ethnicity internal

Question 1

labelling and teacher racism

Answer 1

. neg labels can disad students cos get treated differently
. students labelled as trouble makers
. the “ideal pupil” is white m/c
-> black seen as disruptive and asian seen as passive
. Gilbourne
-> black pupils and discipline
-> teacher faster to dicip than any other eth
-> “radicalised expectations”
- b felt underest in their ability
- conflict between W teacher and B pupil cos of racist stereotypes ( tech interp behav as threatening)

. asian pupils - Wright
. seen as ignorable problem -> especially girls
. techer has a ethnocentric view so assumes they have a poor grasp of english
-> use baby talk when talking to the + leave them out of class discussion
= feel isolated

Question 2

ethnocentric curriculum

Answer 2

. lang
. williams et al -> teach EU lang over asian
. gives priority to one eth group
. history
. ball -> promotes “little Englandism” attitude so ignores history of B and asian

Question 3

pupil IDs

Answer 3

. Archer -> teacher’s dom discourse defs eth min ID as lacking of “ideal pupil’s”
. eth min seen as “demonised” ( B cos cult dep, peer lead and underach) or “pathologized” (Asian cos culture bound and achieve the ‘wrong’ way)
-> have to work hard to achieve e.g
chinese pupils have pos an neg
stereotypes
-> Asian seen as passive and docile
. shain -> when asian challeng by misbehaving get more severe punishment

Question 4

response + subcultures

Answer 4

. Fuller et al -> Yr 11 B London girls
-> not all neg labels = neg reactions
-> girls were placed in a lower set and used anger to motivate them to succeed at ed
. Mirza -> ambit B girls
-> had up self-esteem but at disad cos restricting opportunities
-> not chose subjects to avoid racist teachers
-> get on with work + not take part
-> selective on who they ask for help

Question 5

response + subcultures
Sewell

Answer 5

. Sewell -> 4 different responses
. rebels (seen as ‘macho-lads’)
-> reject everything school stands for
. retreatists
-> disconnect from school + subculture
. innovators
-> pro-ed but anti-school ( value success but not seek approval)
. conformists
-> keen to succeed (accept school goals and reject stereo)

Question 6

marketisation and segregation

Answer 6

. Moore et al
-> eth min not get better secondary cos of discrimination
-> primary report used to screen out those with language difficulties.
. Gillborn
-> allows sch to have up scope of which pupils they choose (allows stereos to influence decisions)

Question 7

critical race theory

Answer 7

. Williams et al
-> rac = ingraned feature of soc with subtle racism
. intsitutional racism
-> Hatcher - racism often not challenged in sch
. locked-in inequality (Gillborn)
-> eth inequ in ed = “ so deep rooted + large that is basically inevitable in ed system”

Question 8

assesment

Answer 8

. Gillborn
-> rigged to validate dom culture
-> W = x2 up likely to be in ‘gifted + talented’ programme than B
. exam tiers (Trikly et al)
-> 30 sch in ‘Aiming high’ initiative to raise B pupils achievement
-> B still up likely to be entered into lower tier exams = grades capped at a C = cos often in lower sets

Question 9

Criticisms of Gillborn

Answer 9

. B boys’ underachievement
-> need to focus on external (anti-sch attitudes)
. Model minorities
-> still suffer racism in sch (chinese report same level of
harassment as B caribbean)
-> Indian and Chinese out perform W (overachievement)
-> makes system look fair cos they put the work in
-> justifies failure with other minorities cos ‘not put the
work in’