much of the girls’ time at school was spent trying to avoid the effects of the teachers’ attitudes; using strategies such as: being selective about which staff they asked for help; getting on with their work in lessons without taking part in class discussions; and not choosing certain options so as to avoid teachers with racist attitudes.
INTERNAL FACTOR
What are the three main types of teacher racism identified by Mirza? Is this an internal or an external factor?
=> The color-blind - teachers who believe all pupils are equal but in practice allow racism to go unchallenged.
=> The liberal chauvinists - teachers who believe black pupils are culturally deprived and who have low expectations of them.
=> The overt racists - teachers who believe black people are inferior and actively discriminate against them.
INTERNAL FACTOR
What is Sewell’s study of pupil responses and subcultures? Is this an internal or an external factor?
Sewell notes pupils’ responses to schooling, including racist stereotypes by teachers, can affect their achievement. He identified 4 such responses.
=> THE REBELS: a small minority of black pupils; they were often excluded from school; rejected both the goals and the rules of the school; believed in their own superiority based on the idea that black masculinity equates with sexual experience and virility; they were contemptuous of white boys who they saw as effeminate and dismissive of black boys.
=> THE CONFORMISTS - largest of the 4 groups; keen to succeed; accepted the school’s goals; had friends from different ethnic groups; they were not part of a subculture and were anxious to avoid being stereotyped by either their teachers or their peers.
=> THE RETREATISTS - a tiny minority of isolated individuals; disconnected from both school and black subcultures; despised by the rebels.
=> THE INNOVATORS - the second largest group; pro-education but anti-school; valued success but did not seek the approval of teachers and conformed only as far as work itself was concerned.
INTERNAL FACTOR
