Education- Internal Ethnicity factors Flashcards
Overview of labelling
Interactionist/ Labelling theory look how teachers label pupils from different ethnic groups differently.
Particular focus is on how Black & Asian pupils are labelled negatively
Radicalised expectations with labelling
Gilbourn & Youdell: Teachers were quick to discipline
Black pupils than others for similar behaviour.
As such teachers misinterpret behaviour & see Black pupils as anti-authority. This creates conflict between teachers & pupils which reinforce stereotypes & leads to further problems.
Discipline with labelling
Osler: Black students are more likely to be both officially and unofficially excluded. They are also more likely to be in a PRU excluding them from mainstream education.
Bourne: schools see black boys as a threat which leads to negative labelling and eventual exclusion.
Setting and streaming with labelling
Foster: Teachers stereotypes of black students could result in them being put in lower sets and there for a self fulfilling prophecy of under achievement.
Asian pupils with labelling
Wright study of a multi-ethnic primary school saw that Asian students also suffer labelling. She found that teachers held ethnocentric views. Which affected who they related to Asian pupils including leaving them out of discussions or using childish language when speaking to them leading to marginalisation.
Pupil Identities overview
Archer: Teachers often define pupils by stereotypical ethnic identities which often lack the favoured ideal pupil characteristics. his leads to negative labelling.
Archer argues that the teachers dominant way of looking at things shapes and defines the pupils ethnic identity.
When students challenge these stereotypes they are treated more harshly.
Types of identity: Ideal pupil
White
Middle class
Masculine identity
Normal sexuality
Achieving in the right way though natural ability and talent.
Types of identity: Pathologized identity
Deserving poor
Feminised identity
Asexual/ repressed sexuality
Plodding conformist
Slogger who succeeds through hard work rather than natural ability.
Demonised pupil identity
Black or white
Working class
Hyper sexualised
Unintelligent
Peer-led
Culturally deprived
Underachiever
Pupil responses and subcultures: Rejection of labels.
Fuller studied a group of black girls in year 11 in a London
Comprehensive who were in lower streams yet were achieving highly. These girls did not conform to all the values of school (e.g. respect for teachers) but did value educational success enough to push themselves.
Mac an Ghaill discovered similar findings in his study of Black & Asian
A-Level pupils. Each of these studies show how labelling does not always follow the same negative pattern.
Pupil responses and subcultures: Failed Coping strategies
Mirza highlights how some pupils are not able to develop coping strategies when faced with teacher racism & labelling.
Mizra identified 3 types of teacher Racism:
The Colour Blind
The Liberal Chauvinists
* Overt Racists
Black girls would avoid these teachers by being selective about who they asked for help, getting on with their own work in lessons without taking part, avoiding certain options to avoid the teachers.
This puts them at a disadvantage by restricting their opportunities therefore causing under-achievement.
Pupil responses and subcultures: Boys responses to racist stereotypes.
Sewell:
The Rebels - The most influential group but still a minority. These rejected the values of the school & opposed the school by joining a peer group. These reinforced the negative stereotypes of ‘Black Machismo’
The conformists - The majority of Black pupils accepted the values of the school & were eager to succeed.
The Retreatists - A small minority who isolated & disconnected with peer group subcultures & the school. These kept a low profile.
The Innovators - Second largest group who were pro-education but anti-school. They distanced themselves from ‘Conformists’ enough to keep credibility with the ‘Rebels’ whilst valuing education success.
