Ethnicity: Internal Factors

Question 1

3 Main Internal Factors

Answer 1

1. Labelling and teacher racism
2. Pupil Identities
3. Pupil responses and subcultures

Question 2

Gillborn and Youdell (L + TR)

Answer 2

• Teachers quicker to discipline blacks for same behaviour.

- Result of racialised expectations.

Question 3

Foster (L + TR)

Answer 3

• Teacher stereotypes could result in being placed in lower streams then leading to underachievement.

Question 4

Archer (PI)

Answer 4

• Ideal pupil identity: white, MC, masculinised identity, with a normal sexuality. Achieves in the right way, through natural ability.
• Pathologised pupil identity: Asian, deserving poor, feminised identity, either asexual or with an oppressed sexuality. This pupil is seen as plodding conformist and culture-bound ‘over-achiever’.
• Demonised pupil identity: Black or white, WC, hyper-sexuality identity. Pupil is seen as unintelligent, peer-led, culturally deprived underachiever.

Question 5

Fuller (PR + SC)

Answer 5

• Study of black girls in London comprehensive
• The girls were high achievers because they channelled anger about being labelled into the pursuit of educational success.

Question 6

Mirza (PR + SC)

Answer 6

• Teachers discouraged black pupils from being ambitious through the advice they gave them (discouraged from aspiring to professional careers)
  1. Colour blind: believe all pupils are are equal but allow racism to go unchallenged.
  2. Liberal chauvinists: believe blacks are culturally deprived and have low expectations of them.
  3. Overt racists: believe blacks are inferior and actively discriminate against them.

Question 7

Sewell: 4 Responses (PR + SC)

Answer 7

1. Rebels: believed in own superiority based on black masculinity.
2. Conformists: Keen to succeed and were anxious of stereotypes
3. Retreatists: Disconnected from both school and black subcultures.
4. Innovators: Pro education but anti schools