ethnicity - internal

Question 1

what are the three internal features that affect achievement?

Answer 1

labelling, pupil identity, pupil responses and subcultures

Question 2

GILLBORN and MIRZA’s evidence that suggests internal factors are impactful?

Answer 2

in one LAE black children werer the highest achievers on entry to primary (20% higher than avg.)
by the time it came to GCSE, they had the worst results of any ethnic group (21% below avg.)

Question 3

How did teachers treat black students according to GILLBORN and YOUDELL?

Answer 3

quicker to discipline for the same behaviour

Question 4

why did teachers discipline black pupils quicker? GILLBORN and YOUDELL

Answer 4

result of racialised expectations. Teachers expected them to present discipline problems and misinterpreted their behaviour as threatening.

Question 5

how did pupils react to the harsher discipline? GILLBORN and YOUDELL

Answer 5

responded negatively and further conflict resulted. pupils felt picked on.

Question 6

what did BOURNE find?

Answer 6

schools tend to see black boys as threat - label them negatively - result in exclusion.
only 1/5 excluded achieve 5 GCSEs.

Question 7

what do black pupils suffer from according to OSLER?

Answer 7

higher rates of unofficial exclusions e.g. internal exclusions.
more likely to be in PRU.

Question 8

what part of the A-C economy do black pupils get placed in?

Answer 8

lower sets due to negative stereotypes about their ability.

Question 9

what did WRIGHT’s study show?

Answer 9

multi-ethnic primary school - teachers held ethnocentric views: regarded GB culture and Standard English as superior.
assumed Asians would have poor grasp of English and left them out of discussions or used simplistic lang. when talking to them.
pupils felt isolated when teachers expressed disapproval of their customs/mispronounced their names.
teachers didn’t see them as threat but as a problem they could ignore.
Asian pupils = marginalised.

Question 10

According to ARCHER how do teachers view EM pupils’ identities?

Answer 10

lacking the favoured identity of the ideal pupil

Question 11

what are the three pupil identities constructed by teachers? ARCHER

Answer 11

ideal pupil - white, M/C, masculinised identity, normal sexuality, Achieving in ‘right’ way through natural ability and initiative
pathologised pupil - asian, ‘deserving poor’, feminised, asexual/oppressed sexuality, seen as conforming and culture-bound ‘overachiever’, succeeds through hard work> natural ability.
demonised pupil - black/white W/C, hyper-sexualised, unintelligent, peer-led, culturally deprived

Question 12

what were teacher’s views on Chinese?

Answer 12

homogenous, passive and hardworking mass. girls= too quiet, passive and repressed.
seen as achieving success ‘abnormaly’ - hardwork>ability, meaning they could never occupy identity of ‘ideal pupil’.

Question 13

What did Fuller’s study reveal about responses to labelling?

Answer 13

studied group of black girls in year 11 of London comprehensive. They were unlike the other black girls who were in low sets.
they channelled anger about being labelled into the pursuit of ed success.
they didn’t seek approval of teachers or limit friends to other achievers.
unlike other successful pupils, they conformed only as far as schoolwork was concerned.
didn’t give appearance of working conscientiously

Question 14

how did the girls in FULLER’s study maintain a positive self-image?

Answer 14

relied on their own efforts>accepting teachers’ negative stereotype

Question 15

what 2 points does FULLER’s study highlight?

Answer 15

pupils may succeed without conforming
negative labelling doesn’t lead to failure - not always self-fulfilling prophecy
anti-school - pro-education

Question 16

what did MIRZA discover about the teachers she studied?

Answer 16

discouraged black pupils from being ambitious through career advice.

Question 17

what 3 types of teacher racism did MIRZA identify?

Answer 17

colour-blind - believe all pupils are equal but in practice allow racist to go unchallenged
liberal chauvinists - believe blacks are culturally deprived and have low expectations of them
overt racists - believe blacks are inferior and actively discriminate

Question 18

how did the girls in MIRZA’s study avoid the negative attitudes?

Answer 18

selective about what teachers to ask for help.
avoid certain options with racist teachers
get on with work in lessons and not partake

Question 19

what are the four responses to schooling of black boys identified by SEWELL?

Answer 19

rebels, conformists, innovators, retreatists

Question 20

SEWELL’s rebels

Answer 20

most visible/influential group but only a small minority of black pupils
rejected goals and rules of school
expressed opposition thorugh peer group membership
conformed to stereotype of anti-school, anti-authority ‘black macho lad’.
contemptuous of white boys and conformist blacks

Question 21

SEWELL’s conformists

Answer 21

largest group. keen to succeed. accepted school’s goals and had friends from other ethnic groups
anxious to avoid being stereotyped

Question 22

SEWELL’s retreatists

Answer 22

tiny minority
disconnected from school and black subcultures
despised by rebels

Question 23

SEWELL’s innovators

Answer 23

second largest groups
like FULLER’s girls - anti-school and pro-education
distanced from conformists allowed them to maintain credibility with rebels while remaining positive about ed.

Question 24

what does SEWELL believe is most important in the underachievement of black boys?

Answer 24

role of peer groups, street culture and lack of nurturing father

Question 25

what is the danger with focusing teacher’s stereotypes?

Answer 25

they are seen as product of individual prejudices rather than of racism in the education system is run. e.g. marketisation GILLBORN and YOUDELL

Question 26

who believes we need to go beyond examining individual teacher racism and look at institutional racism?

Answer 26

TROYNA and WILLIAMS

Question 27

what is the critical race theory?

Answer 27

sees racism as an ingrained feature of society.

Question 28

what is institutional racism according to CHARMICHAEL and HAMILTON?

Answer 28

less overt, more subtle, less identifiable in terms of specific individuals committing the acts… it originates in the operation of established and respected forces in society.

Question 29

what is institutional racism according to ROITHMAYR?

Answer 29

a ‘locked-in inequality’

Question 30

why is institutional racism described as a ‘locked-in inequality’?

Answer 30

the scale of historical discriminaition means there is no longer any conscious intent to discriminate - the inequality becomes self-perpetuating

Question 31

how has marketisation led to discrimination according to GILLBORN?

Answer 31

gives schools more scope to select pupils, allowing negative stereotypes to influence decisions about admissions.

Question 32

what did MOORE and DAVENPORT’s research find?

Answer 32

show how selection procedures led to ethnic minorities failing to get into better secondary schools due to discrimination.
e.g. primary school reports were used to screen out pupils with lang difficulties, while application process was difficult for non-English speaking parents.
these favoured white pupils leading to an ethnically stratified ed system.

Question 33

what did UCAS 2015 find that suggests marketisation impacts ethnic minorities?

Answer 33

white students with similar A level results are more successful than EM students at gaining places at university.

Question 34

how does GILLBORN’s A-C economy affect ethnic minorities?

Answer 34

marketisation = rationing of education.

teachers neglect those labelled as ‘no hopers’ and many blacks are labelled as such.

Question 35

According to COARD how does the ethnocentric curriculum affect achievement?

Answer 35

what is taught in school mainly reflects white culture. Black students may view the knowledge being taught as insulting/irrelevant and have a low-esteem.
e.g. British being presented as bringing civilisation to the ‘primitive’ people they colonised.

Question 36

what evidence shows black pupils are affected by the ethnocentric curriculum?

Answer 36

TIKLY - African-Caribbeann students = aware of their invisibility in the curriculum and were frustrated by the focus on white people/Europe.

Question 37

why can the idea that ethnocentric curriculum affects EM be criticised?

Answer 37

Indian and Chinese pupils performance is above the national average.

Question 38

why do TRONYA and WILLIAMS criticise the curriculum?

Answer 38

meagre provision for teaching Asian language > European languages.

Question 39

why does GILLBORN believe the ‘assessment game’ is rigged?

Answer 39

if black children succeed the rules will change to re-engineer failure.
primary schools used to use ‘baseline assessments’ which tested pupils at the start of compulsory schooling but these were replaced by the foundation stage profile in 2003
overnight black pupils were doing worse.
in one LAE black children were the highest achievers on entry to school in 2000 and by 2003 the FSP ranked them lower than whites across all 6 development areas..

Question 40

why has the reversal in the ranking of black children according to GILLBORN?

Answer 40

FSP is based entirely on teachers’ judgement - baseline assessments used written tests too
FSP done at end of reception and baseline at the start

Question 41

what did SANDERS and HORN find?

Answer 41

where more weighting in GCSE’s was given to tasks assessed by teachers, the gap between the scores of ethnic groups widened

Question 42

what is the difference in how many whites and blacks were identified as ‘gifted and talented’?

Answer 42

whites twice as likely as Black Caribbeans

five times more likely than Black Africans

Question 43

what does STRAND conclude about his analysis of large scale data from LSYPE?

Answer 43

White-black achievement gap in maths and science tests at 14 = result of blacks being systematically under-represented in entry to higher tier exams.
reflects teahers’ expectations and self-fulfilling prophecy

Question 44

what does access to opportunities such as higher sets depend on?

Answer 44

teachers’ assessment of pupils’ ability

Question 45

what is the new IQism and how does it affect achievement?

Answer 45

teachers see potential as a fixed, easily measurable quality.
GILLBORN believes ‘potential’ cannot be measured and teachers’ attempts to do so reproduce racialised stereotypes.

Question 46

how does GILLBORN criticise the idea that the overachievement of Indian and Chinese pupils mean there isn’t institutional racism?

Answer 46

the image of them as hardworking ‘model minorities’ performs an ideological function, concealing the institutional racism.
makes it appear meritocratic
justifies the failure of other minorities - e.g. blacks fail because they’re unwilling to make effort
ignores the fact that ‘model minorites’ still suffer racism in schools.

Question 47

does SEWELL agree with GILLBORN?

Answer 47

no - racism isn’t strong enough to prevent success but external factors such as lack nurturing father are

Question 48

what does EVANS are sociologists should look at to understand the relationship between ethnicity and achievement?

Answer 48

the class and gender of black pupils

Question 49

what is meant by the ‘interactions effect’ CONNOLLY?

Answer 49

class and gender interact differently with ethnicity depending on ethnic groups.
e.g. there is bigger gap between white M/C and white W/C than balck M/C and black W/C

Question 50

how did CONNOLLY’s study show how masculinity was constructed differently depending on ethnicity?

Answer 50

saw black boys as disruptive and controlled them by punishing them and channelling energies into sport.
they responded by seeking status in non-academic ways
teachers saw asian boys as passive and conformist. seen as immature>threatening when they miisbehaved