Ethnicity (internal)

Question 1

overview

Answer 1

. labelling
. pupil identities
. curriculum
. assessment
. teacher racism
. selection + segregation

Question 2

Gilbourn + Youdell (labelling)

Answer 2

found teachers had racialised expectations of black pupils. Expected more discipline and behavioural problems

Question 3

fuller (labelling)

Answer 3

high achieving black girls maintained a positive self image by rejecting teacher stereotypes, didn’t seek approval but valued education

Question 4

mirza (labelling)

Answer 4

black girls strategies for dealing with teacher racism still disadvantaged them, e.g. they wouldn’t ask for help

Question 5

wright (labelling)

Answer 5

Asian primary pupils were stereotyped and treated differently

Question 6

Sewell (pupil identities)

Answer 6

racist stereotyping by teachers can affect their achievement and responses
1. rebels - minority of black pupils, often excluded, reject goals and rules
2. conformists - largest group, keen to succeed, accept schools goals and rules
3. retreatists - minority of isolated individuals, disconnected from school and black cultures, despised by rebels
4. innovators - 2nd largest group, pro education but anti-school, value success but don’t seek approval of teacher

Question 7

Fordham + Ogbu (pupil identities)

Answer 7

further argue that part of an anti-school black masculinity was what they called ‘acting black’ and ‘acting white’

Question 8

Troyna + Williams (curriculum)

Answer 8

describe curriculum as ethnocentric as it gives priority to white culture and english language

Question 9

David (curriculum)

Answer 9

argues national curriculum as specifically British curriculum that teaches culture culture of host community

Question 10

Ball (curriculum)

Answer 10

sees history curriculum recreating ‘mythical age of empire and past glories’ while ignoring the history of black and asian people

Question 11

Gilbourn (assessment)

Answer 11

assessment processes are rigged to validate the dominant cultures superiority. If black people succeed as a group, the rules will be changed to re-engineer failure.

Question 12

A02: gifted and talented programme (assessment)

Answer 12

aim of meeting needs of more able students. statistics show white children are 2x more likely to be identified as ‘gifted’ than black

Question 13

Tikely et al (assessment)

Answer 13

found in 30 schools that black students were more likely to be entered for lower exam tiers because of lower streams

Question 14

Bourne (teacher racism)

Answer 14

schools tend to see black boys as a threat and label them negatively. This leads to exclusion and lower levels of achievement

Question 15

Osler (teacher racism)

Answer 15

found higher rates of exclusions of black pupils. more likely to suffer unrecorded unofficial exclusions

Question 16

Archer (teacher racism)

Answer 16

ethnic minority identities lack the favoured identity of the ideal pupil

Question 17

Mirza (teacher racism)

Answer 17

racist teachers discourage black pupils from being ambitious through the advice they gave them about careers + choices.
3 types of teacher racism:
1. colour-blind teachers - believe all pupils are equal but in practice allow racism to go unchallenged
2. liberal chauvinists - believe black pupils are culturally deprived and have lower expectations of them
3. overt racists - teachers who believe black are inferior and actively discriminate against them

Question 18

Moore + Davenport (selection + segregation)

Answer 18

selection procedures in the US lead to ethnic segregation, with minority pupils failing to get into better schools.
the commission for racial equality has identified similarities in British education:
. reports from primary school stereotype minority pupils
. racist bias in interviews for schools
. lack of information and application forms in minority languages
. ethnic minority parents unaware of how the waiting list system works and the importance of deadlines

Question 19

Gilbourn (selection + segregation)

Answer 19

selection gives more scope for negative stereotypes to influence decisions about school admissions

Question 20

Moore + Davenport (selection + segregation)

Answer 20

application process difficult to understand for non-english speakers/less educated parents