internal- ethnicity and education

Question 1

gilbourn and youdel on black pupils and discipline

Answer 1

found teachers were quicker to discipline black pupils than others from the same behaviour
as a result of ‘racialised expectations’ found teachers expected black pupils to present more disciplinary problems

could explain why OSLER’S study that found that black pupils are more likely to suffer from unrecorded unoffical exclusions

ONLY ONE IN 5 EXCLUDED PIPILS ACHIEVE 5 GCSES

Question 2

fosters study on racism putting kids in lower sets

Answer 2

stereotypes of black pupils behaving badly could result in them being placed in lower sets than other pupils of similar ability.
self-fulfilling prophecy of under achievement

Question 3

wrights study on asian labelling

Answer 3

teachers assumed the asian pupils would have a poor grasp on English so left them out of class discussions

Question 4

archers 3 pupil identies

Answer 4

ideal pupil- white middle class

pathologized pupil- an Asian, a plodding conformist or overachiever. hard work over natural ability

the demonized pupil- black or white working-class hyper-sexualized identity who is unintelligent

Question 5

archer finding on chineese pupil identities

Answer 5

Chinese students are seen as having achieved success through the ‘wrong way’ oh hardworking passive conformism compared to natural individual ability,

Question 6

fullers study of black girls

Answer 6

high achieving girls in a school where most black girls were placed in low streams. instead of accepting negative stereotypes they channeled anger against teachers into achieving academically they didn’t seek approval from racist teachers and were friends with black girls in lower streams

able to maintain a positive self-image by relying on their own efforts

Question 7

mirzas identification of teacher racism

Answer 7

the color blind: believed all pupils are equal but in practice allow racism to go unchallenged
the liberal chauvinist: teachers who believe black students are all culturally deprived and have low expectations for them
the overt racist_ believe black students are inferior and actively discriminate against them

Question 8

sewells study of blacks boys responded to school and racism from teachers

Answer 8

• the rebels who were only a small mintory of black boys. were excluded from school ‘black match lad’
• the confromists were keen to succeed and from all different ethnic backgrounds
• the innovators who were pro education but anti school

only a small minority fit the ‘black matcho lad’ stereotype however teachers tend to see all black boys this way no matter theiviews ons school contributing to labelling and underachievement

Question 9

evaluation of teacher labelling and pupil responses

Answer 9

dangerer of seeing these stereotypes as simply the product of individual prejudice rather than of racism in the way that the education system operators

for example the A-C economy that gilbourn and youdel identified is born from league tables and lead to may black and working class kids be placed in for lower -teir exams in a bid to not knock league table scores

Question 10

troyna and williams identify two types of racism that must be analysed in order to explain differences in achievement

Answer 10

• indivudal teacher racism

- instutionalised racism

Question 11

what is locked in inequality and what does gilbourn say about it

Answer 11

the scale of historal discrimination is so large that there eno longer needs to be any conscious intent to discriminate the inequality is self-perpetuating

gilbourn aruges that he sees ethinic inequality so deep rooted that its a inevitable feature of education

Question 12

gilbourn on marketisation and segration

Answer 12

aloowing schools to select thier pupils allows for negative stereotypes to influence school admissions

supported by more and Davenport who in America found that language reports from primary schools screened out students who has language difficulties

this was also found in the UK in 1993 that there are similar basis in UK school selection

Question 13

ball on the ethnocentric cirriculum

Answer 13

criticises national cirriculum for ignorign ethnic diversity and promoting ‘little englandism’ recreating the mythical age of the British colonies and not the slavery, torture and ethnic cleaning that was part of colonism

COARD argues that the ethnocentice curriculum produced underachevemtn as it promotes images of black people nbeign inferior which undermines black children’s self asteem

Question 14

critisms on ethnocentic cirriculum

Answer 14

not clear what imact the ethnocentric cirriculum has stone aruges that black children don’t suffer from low self asteem

Question 15

how do gifted and talented programs as well as exam tiers cause a difference in educational achievement

Answer 15

• gifted and talented programmes found to identify white students over twice as likely than black carribean students to be identified for this group
• exam tiers were investigated by TIKLY ET AL- who found that 30 schools in the aim higher initiative black students were more likely than white students to be entered for lower treired GCSE exam papers

Question 16

criticism of gilbourns view on black boys underachievement

Answer 16

sewell doesnt believe that racismisnt poerful enough to prevent individual from succeeding and instead need to focus on extreal influences such as anit school attitudes at home

Question 17

criticism of gilbourn’s view of the overachievement fo Indian and Chinese pupils

Answer 17

if these two groups do so well then how can there be institutionalised racism in education as critical race therists claim