internal factors influencing ethnic differences in achievement (labelling, identities and responses) Flashcards
1
Q
what did gillborn and mirza find about black children’s achievement?
A
- they were the highest achievers on entry to primary school
- 20 percentage points above local average
- however, worst gcse results of any ethnic group
- 21 points below average at gcse
- research from one local education authority
2
Q
what did strand find about black pupils’ progress in school?
A
- similar to Gillborn and mirza
- analysed national cohort of over 530000 pupils aged 7-11
- shows black pupils fall behind quickly after starting school
- black caribbean boys not on free school meals made less progress
- more able pupils fell behind
- made significantly less progress than white peers
3
Q
what does the fall in black pupils’ achievement suggest?
A
- challenges cultural deprivation theory that black children enter school unprepared
- instead suggests role of internal school factors:
- includes labelling and teacher racism
- also pupil identities, responses and subcultures
4
Q
what does it mean to label someone in education?
A
- to attach a meaning or definition to them
-eg: teacher gives like troublemaker, cooperative, bright, stupid - interactionist sociologists study face-to-face interactions where labelling occurs
5
Q
what do interactionists focus on regarding ethnic differences in achievement?
A
- focus on labels teachers give to ethnic groups
- their studies show teachers see black and asian pupils as far from the ‘ideal pupil’
- eg: black pupils often seen as disruptive, asian pupils as passive
- negative labels lead to different treatment
- this disadvantages ethnic minority groups and may result in failure
6
Q
what did gillborn and youdell find about labelling black pupils? (black pupils and labelling)
A
- teachers quicker to discipline black pupils for same behaviour as others
- argue this is result of ’racialised expectations’
- found that teachers expected black pupils to presenting more discipline problems
- misinterpreted their behaviour as threatening or challenging authority
- led to negative responses from pupils and further conflict
- in turn, black pupils felt teachers underestimated ability and picked on them
- conclude that conflict between white teachers and black pupils stemmed from racial stereotypes teachers hold, not actual behaviour of pupils
- may explain higher levels of exclusions from school of black boys
7
Q
what does bourne’s research suggest about exclusions for black boys? (black pupils and labelling)
A
- found that black boys seen as a threat by schools
- labelled negatively, leading to exclusion
- exclusions affect achievement
- only one in five excluded pupils achieved five GCSEs
8
Q
what did osler find about exclusions for black pupils? (black pupils and labelling)
A
- in addition to black pupils more likely to face unofficial exclusions and affected by internal exclusions (sent out of class), also more likely to be placed in pupil referral units (PRUs)
- PRUs exclude them from mainstream curriculum
9
Q
what is educational triage and how does it affect black pupils? (black pupils and streaming)
A
- found from gillborn and youdell’s study of the ‘a-to-c economy’
- teachers focus on pupils likely to get grade c
- called educational triage or sorting
- based on negative stereotypes about black pupils’ ability
- means black pupils more likely placed in lower sets or streams
10
Q
what did foster find about teacher stereotypes and streaming? (black pupils and streaming)
A
- similar to Gillborn and Youdell
- found that teachers saw black pupils as badly behaved
- led to placement in lower sets despite similar ability
- streaming black pupils based on negative stereotypes
- can lead to self-fulfilling prophecy of underachievement
11
Q
what did wright find about labelling of asian pupils?
A
- study of multi-ethnic primary school
- shows asian pupils also affected by teacher labelling
- despite schools apparent commitment to equal opportunities, teachers held ethnocentric views
- assumed british culture and standard english were superior
- thought asian pupils had poor english
- left out of class discussions
- used simplistic or childish language with them
12
Q
how were asian pupils made to feel in school? (labelling and teacher racism)
A
- felt isolated by teachers when teachers showed disapproval of customs or mispronounced names
- teachers see them as a problem to ignore, not a threat (unlike black pupils)
- especially asian girls felt marginalised
- means pushed to the edges and not fully included
13
Q
what did archer find about teachers’ view of ethnic minority pupils? (pupil identities)
A
- teachers define pupils as having stereotypical ethnic identities
- archer: dominant discourse (way of seeing something) defines ethnic minority pupils as lacking ideal pupil identity
- ethnic minority pupils seen as not fitting the favoured identity
14
Q
what are the three pupil identities described by archer? (pupil identities)
A
- ideal pupil identity: white, mc, masculinised, normal sexuality, achieves through natural ability and initiative (in the ‘right’ way)
- pathologised pupil identity: asian, ’deserving poor’, feminised, asexual or oppressed sexuality. seen **plodding, conformist and culture-bound ‘over-achiever’, as a slogger who achieves through hard work
- demonised pupil identity: black or white, wc, hyper-sexualised identity, seen as unintelligent, peer-led, and culturally deprived under-achieving
15
Q
how are ethnic minority pupils viewed, according to archer? (pupil identities)
A
- ethnic minority pupils often seen as demonised or pathologised
- from interviews with students and students: archer shows how black students are demonised as loud, challenging, excessively sexual
- their home cultures are seen as ’unaspirational’
16
Q
how are asian girls stereotyped by teachers, according to archer and shain? (pupil identities)
A
- archer further study: asian girls stereotyped as quiet, passive, and docile
- when asian girls challenge this stereotype by misbehaving, they are dealt with more severely than other pupils (according to shain)
17
Q
how does archer describe the treatment of successful minority pupils, especially chinese students? (pupil identities)
A
- archer argues even successful minority pupils can be pathologised (seen as abnormal)
- eg: chinese students simultaneously praised but also viewed negatively by teachers
- chinese girls seen as educational automatons, too quiet, too passive, too repressed
- chinese boys seen as effeminate and subordinate, not properly masculine due to their passivity, quietness, and hard work
18
Q
how were chinese students viewed by teachers, according to archer and francis? (pupil identities)
A
- Chinese students seen as achieving success through hardwork and passive conformism, not natural ability
- could never be seen as ideal pupil
- archer and Francis: teachers viewed pupils as a ‘negative positive stereotype’
- Chinese families stereotyped as tight and close, explaining girls’ passivity (similar to way teachers often see south Asian girls as victims of oppressive family situations)
- teachers also stereotyped Chinese students as middle class
19
Q
what is the result of the distinctions archer identifies? (pupil identity)
A
- ethnic minority and female pupils’ successes seen as ‘over-achievement’
- since ‘proper’ achievement is viewed as the natural preserve of the privileged, white, middle class ideal pupil
20
Q
how do pupils respond to teacher racism and negative labelling? (pupil responses and subcultures)
A
- pupils may become disruptive or withdrawn
- pupils may refuse the label and work extra hard to prove label wrong
- negative labels do not automatically lead to self-fulfilling prophecies (sfps)
21
Q
what is an example of pupils rejecting negative labels?
A
- fuller’s study of black girls in year 11 of London comprehensive school
- girls were high achievers in a school where most black girls were placed in low streams
- they rejected negative labels and succeeded academically
22
Q
how did the girls in fuller’s study respond to negative labels and succeed? (rejecting negative labels)
A
- fuller: instead of accepting negative stereotypes, girls channeled anger about being labelled into the pursuit of educational success
- didn’t seek teacher approval, many seen as racist
- didn’t limit friendship choices to academic achievers, instead were friends with other black girls from lower streams
- conformed only in schoolwork, not in routines
- worked conscientiously but gave the appearance of not doing so
- showed deliberate lack of concern about school routines
- had a positive attitude toward success, preferred to rely on own efforts and the impartiality of external exams
23
Q
how did fuller interpret the girls’ behaviour in response to school demands? (rejecting negative labels)
A
- sees their behaviour was a way of dealing with contradictory demands: succeeding at school while staying friends with black girls in lower streams
- avoided ridicule from black boys, many of whom were anti-school
- maintained a positive self-image by relying on their own efforts
- did not accept teachers’ negative stereotypes of them
24
Q
what key points does fuller’s study highlight? (rejecting negative labels)
A
1) pupils can succeed even when they refuse to conform
2) negative labelling does not always lead to failure
- the girls rejected the labels placed on them and stayed determined to succeed
- there was no self-fulfilling prophecy (sfp)
25
what did mac an ghaill’s study of black and asian ‘a’ level students show? (rejecting negative labels)
- students didn’t always accept **negative labels** placed by teachers
- response to labels depended on **ethnic group, gender, and former schools**
- eg: some girls felt attending an **all-girls school** gave them **greater academic commitment**, helping them overcome negative labels
- similar to **fuller’s study**, this research shows that a **label doesn’t always produce a self-fulfilling prophecy** (sfp)
26
what did mirza’s study of ambitious black girls reveal? (failed strategies for avoiding racism)
- similar to **fuller**
- studied **ambitious black girls** facing **teacher racism**
- racist teachers **discouraged black pupils** from being ambitious
- discouraged pupils from **aspiring to professional careers** through **advice on careers and option choices**
27
what types of teacher racism did mirza identify in her study? (failed strategies for avoiding racism)
- **the colour blind**: teachers who believe all pupils are **equal** but **allow racism** to go **unchallenged**
- **the liberal chauvinists**: teachers who believe **black pupils** are **culturally deprived** and have **low expectations** of them
- **the overt racists**: teachers who believe **blacks are inferior** and actively **discriminate** against them
28
what were the girls’ strategies to avoid teacher racism? (Mirza) (failed strategies for avoiding racism)
- **selective** about which staff to ask for help
- get on with their own work in lessons **without participating**
- **avoid certain options** to stay clear of **teachers with racist attitudes**
29
weakness: failed strategies for avoiding racism (Mirza)
- girls had **high self esteem**, but **strategies restricted opportunities**
- **unsuccessful** compared to girls in Fuller's study
30
what does sewell say about black boys' underachievement? (the variety of boys’ responses)
- focuses on **absence of fathers** and influence of **peer groups and street culture**
- however, he also notes responses to schooling, including **racist stereotyping by teachers**, affect achievement
31
what are the four responses to schooling identified by sewell? (the variety of boys’ responses)
- **the rebels**: most visible but **small minority**, anti-school, rejected school goals and expressed opposition through **peer group membership**, saw **black masculinity** as **superior**
- **the conformists**: **largest group**, keen to succeed, accepted **school goals**, friends from **different ethnic groups**
- **the retreatists**: tiny minority, **isolated**, disconnected from school and black subcultures, **despised by rebels**
- **the innovators**: second largest group, **pro-education but anti-school** (like fuller’s girls), **valued success** but didn’t seek teacher approval, **distanced from conformists**
32
what does sewell show about teachers' views of black boys? (the variety of boys’ responses)
- only a **small minority** fit the stereotype of the **‘black macho lad’** (rebels)
- teachers tend to see all black boys this way, contributing to **underachievement**, whatever attitude
- many boys' **negative attitudes** are a **response to racism**
33
what does sewell argue about the causes of underachievement in black boys? (The variety of boys’ responses)
- while he argues **teachers' racist stereotyping** disadvantages black boys and can lead to **sfp**, he argues **external factors** like **peer groups, street culture, and lack of nurturing father** are more important in producing underachievement
34
strength: labelling and pupil responses
- **labelling theory** shows how **teachers' stereotypes** can cause **failure**
- unlike cultural deprivation theory, it **doesn't blame the child's home background**
35
weakness: danger of seeing stereotypes as product of individual teachers’ prejudices
- danger of seeing stereotypes as **individual teachers' prejudices** rather than **racism** in the education system
- **Gillborn and Youdell** argue that **league tables** create an **‘A-to-C economy’**, leading to black and WC pupils being placed in **lower streams** and entered for **lower-tier exams**
36
weakness: danger of assuming that once labeled pupils automatically fall victim to spf
- danger of assuming pupils automatically fall victim to the **sfp** and **fail**
- **Mirza** shows pupils may develop **strategies to avoid teachers' racism**, but these can **still limit opportunities**
37
contemporary
- **rise in exclusions (england, 2024)**
- black caribbean pupils face disproportionately high exclusion rates
- linked to racialised labelling and stricter discipline for similar behaviours
- **racist abuse in london schools (2023–24)**
- over 4,000 suspensions for racist incidents
- black pupils often punished more harshly, reflecting bias in behaviour management
- **curriculum bias and identity (uk, 2023)**
- students criticised the eurocentric curriculum
- many ethnic minority pupils feel alienated and unseen in classroom content
- **low teacher expectations (usa, 2023)**
- black and latino students underrepresented in gifted programmes
- teachers’ assumptions about ability continue to affect achievement
- **asian pupils stereotyped as passive (uk, recent)**
- asian boys often excluded from sports and peer groups
- seen by teachers and students as quiet or needing protection, limiting full participation
