Differential Achievement and Ethnicity (Internal)

Question 1

Racialised Expectations

Answer 1

Similar to Labelling but based on racial stereotypes. Mac an Ghaill found that teachers hold racialised expectations of students that may affect how they treat the pupils, leading to inequality of opportunity.

Question 2

Stereotypes and Discipline Behaviour

Answer 2

Gillborn & Youdell’s (2000) study found teachers are quicker to discipline black pupils for the same behaviour. They argue this is due to racialised expectations- teachers expect black pupils to misbehave so the misinterpret their behaviour as such. This then means the pupil responds negatively, causing further conflict. They conclude the conflict between white teachers and black pupils comes from teacher’s racial stereotypes, not the pupil’s actual behaviour.

Question 3

Stereotypes and Discipline Exclusion (Ethnicity)

Answer 3

Osler (2001) found black pupils more likely to be ‘internally excluded’ from the class, affecting their learning.

Question 4

Pupil Identities (Ethnicity)

Answer 4

Archer (2008) believed that teacher’s dominant discourse (view) was that ethnic minority pupils don’t fit the stereotypical ‘ideal pupil’ identity.

Question 5

Ideal Pupil Identity

Answer 5

White, MC with a masculinised with a normal sexuality. Their achievements are based on natural ability/initiative.

Question 6

Pathologised Pupil Identity

Answer 6

Asian, ‘deserving poor’ with a feminised identity and an asexual/oppressed sexuality. Their achievements are based on culture bound overachieving who succeeds by hard work instead of natural.

Question 7

Demonised Pupil Identity

Answer 7

Black or White, WC with a hyper-sexualised identity. Pupil is peer-led, culturally deprived and an underachiever.

Question 8

Pupil Responses and Subcultures (Ethnicity)

Answer 8

Sewell notes that black boys response to schooling, including stereotyping by teachers, can affect their achievement. He Identified four responses.

Question 9

Four Responses

Answer 9

These are the:
Rebels
Conformists
Retreatists
Innovators

Question 10

Rebels

Answer 10

Rebels - most visible/influential group despite being a minority of black pupils. They reject the school’s rules and goals in favour of conforming to the anti-school/authority ‘black macho lad’.

Question 11

Conformists

Answer 11

Conformists - the largest group who accept the school’s goals- not being in a subculture and trying to avoid stereotypes from teachers/peers.

Question 12

Retreatists

Answer 12

Retreatists - tiny minority despised by the rebels. They are isolated and disconnected from school and subcultures.

Question 13

Innovators

Answer 13

Innovators - are pro-education but anti-school. They were approved by rebels because they ignored the conformists, but still succeed and are positive about academic achievement.

Question 14

Institutional Racism

Answer 14

Institutional racism is discrimination that’s built into how institutions such as schools operate. This is different from individual racism which comes from the prejudiced view of an individual teacher.

Question 15

Marketisation Policies and Selection (Ethnicity)

Answer 15

Moore & Davenport’s study reveals that negative stereotypes in school admissions discriminate against ethnic minorities, making it difficult for EAL parents to apply, resulting in ethnic differences in achievement. We can therefore conclude that selection causes ethnic differences in achievement by affecting the type/quality of school pupils are ‘allowed’ into.

Question 16

New IO’ism

Answer 16

Gillborn and Youdell argue that schools use IQ style tests to make judgements on ability. These tests see potential as fixed Actually, everyone has a potential to do more in the future so this isn’t a good test for putting someone in a set where ethnicity are put as lower sets.
Moreover, teachers get to decide who enters for higher sets or Gifted and Talented programmes, which may lead to discrimination.

Question 17

The Assessment Game

Answer 17

Gillborn argues that the assessment game, which focuses on white pupils’ superiority, is rigged to cause ethnic underachievement. In 2003, when primary schools switched from baseline assessments to foundation stage profiling (FSP), black pupils suddenly performed worse than white ones, despite being the highest achievers before.

Question 18

Ethnocentric Curriculum

Answer 18

The education system has a rooted ethnocentric curriculum that priorities the views and culture of one ethnic group, white British.
- Language, Literature & Music: Troyna & Williams note that European languages are the priority, and David (1993) says the national curriculum ignores literature and music that’s non-European.
- History: Ball (1994) says the national curriculum ignores ethnic diversity and has a ‘little Englandism’ attitude that ignores Black and Asian pupil’s history.