Ethnicity - Internal Factors - Labelling&Teacher Racism Flashcards
What have interactionist sociologists found teachers label black and Asian students as?
Black and Asian pupils are seen as being far from the ‘ideal pupil’.
Black pupils are labelled as disruptive.
Asian students are labelled as passive.
What may these negative labels lead to?
Negative labels may lead teachers to treat ethnic minority pupils differently. Which disadvantages them and may result in their failure.
What did Gillborn and Youdell say about black pupils and discipline?
Gillborn and Youdell (2000) found that teachers were quicker to discipline black pupils than others for the same behaviour. They argue that this is a result of ‘racialised expectations’.
What did Gillborn and Youdell find teachers expected from black pupils?
They found that teachers expected black pupils to present more discipline problems and misinterpreted their behaviour as threatening or as a challenge to authority.
How did black pupils respond to teacher labelling and racism?
(Gillborn and Youdell).
When teachers acted on their misinterpretation of black pupils behaviour. Students responded negatively, and further conflict resulted.
Black pupils felt that teachers underestimated their ability and picked on them.
What did Gillborn and Youdell conclude and black pupils and discipline?
Gillborn and Youdell concluded that the conflict between white teachers and black pupils stem from the racialised stereotypes that teachers hold, rather than the pupils actual behaviour.
What did Bourne find about black pupils and labelling?
Bourne (1994) found that schools tend to see black pupils as a threat and tend to label them negatively, leading eventually to exclusion.
This exclusion negatively affected their achievement, only 1 in 5 excluded pupils achieves 5 GCSE’s.
What did Osler find black pupils suffered from in education?
(linking with exclusions).
Osler (2001) found that black pupils were more likely to suffer from unrecorded unofficial exclusions and from ‘internal exclusions’ where they are sent out of class.
They are also more likely to be placed in pupil referral units (PRUs) that exclude them from access to the mainstream curriculum.
What streams are black pupils most likely to be placed in?
Because of negative stereotypes about black pupils ability, that some teachers hold, this means they are more likely to be placed in lower sets or streams.
As teachers are more focused on students who are likely to achieve a grade C+, as seen in the A-C economy/educational triage.
(Gillborn and Youdell).
What did Foster find about black pupils and streaming?
Foster (1990) found that teachers’ stereotypes about black pupils being badly behaved could result in them being placed in lower sets than pupils of similar ability.
This can result in a self-fulfilling prophecy of underachievement.
What did Wright’s study show about Asian pupils and labelling?
Wright (1992) studied a multi-ethnic primary school who promoted equal opportunities.
She found that teachers held ethnocentric views towards them and they took for granted that British culture and Standard English were superior.
How did labelling affect how teachers treated Asian pupils?
Teachers assumed that Asian pupils would have a poor grasp of English and left them out of class discussions.
They also used simplistic, childish language when speaking to them.
How did Asian pupils feel about their labels?
Asian pupils felt isolated when teachers expressed disapproval of their customs and when they mispronounced their names.
How did teachers view Asian pupils and what was its effect?
Teachers saw Asian pupils as a problem they could ignore (but not as a threat - unlike black pupils).
The effect was that Asian pupils (especially girls) were marginalised (treated as insignificant).
They were pushed to the edges and were prevented from participating fully.
