Ethnicity Internal

Question 1

Labelling and teacher racism

Answer 1

Asian pupils are often label as smart whereas Black pupils are often labelled as as not worth while.

GILHORN AND YOUDELL
-Racialized expectations
Found teachers were quick to discipline Black students for the same behaviour as other students.
They see Black students as anti authority creating conflict between pupils and teachers

OSLER
Discipline
Black pupils are more likely to be excluded officially and internally and are more likely to be placed in PRUs

FOSTER
Teachers stereotypes of pupils a
Due to teacher labelling stereotypes onto students as lazy or anti authority therefore Black students will be placed into lower sets creating self fulfilling prophecy and not full potential.

WRIGHT Asian pupils
Asian pupils are also labelled as the teachers held ethnocentric views believing English to be superior and British culture.

Exclusions:
The statistics show that some ethnic minorities are more likely to be excluded such as Black ,Romani and Irish travellers than others such as Bangladeshi Indian or Asian. groups.

Question 2

Pupil Identities and Subcultures

Answer 2

ARCHER
Ethnic Minorities and educational achievement.
Teachers often define pupils by stereotypical ethnic identities when challenged treated harshly
3 pupil identities
Ideal pupil: middle class, white achieve in right way
Pathologized pupil: Asian feminised identity, succeeds through hard work.
Demonised pupil identity: Black or white wc hyper sexualised identity seen as unintelligent culturally deprived.

Sewell: Responses to racist stereotypes
Conformists: Education = Route to success
Innovators: Education is important but rejects processes of school
Retreatists: Isolated were disconnected from school and black subcultures.
Rebels: Anti authority, reject goals and rules of school.

MIRZA Argues there a myth of underachievement for Black Women.
The black girls within her study did better than black boys and white students in the school. She believes that general educational achievements of black women are underestimated.

Evaluation: Shows how teachers stereotypes can be the cause of failure however instead of being a product of teachers prejudice it can be a product of racism in the education system as a whole.Eg league tables creating an A-C Economy large number black and wc pupils in lower streams and low exam tiers.

Question 3

Insitutional racism

Answer 3

Critical race theory: Belief that racism is built into society
Locked in equality: In education discrimination against minority ethnic groups is deep rooted practically inevitable an often unconscious,.

Marketisation and segregation:
GILLBORN:
School selection gives school more scope to select pupils negative stereotypes can affect admission decisions

MOORE AND DAVENPORT
Research into primary school reports influence secondary school selection.
Minority pupils fail to get to into better secondary schools.

CRE:
Minority pupils are more likley to go to poorer schools due to
-Racist reports from primary schools
-Minority parents not aware of waiting lists
-Lack of access to admissions info in minority languages

Ethnocentric Curriculum
An attitudes or polices that prioritise one group White British Culture one example of institutional racism
Reflects one culture and ignores others

Language literature and music
TROYNA AND WILLIAMS
The lack of access to Asian languages in preference to European languages ignores some culture literature and music

History
BALL Criticises National curriculum for ignoring ethnic diversity
History often views British people as bringing civilisation to primitive people
Black people presented as inferior and undermines Black pupils self esteem.

Access to opportunities
Gifted and talented
White students twice as likley as black pupils to be identified as gifted and talented.
Exam Tiers
Black students more likley than white students to be entered for lower tiers.

The New IQISM
GILLBRON
Access to opportunities such as higher sets depend on teachers assessment of ability.
Black pupils are perceived as: Low Ability
Put in low sets based on discipline
Tests measure previous achievement not potential.

Interactions effect
Class and Gender interact differently with different ethnic groups
-Grater difference shown in treatment between MC and WC White pupils than other ethnic groups
-Black boys likley to be seen as hyper masculine and disruptive (despite class
)
-Asian boys more likley to be seen as feminine vulnerable and in need of protection.