labelling and insititutional racism

Question 1

gillborn

Answer 1

• the uk education system is ‘institutionally racist’
• teachers racist assumptions led them to believe that black male students would cause trouble and that teachers would see the behaviour and this would build resentment and escalate problems
• a disprortionate amount of black students are not entered into higher tiers, leading to their lower achievement (highest grade was a D)
• Institutional racism and in-school factors are to blame for the underachievement of black carribean boys
• setting/streaming and labelling of boys
• exclusions of black boys os unjustified and white pupils who commit the same act are more likely to face less serious punishments (e.g. detention minus exclusion)

Question 1

jasper

Answer 1

• school is ‘institutionally racist’
• draws on his own experiences of school an claims that a self fulfilling prophecy occurs where black male students live down to negative labels that are given by teachers
• the curriculum needs to be adapted to make it more relevant (e.g. school should reward the ‘arts’ as well as academia

Question 2

crozier

Answer 2

• found that pakistani pupils ‘keep to themselves’ because in their own words they are often made to feel excluded and different in schools
• pakistani and bengladeshi pupils had experienced the following: anxieties about their safety, racist abuse, careers advisors at school as they believed south asian girls were bound by tradition and it was a waste of time advising them
• not feeling asemblies were relavtn
• this therefore led them to underachieve in education as a result

Question 3

mirza

Answer 3

• interactionist
• black african and caribbean girls are ambitious, determined to succeed and have high status aspirations
• however, there is a **teacher typology ** which seperated teachers into different categories based on their expectations of teachers and this was reflected into their achievements:
• OVERT RACISTS: displayed their racial prejudice to students and other staff
• CHRISTIANS: adopted a ‘colour blind’ apprach and treated pupi;s equally but often refused to acknowledge racial prejudie amongst others
• CRUSADERS: actively challenged racism in the education system ( most likely to occur in staff meetigs
• BLACK TEACHERS: content teaching students regarless of ethnicity and suggested many subject areas were of limited use to black pupils and more practical support was required
• LIBERAL CHAUVINITS: adopted liberal attitudes to ethnicity and promoted equality, however were often ill-informed and made assumptions about cultural deficits in students based on second hand knowledge
• these girls therefore tended not to idenity with their teacher or school, this is partly due to the open racism of a minority of teachers and the clumsy, well meaning but often unhelpful support offered by many teachers in response to the girls ethnicity

Question 4

mac an ghaill

Answer 4

• looked at the relations between white teachers and 2 groups of male students with anti-school values: ‘asian warriors’ and the ‘african caribbean rasta heads’
• identitified that for the ‘rasta heads’ racism was the cuase of their underachievement
• also gained insight into the way in which black pupils systematically experience education in a different way to white pupils due to instituitional racism and the ethnocentric curriculum