Ethnicity and achievement - Internal factors Flashcards
What did Bhatti (1999) note about teacher racism?
- Found racism through the pupil’s perspective
= e.g. unfairly picked on, being ignored, not being asked questions.
What stereotypical characteristics do BAME have that make them far from the ‘ideal pupil’ ?
- Blacks = disruptive
- Asians = passive.
What did Strand (2012) note about teacher expectations of BAME?
- Found teachers’ judgement of pupils academia were distorted by perceptions of their behaviour.
- Bad behaviour entwined with poor academia performance
= placed in lower sets.
What did Gillborn + Youdell (2000) mean when they said teachers have ‘racialised expectations’ ?
- Expect black people to present more of problem; thus misinterpret their behaviour.
| - Pupils respond negatively = further conflict
| - Pupils feel picked on and underestimated
| - Racial stereotypes maintained.
Teachers quicker to discipline black pupils than others for the same behaviour.
What did Wright (1992) note?
- Teachers took for granted that British culture and Standard English were superior
e. g. presumed Asians had little grasp on language and so left them out of conversations etc. - also saw them as a ignorable problem.
How did Wright (2010) say the media generated the negative stereotypes about black youths?
- Demonised them as being involved in gun, drug and crime culture.
= affects how people view them.
What did one black-Caribbean pupil say in the London Development Agency Education Report (2004) ?
‘When it is white boys it is a group, but when it is black boys, it’s a gang’
What 3 types of teachers did Mirza find?
1) The ‘colour-blind’ - believed all were equal, unchallenged racism.
2) ‘Liberal Chauvinists’ - believe all blacks are culturally deprived, hold low expectations of them
3) ‘Overt racists’ - believe blacks are inferior; actively discriminate.
Mirza noted 3 types of teachers when it came to racism, how did pupil strategies to avoid this affect attainment?
Pupils tried to avoid these teachers by not taking their subject, the teachers’ methods were successful = underachievement.
What 4 types of responses did black-Caribbean boys give to education? And who found this?
- Sewell.
1) The rebels - excluded, rejected goals and rules of schools
- black macho lad
- contemptuous of white boys; effeminate.
2) The conformists
- keen to succeed, accepted goals of schools
- not keen to be stereotyped by peers
3) The retreatists
- disconnected from school and black subcultures.
4) The innovators
- pro-education, anti-school
- valued success but did not seek approval.
What did Fuller find with year 11 black girls?
- They self-refuted their prophecies.
- Instead of accepting negative labels, girls channeled anger from being labelled into pursuit of educational success
= anti-school, pro-education
= could remains friends with girls in lower streams and avoid ridicule from boys.
Who backs up Fuller’s findings of a self-refuting prophecy?
- Mac an Ghaill
- Study of BAME A level students.
How does the educational triage reinforce failure of black students?
- Seen as unlikely to achieve 5A*-C GCSEs
= resources are not put in to them.
In terms of institutional racism, what is the critical race theory?
- The theory that racism is an ingrained feature of society.
- Now it is less overt and more subtle.
In terms of institutional racism, what does Roithmayr (2003) say?
- Historical discrimination so large that there no longer needs to be any conscious intent to discriminate
- Gillborn (2008) applies this to education.
According to Gillborn, how is marketisation affected by racism?
- Gives more scope to select pupils, allowing negative stereotypes to influence decisions.
According to Moore + Davenport (1990), how exactly is racism shown in the marketisation of schools?
- Selection procedures led to BAME segregation
e. g. schools actively finding pupils with language difficulties and making applications difficult for EAL.
Who backs up Moore + Davenport’s (1990) findings and what did they find?
- Commission for Racial Equality (1993)
- Racist bias interviews.
- Lack of info and applications in minority language.
What does it mean when the curriculum is described as ‘ethnocentric’ ?
- Gives priority and focus to the culture and viewpoint of one particular ethnic group
= racial bias
Give 2 examples of how the curriculum is ethnocentric
1) Language, literature and music pre-dominantly English/European.
2) Ball - history curriculum promotes ‘little Englandism’ by recreating past glories.
- History taught to show non-whites as sub-servient or ‘primitive’.
= lower self-esteem and understanding (?)
In terms of assessment, why does Gillborn (2008) call them ‘rigged?
- Baseline Assessment replaces with FSP in 2003; blacks went from doing better than whites to doing well.
= FSP done at the end of the year and marked by teachers.
Give 2 examples of ‘access to opportunities’ in schools that are discriminative towards BAME
1) ‘Gifted and Talented’ programme.
- Whites 2x more likely than black-Caribbeans to be identified.
2) Exam tiers
- BAME more likely to be entered in lower-tiered GCSEs, i.e. Foundation tier
What does the term ‘new IQism’ mean?
- False assumptions made based on nature of pupil’s ability or potential.
| - Once this potential has been measured, pupils are placed in the ‘right’ stream or set.
| - Tests show what someone has learned or can do, not what they can do in the future.
Why could one say Asians perform an ideological function?
- Due to their effort, they obtain success.
- Thus making the system seem fair and meritocratic.
- As such, Asian success justifies black failure.
