Ethnicity (internal) Flashcards
(20 cards)
overview
. labelling
. pupil identities
. curriculum
. assessment
. teacher racism
. selection + segregation
Gilbourn + Youdell (labelling)
found teachers had racialised expectations of black pupils. Expected more discipline and behavioural problems
fuller (labelling)
high achieving black girls maintained a positive self image by rejecting teacher stereotypes, didn’t seek approval but valued education
mirza (labelling)
black girls strategies for dealing with teacher racism still disadvantaged them, e.g. they wouldn’t ask for help
wright (labelling)
Asian primary pupils were stereotyped and treated differently
Sewell (pupil identities)
racist stereotyping by teachers can affect their achievement and responses
1. rebels - minority of black pupils, often excluded, reject goals and rules
2. conformists - largest group, keen to succeed, accept schools goals and rules
3. retreatists - minority of isolated individuals, disconnected from school and black cultures, despised by rebels
4. innovators - 2nd largest group, pro education but anti-school, value success but don’t seek approval of teacher
Fordham + Ogbu (pupil identities)
further argue that part of an anti-school black masculinity was what they called ‘acting black’ and ‘acting white’
Troyna + Williams (curriculum)
describe curriculum as ethnocentric as it gives priority to white culture and english language
David (curriculum)
argues national curriculum as specifically British curriculum that teaches culture culture of host community
Ball (curriculum)
sees history curriculum recreating ‘mythical age of empire and past glories’ while ignoring the history of black and asian people
Gilbourn (assessment)
assessment processes are rigged to validate the dominant cultures superiority. If black people succeed as a group, the rules will be changed to re-engineer failure.
A02: gifted and talented programme (assessment)
aim of meeting needs of more able students. statistics show white children are 2x more likely to be identified as ‘gifted’ than black
Tikely et al (assessment)
found in 30 schools that black students were more likely to be entered for lower exam tiers because of lower streams
Bourne (teacher racism)
schools tend to see black boys as a threat and label them negatively. This leads to exclusion and lower levels of achievement
Osler (teacher racism)
found higher rates of exclusions of black pupils. more likely to suffer unrecorded unofficial exclusions
Archer (teacher racism)
ethnic minority identities lack the favoured identity of the ideal pupil
Mirza (teacher racism)
racist teachers discourage black pupils from being ambitious through the advice they gave them about careers + choices.
3 types of teacher racism:
1. colour-blind teachers - believe all pupils are equal but in practice allow racism to go unchallenged
2. liberal chauvinists - believe black pupils are culturally deprived and have lower expectations of them
3. overt racists - teachers who believe black are inferior and actively discriminate against them
Moore + Davenport (selection + segregation)
selection procedures in the US lead to ethnic segregation, with minority pupils failing to get into better schools.
the commission for racial equality has identified similarities in British education:
. reports from primary school stereotype minority pupils
. racist bias in interviews for schools
. lack of information and application forms in minority languages
. ethnic minority parents unaware of how the waiting list system works and the importance of deadlines
Gilbourn (selection + segregation)
selection gives more scope for negative stereotypes to influence decisions about school admissions
Moore + Davenport (selection + segregation)
application process difficult to understand for non-english speakers/less educated parents
