Internal Factors Affecting Ethncity And Achievement

Question 1

Internal

Question 2

What are the internal factors that affect ethnic achievement in education

Answer 2

1- labelling and teacher racsim
2-pupil identity
3- pupil responses and subcultures
4- institutional racism

Question 3

1. Labelling and teacher racism
   -what is labelling

Answer 3

To attach a meaning to someone based on their ethnic background

Question 4

1. Labelling and teacher racism
   Black pupils

Answer 4

Black pupils- gilborn and youdell
-teachers are quicker to discipline black students for same behaviour
-teachers expect black pupils to have mor disciplinary problems
-students react negatively as they felt they were picked on and underestimated by teachers causing further conflict

This could explain - higher levels of exclusion for black boys which affects achievement 1/5 excluded children get 5 gcses
-more likely to be found in lower streams due to negative stereotypes and labels.

Question 5

1. Labelling and teacher racism
   Asian pupils

Answer 5

Wright
-teachers view English culture as superior
-they assume Asian students have a poor grasp of English and leave them out of class discussions or used simplistic, childish language with them.
-Asian pupils feel isolated when teachers mispronounce their names
-teachers see asians as a problem they can ignore - so they’re marginalised

Question 6

2. Pupil identity
   What are the 3 different pupils identities

Answer 6

1- ideal pupil identity- white, m/c, smart, heterosexual, achieving through natural ability.

2- pathologises pupil identity- asian, deserving poor, feminised identity, asexual, achieves through hard work rather than natural ability.

3- demonised pupil identity- black/white w/c, hyper sexualised , unintelligent, under achieve, peer led

Asians seen as passive and quiet and blacks seen as loud and challenging

Question 7

3- pupil responses
what are the 4 boy responses to labelling

Answer 7

Sewell
The rebels- blacks reject goals and rules of the school so conform to an anti-school black stereotype.

The conformists- accept schools goals, keen to succeed,

The retreatists- disconnected from both school and black subcultures- loners kept themselves to themselves

The innovators- value success but don’t seek approval from teachers. conform only for schoolwork.

Question 8

3- pupil responses
Mac and ghaill - how do students reject negative labels

Answer 8

Study on group of black girls who were high achievers despite being placed in low streams.
Found instead of accepting the negative stereotypes of themselves they channelled their anger into educational success and proving the Teachers wrong. They did not seek approval of teachers and only conformed as far as school work itself.

-shows people can still succeed even when
An led negatively and a label doesn’t inevitably produce self fulfilling prophecy or failure and pupils are able to reject it.

Question 9

4- institutionalised racism
What is institutional racism
What is the critical race theory

Answer 9

Institutional racism- the way discrimination is built into the way an institution operates.
Sees racism as an ingrained feature in society

Question 10

4- institutionalised racism
What does locked-in inequality mean

Answer 10

The idea that institutionalised racism is locked in.
The scale of discrimination is so big that there doesn’t have to be conscious intent to discriminate.
It’s an inevitable feature of the education system as its so deep rooted.

Question 11

4- institutionalised racism
How has the marketisation of school/ pressure from league tables led to segregation of minority ethnic groups

Answer 11

Marketisation has allowed schools to select pupils which allows for negative stereotypes to influence decisions.
Pressure from league tables = selecting more academic pupils to make your school look better as you’ll receive better results and attract more pupils.
- this leads to ethnic minorities getting segregated and excluded from good schools as they’re discriminated against as they’re stereotyped to have language difficulties, be more challenging and less clever.

Question 12

4- institutionalised racism
What does an ethnocentric curriculum mean

Answer 12

Curriculum that reflects and favours the culture of one ethnic group (british western culture) and therefore devalues other cultures.

Question 13

4- institutionalised racism
What are examples of the ethnocentric curriculum and how does it lead to failure

Answer 13

In re we learn mainly about Christianity
White European history
Holidays- Christmas, Easter
The food in the canteens
Music lessons- classical

The image as other cultures as inferior may make pupils feel less comfortable in school and feel like they’re inferior which affects their self-esteem leading to failure.

Question 14

4- institutionalised racism
Access to opportunity

Answer 14

Gifted and talented programme- whites 5xmore likely than blacks to be identified as gifted and talented.
And blacks more likely to be placed in lower sets and therefore get placed into lower exam tiers so are capped at getting 5s in their GCSEs which limits opportunity and educational success.

Question 15

4- institutional racism
The new IQism

Answer 15

Being placed in higher sets heavily depends on teachers assumptions of pupils. This works against black pupils who are stereotypes as less able and challenging with disciplinary concerns. So they’re more likely to be placed in lower streams.

Question 16

Evaluation of institutional racism

Answer 16

❌- there’s a focus on black underachievement but what about Asian overachievement ? If Asians (Chinese and Indians) are overachieving whilst being ethnic minorities how can there be institutionalised racism as the critical race theory claims

❌- ignores external factors like material and cultural deprivation