Ethnicity - internal Flashcards
Teacher labelling/racism - Wright (1992)
E - Wright found teachers multi ethnic primary school assumed Asian students didn’t know answers and left them out of class discussions.
E - this explorer even multiethnic schools teachers can still hold ethnocentric these, leaving the Asian people to feel isolated.
E - Mac an Ghaill (1992) study of Asian and black at a sixth form college found the except the label the teachers had given them, and how they responded, depended on factors, such as their ethnic group, and gender and the nature of the former schools.
Rejecting labels, subculture - Fuller (1984)
E - Fuller’s study of a group in year 11 of a London comprehensive school finding achievers in a school where black girls get put in lower streams.
E - The girls challenged their anger and did not seek approval from any teacher - has positive attitude to success but not to education system.
E - Mirza (1992) argues resisting teacher racism doesn’t automatically lead to success, and they reproduce inequality through reduced engagement with school structures.
Pupil identities - Archer (2008)
E - Archer disalle dominant the schools constructs three different pupil identities: ideal people (White MC male straight), pathologised pupil (Asian feminine, asexual or oppressed) & demonized pupil (black or white WC, hyper sexualised).
E - Ethnic minority pupils are seen as demonized or pathologies e.g. from interviews with teachers and students she shows her black students are demonised as loud challenging excessively sexual and we’re on aspirational home culture.
E - Gillborn (2008) argues he reinforces institutional racism by applying the demonised pupil, identity to BAME students.
FSP - Foundation Stage Profiling (2003)
E - In one local authority where black children in 2000 had been the highest achievers to school entries but by 2003 black children were ranked lower than white.
E - Gills explains this reversal is a result of two institutional factors. The FSP is based on teachers judgment and a charge of timing done at the end of reception.
E - Thompson (2007) argues this is the biased, pointing out that children from different cultural backgrounds may interpret and express their developmental skills differently.
Ethnocentric curriculum - Troyna & Williams (1986)
E - They argue they prioritise white culture and European languages through subject such as history literature.
E - This means that ethnic minority students have the image that black history is viewed negative but white history seem to be the heroes, making black students feel neglected - low self esteem.
E - Inidan and Asian students still out perform white - Stone (1981) - black students do not suffer from a low self esteem.
Marketisation & segregation - Gillborn (1997)
E - Gillborn argues as of more power on selecting peoples face which allows negative stereotypes to influence decision.
E - Supported by Moore and Davenport as they found out how primary schools report were used to screen out pupils with language difficulties - reinforces racism to ethnic. minorities as can’t get into where they want.
E - Sewell argues Gillborn focuses too much on the internal and believes these factors are not powerful enough to stop student succeeding.
Teacher racism - Mirza (1992)
E - Mirza studied ambush girls, who faced teacher racism finding that racist teachers discouraged, black peoples from being ambitious through the kind of advice they gave about careers and options. Three types: the color blind (all pupils equal, but allow racism), liberal chauvinists (believe black deprived, low expectations), overt racists (actively discriminate) .
E - The girls strategies were unsuccessful. This demonstrates that factors inside the school can contribute to ethnic differences in achievement, the impact of teacher racism within the school environment, concrete barriers for ethnic minority students affecting their achievement.
E - Ignores boys response leading to Sewell study.
Boys responses - Sewell
E - Sewell notes responses to boys schooling swell as just focusing 0m external factors - Four responses: The rebels (excluded, rejected goals and rules of school, anti-school), The conformists (accepted schools goals, friends from diff ethnic groups), The retreatists (disconnected from school and black subcultures, despised by rebels), The innovators (pro-education but anti school e.g. Fuller)
E - Teachers tend to see all black boys in the rebels category contributing to the under achievement of many black boys whatever their attitudes to school.
