INTERNAL - labelling and pupil identities

Question 1

Gillborn and Youdell

Answer 1

Found teachers much quicker to discipline B boys due to racialised expectations

• teachers misinterpret b boys behaviour as a threat to their authority
• black pupils felt under estimated

COncluded conflict between teachers and pupils due to racial stereotypes

2) educational tiage
placed into lower sets due to these stereotypes from teahers = negative SFP –> underachieve

Question 2

Bourne

Answer 2

schools see black boys as a threat so they are given negative labels and often excluded

• only 1 in 5 excluded pupils get 5 gcses >exclusions may lead to the underachievement

Question 3

Wright

Answer 3

Study of multi ethnic schools > asian labeling
* found teachers helf ethnocentric views believing they are best
* teachers left students out/ used simplistic language with them
* students felt isolated
Teachers saw asian students as an issue but felt as though they could ignore them > students marginalised and unable to partake

Question 4

Archer

Answer 4

Teachers saw ethnic studetns as not the ideal pupil

• ideal pupil - W/MC seen as achieving correctly through natural ability
• Pathogolised student identity - Asian feminised identity - seen as over achieving or as slogger achieving through hardwork
• Demonised pupil identities - b or w WC - seen as unintelligent/ peer lead / culturally deprivated underachievers

Leads to less interaction and support within the class room

Question 5

Archer - asian/ interviews identities / chinese

Answer 5

• Asian identities seen as passive
• Black pupils demonised being lound and challenging

Chinese students praised and viewed negatively

Girls - passive homogenously - ‘too quiet’

Bots - subordinate - not properly masculine

Question 6

Fuller study

Answer 6

rejecting negative labels
Fuller study of black girls in yr 11 comprehensive school

Instead of accepting negative labels the girls channelled anger into pursuit of success.
Unlike successful pupils they:
* Not seek teacher approval - focused on own attitudes and persuit
* Didn’t limit choices of friends → friends with lower sets
* Conformed only as far as schoolwork → deliberate lack of concern of school routines

Question 7

Fuller study - conclusions

Answer 7

behaviour as an adaptation of succeeding while remaining friends with black girls in lower streams and avoiding ridicule of black boys → able to maintain self image even with teacher labels
* Pupils still succeed even if refuse to conform
* Negative labels don’t always lead to failure –`. Able to reject as determined to succeed NO SFP

Question 8

Mirza

Answer 8

found that racist teachers discourages black pupils being ambitious
failed strategies for avoiding racism → Attitudes can negatively impact on aspirations
A large majority of the teachers displayed racist behaviours

• The colour blind - treated pupils equally however often refused to acknowledge the existence of racial prejudice
• Liberal chauvinists - teacher who believe black pupils are culturally deprived and who have low expectations of them
• Overt racist - teachers who believe blacks are inferior and actively discriminate

Much of the girls time at school was spent trying to avoid effects of teachers negative attitudes
* Were selective about who they asked for help
* Getting on with own work in lessons
* Not choosing certain options to avoid racial prejudice

Question 9

Name the three teacher types mirza found

Answer 9

• The colour blind - treated pupils equally however often refused to acknowledge the existence of racial prejudice
• Liberal chauvinists - teacher who believe black pupils are culturally deprived and who have low expectations of them
• Overt racist - teachers who believe blacks are inferior and actively discriminate

Question 10

Difference in responses of Mirza and Fuller girls studied ?

Answer 10

Mirza - failed stratergies > underachievement
* Were selective about who they asked for help
* Getting on with own work in lessons
* Not choosing certain options to avoid racial prejudice

Fuller
* Not seek teacher approval - focused on own attitudes and persuit
* Didn’t limit choices of friends → friends with lower sets
* Conformed only as far as schoolwork → deliberate lack of concern of school routines

Question 11

Sewell student types

Answer 11

Variety of boy’s responses EVALUATION NOT ALL SAME
Only a minority fit black ‘macho’ subcultures but teachers see all in this way → contributes to underachievement due to this collectivism

• Conformists → played by rules of education system and pathways ( largest group)
• Innovators → low key anti school subcultures valued school but knowing of the discrimination
• Retreatist → self marginalised and less likely to engage
• Rebels → Anti school and actively demonstrated cultural resistance against a racist society