Internal Ethnicity And Educational Attainment Flashcards
What are the 5 internal factors
- Teacher labelling
- Streaming and setting
- Pupil identities
- Student subcultures
- Schools are institutionally racist
Explain teacher labelling
Negative labelling: Research suggests that teachers do not see Asian and black pupils as ideal pupils, negative negative labels are often attached to them aggressive = black & Asian = passive. GILLBOURNE and YOUDELL found that teachers were quicker to discipline and teachers had radicalised expectations:
-black students to misbehave more
- misinterpreted behaviour to be a challenge or threat
- gave tougher discipline to black students to ‘nip bad behaviour in the bud’
- students felt teachers picked on them and underestimated their ability
Lack students are more likely to be excluded.
WRIGHT: Asian primary school students were labelled to teachers who assumed they would have a poor understanding of language so spoke simplistically to them and asked less challenging questions assumed they had a restricted code. Tea hers did not invite girls to after school activities = marginals action and therefore students more resistant to participating in schools
Explain setting and streaming
Teachers stereotypes often result in black students being placed in lower sets and streams as teachers assume that the students less intelligent as their main concern is about their behaviour. Students can internalise this label, resulting in a self fulfilling prophecy which can then result in the students being placed in lower sets with less challenging work for them.
GILLBOURNE AND YOUDELL. Schools focus on the A-C economy students perceived more likely to underperform including black students are placed in lower sets and streams = ‘educational triage’ working negatively for under performing black students
Explain pupil identities
ARCHER: teachers have three dominant ways of looking at student identities
1. Ideal pupil identity: White, middle class, masculine with norms, sexuality
2. Pathologised pupil identity: Asian students feminine asexual or oppressed sexuality succeeding through hard work rather than nature
3. Demonised pupil identity: black or white working c,ass, hyper sexualised students seen as united liger and leer led and underachieving
ARCHER found Chinese students were pathological used despite success. Chinese students are not ideal as they put in constant hard work. Proper achievement = domain of white muddles class students
Explain student subcultures
Many students accept the label given to them by their teachers internalise it resulting in the self fulfilling property = many black students form anti school subcultures as an attempt to gain status from their peers
Explain how schools are institutionally racist
Suggested that it is not enough to simply look at teacher labelling when considering the internal processes within schools that may lead to the differing achievement levels of different ethnic groups as teachers are part of s wider institution - this institution can be seen to be operating in a racist way. ‘Institutional racism’ = subtle and not identifiable to a specific individual person and many believe that as it had been happening in our society for so long that is entrenched in our day to day practices
Three ways in which schools are institutionally racist
- Marketisation and selection
- Ethnocentric school curriculum
- New IQism
Explain marketisation and selection
Commission for racial equality found the following examples of racism in schools admission process:
- lack of information and application form in minority languages
- primary schools reports stereotyped minority pupils especially in regard Ti language difficulties
- racist bias occurred in interviews for school places
Could be argued that education has a ‘ethnically stratified education system’ as not all students are able to be selected by all schools
Explain ethnocentric school curriculum
Many schools have equal opportunitiy policies to tackled assimilate and to include and represent all ethnic groups wiring the curriculum. TROYAN AND WILLIAMS: highly critical of his saying schools have not achieved this and have payed lip service to it focusing on:
3 S’s saris, samosas and steel bands and 3 R’s resistance, rejection and rebellion.
Schools = argued to be ethnocentric; judge behaviour and act in a specific way from one dominant culture which then devalues all others
. COARD: ethnocentric curriculum can lead students to underachieve as it leaves them with low esteem and unmotivated
Explain new IQism
GILBOURNE: access to education often originates from teachers expectations. White students are over five times more likely to be identified as gifted and talented compared to black African Sidney’s and more likely to be entered for lower tier exams where highest achievable grade is a C - argues that this is beaches teachers place students in lower sets and streams because of decimalised expectations over discipline and behaviour and happily accept results of test that are used to determine where to place students.
Assessment used to determine which set or stream someone is placed in is Foundation stage profile which ranks Blake students much lower in IQ than w hire students. FSP’s = based on teachers judgements after the reception year in school. Pervious system was standardised baseline assessments which showed black students to be high achievers suggesting that tea her labelling is creating the results of FSP meaning ethnic groups are legitimately placed in lower sets and streams
GILLBOURNE evaluation
- theory does not explain why some ethnic minority groups such as Chinese students overachieve
- GILLBOURNE beloved that the success of model minorities legitimised the failure of other minority groups presenting an image that all students can achieve if they take advantage of the opportunities presented to them and ignored the racism that occurred. Chinese students often report a similar level of racial discrimination against them as other group do however their success allows schools to overlook this
