Internal- Labelling Flashcards
What did Gilborn and Mirza find in one education authority?
Black children were highest achievers on entry (20% higher) yet by the time it came to GCSE’s, they had the worst results of any ethnic group (21% lower). This must mean it isn’t external factors such as cultural or material deprivation but internal factors.
What did Strand find in his analysis of the entire national cohort of 11 year olds?
Showed how quickly many black pupils fall behind after starting school. He found black pupils, especially those not entitled to FSM, made less progress than their white peers.
What are the four internal factors for ethnicity?
- Labelling and teacher racism
- Pupil identities
- Pupils responses and subcultures
- Institutional racism
Are Black/Asian pupils positively or negatively labelled?
Negatively
Who did research into labelling and teacher racism for Asian pupils?
Cecile Wright
What did Cecile Wright do?
Conducted an ethnographic study of four multi-ethnic inner city primary schools.
What did Wright find? (Labelling and teacher racism)
Although schools were commuted to promoting equality, pupils from ethnic minority backgrounds experienced low expectations from teachers and racism from other pupils. E.g. Asians were often ‘invisible’ in classrooms- especially girls. Teachers also assumed Asian pupils would have limited English and spoke to them in simplistic language and mispronounced their names.
Why had Wright been criticised?
For assuming the pupils passively accepted the labels and low expectations imposed upon them by teachers. Mary Fullers ‘black girls in a London comprehensive’ showed that the goths age studied actively rejected labels and expectations they experienced.
Who did research into the labelling and teacher racism for black pupils?
Gillborn and Youdell
What did Gillborn and Youdell find?
Teachers were quicker to discipline black pupils than others for the same behaviour. This was due to ‘racialised expectations’ - they expected black pupils to present more discipline problems and therefore misinterpreted their behaviour. The black pupils responded negatively and further conflict resulted (may explain the higher level of exclusions from school of black boys.
How many excluded pupils achieve 5 A*-C’s?
1 in 5
What did Gillborn and Youdell show about grades?
White pupils were twice as likely to achieve 5 or more GCSE’s at grace C or above in comparison to Afro Carribean pupils. They argued teachers had lower expectations so they ended up in lower sets, restricting opportunities for these grades (had to take foundation papers).
What did teachers expectations mean? (Gillborn and Youdell)
Afro Carribean students experienced ‘inequality of opportunity’ rather than equality of opportunity.
What else affected the achievement of Afro Carribean students? (Gillborn and Youdell)
Markitisation and the pressure to perform in league tables, schools increasingly performed ‘educational triage’ with Afro Carribean and working class pupils as they expected them to achieve less than 5 A*-C grades.
