INTERNAL FACTORS

Question 1

How ethnocentric curriculum affects achievement

Answer 1

• gives priority to a certain culture whilst excluding others
• TROYNA & WILLIAMS: bridging schools are ethnocentric because it prioritises white culture and English language
• COARD: British schools makes black students feel inferior because it ignores black culture due to being conspicuous by their absence.
• COARD: experiences have important consequences for black students who will develop negative self concept

Question 2

How do assessments affect achievement

Answer 2

• GILBORN: assessment game is rigged as it validates the dominant culture’s superiority. (makes it harder for ethnic minorities)

EXAMPLE: in base line assessment black people did good but changed it to foundation profile which made it worse since teachers marked the assessments and it’s examined in the end not at the start

Question 3

How does access to opportunities affect achievement

Answer 3

• GILBORN: white students are 2x more like than black Caribbean students and 5x than black African students.
• TICKLT ET AL: despite ‘Aim Higher’ program black pupils were still in lower sets and entered in lower tier GCSE exams.
• so it lead to teacher low expectation to a SFP

Question 4

Labelling affecting achievement

Answer 4

• COARD: teacher’s low expectations of black pupils lead to SFP.
• asian and black students are considered as far being ‘ideal’
• GILBORN: afro- Caribbean students are ‘difficult to control’ and more likely to be in detention.
• teachers misinterpreted their dress and manner of speech as a challenge to teachers
• GILBORN: their treatment in unfair since they accept their labels.
• conflict between teachers and black pupils due to stereotypes than pupil’s behaviour
• MIRZA: ‘black girls’ where they were anti school but pro school
• it wasn’t the labelling that held them back but the well meaning but misguided behaviour of teachers

Question 5

Pupil identities affecting achievement

Answer 5

• teacher define pupils as stereotypical ethnic identities
• ARCHER: teachers dominant discourse defines minority students.
• asian girls = pathologised pupil identity (conformists and overachiever)
• black girls = demanized pupilnidentity (unintelligent)
• ‘proper’ achievement is seen as the natural preserve of the privileged, white, MC pupil

Question 6

Pupil responses and subcultures affecting achievement

Answer 6

• FULLER: West Indian girls found that the subculture that emerged enabled them to reject labels.
• pro education and anti school
• their response to racism was to work hard and prove their worth.
• highlights pupils may still succeed even when they refuse to conform and negative labelling doesn’t always lead to SFP of failure

Question 7

Selection and segregation affecting achievement

Answer 7

• GILBORN: marketisation gave school to select pupils and which puts minority pupils at a disadvantage
• since gives chance for stereotypes to influence decisions.
• lack of information and application forms in minority languages and parents due to being unaware of deadlines etc