Ethnicity and Achievement- internal (1)

Question 1

Wright

Labelling

Answer 1

Asian Pupils
-Despite commitment to equality teachers still held ethnocentric views
-Left out of disscusions of talk to with simplistic language due to idea they had poor english
-Felt isolated and marginalised when teachers mispronounced name or dissaproved of their customs

1992

Question 2

Archer

Pupil Identities

Answer 2

Dominant Discourse
-‘ideal’- white, MC, masculine, heterosexual, achieving through use of initiative aswell as natural ability
-‘pathologised-‘deserving poor, feminised, oppressed sexuality, overachiever, conformist, culture bound
-‘demonised’- white or black, hyperexualised, WC, peer led, culturally deprived, underachiever

2008

Question 3

Fuller

Pupil Responses and Labels

Answer 3

Rejecting negative labels
-Black girls, Y11, comprehensive
-Untypical due to being high achievers placed i n low streams
-Rather than acceptance girls channeled anger, pro education, anti-school

1984

Question 4

Mac an Ghaill

Pupil Responses and Labels

Answer 4

-Black and Asian label response determined by ethnicity, gender and cultural factors
-Label doesn’t inevitably produce an SFP

1992

Question 5

Mirza

Pupil Responses and Labels

Answer 5

Failed Stratergies avoiding racism
-Ambitious black girls
-‘colour-blind’- believe in equal, racism unchallenged
-‘liberal chauvanists’- black students culturally deprived, lower expectations
-‘overt racists’- black pupils inferior, active discrimination

1992

Question 6

Sewell

Pupil Responses and Labels

Answer 6

Variety of boys responses
-Rebels- visible, influential, minority, rejected norms, ‘black macho lads’
-Conformists- majority, keen to succeed, multi ethnic friends, avoided being stereotyped
-Retreatists- minority, isolated, disconnected from school and subcultures
-Innovators- majority, valued success not approval, credible with rebels,