Topic 3: Ethnicity - Internal factors Flashcards
Labelling, racism, and pupil responses:
What have some researchers suggested?
Pupils from ethnic minorities are often treated differently - this is particularly negative on black boys.
Labelling, racism, and pupil responses:
What supposedly proves evidence of teacher bias against black students?
For ever 3 White British pupils entered for higher exams in Maths and Science, only 2 African-Caribbean pupils were.
Labelling, racism, and pupil responses:
What is Gillborn’s (2002) argument of institutional racism?
Teachers interpret policy which disadvantages black pupils.
Setting, streaming, and vocationalism underrate the abilities of black pupils, relegating them to low-ability groups, thus can only be entered for lower-level exams (prevents future opps).
Labelling, racism, and pupil responses:
What did Gillborn and Youdell (1999) say about the effect of the A-C economy?
Marketisation has driven an A-C economy, creating a rationing of education.
Teachers focus on those who are close to getting Cs, neglecting “no hopers” and “high achievers”.
Black pupils are often labelled as no hopers.
Labelling, racism, and pupil responses:
What does Gillborn (2008) say about how racism affects different minorities?
Some minorities have positive attitudes towards education - “model minorities”.
They are treated differently from minorities who are seen as a potential problem.
Labelling, racism, and pupil responses:
How does Ranson (2005) claim institutional racism is entrenched in the organisation of schools?
School governing bodies are unrepresentative - usually white, male, middle class, middle income.
Ethnic inequalities are given a low consideration.
Labelling, stereotyping, and subcultures:
What labels are usually attributed to black boys?
Unruly, disrespectful and difficult to control.
Labelling, stereotyping, and subcultures:
What does Gillborn (1990) state about black boys and detentions?
African Caribbean pupils are more likely to get detentions as teachers interpret their dress and speech as a challenge to authority.
SFP: the pupils respond in accordance with the labels.
Labelling, stereotyping, and subcultures:
What does Jasper (2002) suggest about white female teachers?
Their expectations of black boy behaviour dictates how they teach; this is usually a style less conducive to learning compared to what is offered to other groups.
Labelling, stereotyping, and subcultures:
What does O’Donnell (1991) say about reactions to racism?
Different ethnic subcultures react differently.
Black: React angrily and reject white-dominated education.
Indians: Show their anger but use the system to their advantage - succeed in education.
Labelling, stereotyping, and subcultures:
What do O’Donnell and Sharpe (2000) say about what black pupils do in response to racist labelling?
Macho response - form of masculinity that sees achievement as feminine.
Sewell notes how educational failure is a badge of honour, and that doing well can lead to bullying.
Labelling, stereotyping, and subcultures:
How do Bangladeshi boys react, and why?
They have bleaker economic opps.
They have a macho warrior perception, whilst viewing conformist Asians as weaklings.
Labelling, stereotyping, and subcultures:
What did Connolly (1998) say about how South Asians were treated?
Unlike black boys, they were seen as immature rather than deviant. Thus, their behaviour often went unnoticed.
Teachers had higher expectations of them so they often received praise and encouragement BUT they had difficulty gaining masculine status.
Labelling, stereotyping, and subcultures:
What did Connolly (1998) find about the way black girls were treated in primary schools?
They were also labelled negatively - seen as disruptive.
Their educational achievements were underplayed and more focus was on sporting achievement.
Like boys, they were likely to be unjustifiably punished.
Labelling, stereotyping, and subcultures:
What evidence did Wright (1992) find for classroom discrimination?
Teachers used simplistic language towards BAME kids, and involved them less in discussions.
Girls received little attention and teachers were insensitive (even showing disapproval) to aspects of their culture. Girls then felt less positive towards school and teacher perception attracted hostility from other pupils.
