INTERNAL FACTORS

Question 1

What are the 3 Internal Factors of Ethnic Differences in Education?

Answer 1

(1) ANTI - SCHOOL SUBCULTURES
(2) LABELLING, IDENTITIES AND RESPONSES
(3) INSTITUTIONAL RACISM

Question 2

Explain ARCHER’S 3 DIFFERENT IDENTITIES for - Anti-school subcultures and Pupil Identities

Answer 2

ARCHER - 3 Different Pupil Identities

• IDEAL PUPIL IDENTITY: a WHITE MIDDLE CLASS MASCULINE IDENTITY, with a normal sexuality. This pupil is seen as achieving in the ‘Right’ way, through natural ability and initiative
• PATHOLOGISED PUPIL IDENTITY : an ASIAN , ‘DESERVING POOR; FEMINISED IDENTITY either a sexual or with an oppressed sexuality. This pupil is seen as a plodding, conformist and culture bound ‘OVERACHIEVER ’ , a slogger who SUCCEEDS through HARD WORK RATHER than NATURAL ability
• DEMONISED PUPIL IDENTITY: a BLACK or WHITE W/C HYPER-SEXUALISED IDENTITY. This pupil is seen as an Unintelligent, peer-led, Culturally Deprived Underachiever

Question 3

What is the Link between Ethnic Minorities and being demonised and pathologised? - Anti-school subcultures and Pupil Identities

Answer 3

ETHNIC MINORITIES are MORE LIKELY to be SEEN as DEMONISED or PATHOLOGISED

Question 4

What does ARCHER argue about CHINESE people?b- Anti-school subcultures and Pupil Identities
Negative positive stereotype

Answer 4

ARCHER argues that EVEN those MINORITY PUPILS who PERFORM SUCCESSFULLY CAN BE PATHOLOGISED ( seen as abnormal)
e.g. Chinese, praised and viewed negatively

CHINESE students were SEEM as having ACHIEVED SUCCESS IN the ‘WRONG’ WAY - through HARDWORKING, passive conformism RATHER than NATURAL INDIVIDUAL ABILITY .
This meant that they COILD NEVER LEGITIMATELY occupy the IDENTITY of ‘IDEAL PUPIL’

Question 5

What does ARCHER Conclude about CHINESE people and Ethnic Minorities? - Anti-school subcultures and Pupil Identities

Answer 5

the result is that even the SUCCESS of ETHNIC MINORITY PUPILS will ONLY be SEEN as ‘OVER-ACHIEVEMENT’ since ‘PROPER’ ACHIEVEMENT is SEEM to be the NATURAL PRESERVE of the PRIVILEGED WHITE M/C IDEAL PUPIL

Question 6

How do PUPILS Respond to LABELS?

What does FULLER say about those ABLE to REJECT Negative Labels

Answer 6

FULLER (1984) - STUDIED a group of YEAR 11 BLACK GIRLS in a LONDON

• UNTYPICAL - high achievers
• GIRLS channeled their Anger into the ‘pursuit’ of educational success’
• DIDN’T seek Teachers Approval
• DIDN’T LIMIT themselves in terms of FRIENDSHIP GROUPS
• CONFORMED ONLY in terms of SCHOOLWORK
• MAINTAINED a POSITIVE SELF IMAGE by RELYING on their OWN EFFORTS
• PUPILS can STILL SUCCEED even WHEN they CHOOSE not to CONFORM

Question 7

How do PUPILS Respond to LABELS?

What does MIRZA say about those UNABLE to REJECT Negative Labels

Answer 7

MIRZA - studied ambitious BLACK GIRLS who faced teacher racism
MIRZA FOUND that RACIST TEACHERS DISCOURAGED BLACK PUPILS from BEING AMBITIOUS through the KIND of ADVICE they gave them ABOUT CAREERS and OPTION CHOICES

A large majority of teachers in the study held RACIST ATTITUDES

Question 8

What were the 3 MAIN TYPES OF TEACHER RACISM that MIRZA identified for those Unable to Reject Negatuve labels

Answer 8

• the COLOUR-BLIND ; Teachers who BELIEVE BLACK PUPILS are CULTURALLY DEPRIVED and who HAVE LOW EXPECTATIONS of them
• the LIBERAL CHAUVINISTS : Teachers who BELIEVE BLACK PUPILS are CULTURALLY DEPRIVED and who HAVE LOW EXPECTATIONS of them
• the OVERT RACISTS : teachers who BELIEVE BLACKS are INFERIOR and ACTIVELY DISCRIMINATE against them

Question 9

Name SEWELL’S 4 Responses to Labelling that he Identified?

Answer 9

• the REBELS
• the CONFORMISTS
• the RETREATISTS
• the INNOVATORS

Question 10

Explain THE REBELS in SEWELL’S Responses to Labelling that he Identified

Answer 10

the MOST VISIBLE and INFLUENTIAL GROUP, but they were ONLY a SMALL MINORITY of BLACK PUPILS.
They were OFTEN EXCLUDED from school.
They REJECTED both the GOALS and the RULES OF the SCHOOL

they BELIEVED in their OWN SUPERIORITY based on the idea that black masculinity equates with sexual experience and virility

they were CONTEMPTUOUS of WHITE BOYS

Question 11

Explain THE CONFORMISTS in SEWELL’S Responses to Labelling that he Identified

Answer 11

were a LARGE GROUP
These boys were KEEN to SUCCEED, ACCEPTED the SCHOOL’S GOALS and had FRIENDS from DIFFERENT ETHNIC GROUPS

They weren’t part of a subculture and we were ANXIOUS to AVOID being STEREOTYPED either by teachers or their peers

Question 12

Explain THE RETREATISTS in SEWELL’S Responses to Labelling that he Identified

Answer 12

tiny MINORITY of ISOLATED INDIVIDUALS who were DISCONNECTED from Both School and Black Subcultures, and were DESPISED by the REBELS

Question 13

Explain THE INNOVATORS in SEWELL’S Responses to Labelling that he Identified

Answer 13

2nd largest group
they were PRO-EDUCATION but ANTI-SCHOOL.
they VALUED SUCCESS , but DIDN’T seek the APPROVAL of TEACHERS and CONFORMED only AS FAR as SCHOOLWORK itself was concerned

Question 14

What does GILBORN and MIRZA argue to do with - Labelling and Teacher Racism

Answer 14

GILBORN & MIRZA (2000) - in one local education authority , BLACK CHILDREN were the HIGHEST ACHIEVERS on ENTRY to PRIMARY SCHOOLS
By GCSE = the WORST result of ANY ETHNIC GROUP

Question 15

What are GENERAL POINTS to do with Labelling and Teacher

Racism aswell as a point from BORUNE

Answer 15

BLACK and ASIAN pupils seen as NOT the ‘IDEAL PUPIL’

BLACK pupils MORE LIKELY to be PLACED in LOWER SETS / streams due to NEGATIVE STEREOTYPING

Higher levels of Exclusions from school for Black Boys - BOURNE (1994) - SCHOOLS see BLACK BOYS as a THREAT

Question 16

What are 5 ways that the EDUCATION SYSTEM are INSTITUTIONALLY RACIST?

Answer 16

MARKETISATION and SEGREGATION
The ETHNOCENTRIC CURRICULUM
ASSESSMENT
ACCESS to OPPORTUNITIES
The ‘new IQism ‘

Question 17

How does the ETHNOCENTRIC CURRICULUM show that the EDUCATION SYSTEM is INSTITUTIONALLY RACIST

Answer 17

the curriculum GIVES PRIORITY to the CULTURE and VIEWPOINT of ONE PARTICULAR ETHNIC GROUP while DISREGARDING OTHERS

It’s a PRIME EXAMPLE of INSTITUTIONAL RACISM because it BUILDS a RACIAL BIAS into the everyday working of schools and college

Question 18

What are 2 Examples in the Ethnocentric Curriculum that shows that the Education System is Institutionally Racist

Answer 18

LANGUAGES, LITERATURE and MUSIC
- TRONYA & WILLIAMS note the Mearge Provision for TEACHING ASIAN Languages as compared with EUROPEAN Languages

HISTORY
- BALL - criticises national curriculum for IGNORING ETHIC DIVERSITY and for PROMOTING an ATTITUDE of ‘LITTLE ENGLANDISM ‘
For example, the HISTORY CURRICULUM tries to RECREATE a ‘mythical age of empire and PAST GLORIES “ , while IGNORING the HISTORY of BLACK and ASIAN people