Ethnicity - Internal

Question 1

Labelling and teacher racism (General)

Answer 1

Teachers often see black and Asian pupils being far away from ‘ideal pupil’ (Black = disruptive, Asian = passive)
Gillborn and Youdell (S) found teachers quicker to discipline black pupils than others. Conflict between teachers and black pupils stem from stereotypes teachers hold -> ^ exclusion rate due to label

Question 2

Labelling and teacher racism (effects)

Answer 2

Streaming - negative stereotypes about black pupils ability lead to being placed in lower streams (Educational triage)

Wright (S) -teachers held ethnocentric views that British culture is superior -> assumed asian pupils would be uneducated or have difficulties -> spoke childishly to them

Question 3

Pupil identities

Answer 3

3 different pupil identities:
-Ideal pupil identity (White middle class masculinised identity + achieving correctly and naturally)
-Pathologised pupil identity (Asian, deserving poor , not natural)
-Demonised pupil identity (Black or white WC, unintelligent, culturally deprived)
Archer claims EM pupils likely -> demonised or pathologised.
Even successes of EM pupils only seen as ‘over achievement’ since proper achievement is for ‘white MC’.

Question 4

Pupil responses and subcultures (Effects)

Answer 4

Pupils respond to labelling in different ways. Positive or negative.
Fuller(S) study of black girls rejected negative labels and pursued educational success-> did not seek approval of teachers -> pro education -> anti school.
Mirza (S) racist teachers discouraged students from being ambitious -> students failed.

Question 5

Pupils responses and subcultures (Sewell)

Answer 5

Sewell - Rebels (rejected rules of school, anti-authority, black macho boy)
Innovators(pro education, anti school, respected by black subcultures)
Teachers often see all black boys as ‘rebels’ -> underachievement.