Ethnicity - internal factors (subculture + pupil response) Flashcards
(28 cards)
What did MIRZA find on her study on ambitious black girls?
They were subject to teacher racism, and the students had high attainment but were blocked in achievement
What did MIRZA’s ambitious black girls unable to form to help their academic achievement?
They were unable to form coping strategies against teacher racism and labelling
What did FULLER’s girls do to reject negative labels?
Black Year 11 girls were viewes as untypical because they were high achievers. They channeled their anger of racism into their work
What are SEWELL’s 4 subcultural black caribbean boy groups?
- rebels
- conformists
- retreatists
- innovators
What are retreatist subculture?
- tiny minority
- disconnected with eduction
What are innovator subculture?
pro education/ anti school and allies with rebels (fullers girls)
What are conformist subculture?
- largest group
- suceeded in school goals
- didn’t want to live up to the demonised pupil stereotype
What are rebel subculture?
- most visible
- minority
- ‘black macho load’ = black masculinity = more sex
- demonised pupil
- hate white boys because they’re too effeminate (ladylike)
EVALUATION: Why does black boys being separated into subcultures have no effect/pointless for being differentiated?
Teachers seems to stereotype all black boys as a ‘macho lad’ anyways
What did Heidi Safia Mirza study?
She studied ambitious black girls who faced teacher racism.
Example sentence: Mirza’s study focused on the experiences of black girls in education.
How did racist teachers discourage black pupils, according to Mirza?
By giving them discouraging advice about careers and option choices.
No additional information.
What are the three types of teacher racism identified by Mirza?
The color-blind, the liberal chauvinists, and the overt racists.
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What are ‘color-blind’ teachers?
Teachers who believe all pupils are equal but in practice allow racism to go unchallenged.
No additional information.
Who are ‘liberal chauvinist’ teachers?
Teachers who believe black pupils are culturally deprived and have low expectations of them.
No additional information.
What are ‘overt racists’?
Teachers who believe black students are inferior and actively discriminate against them.
No additional information.
What strategies did black girls use to avoid the effects of teacher racism?
Being selective about which staff to ask for help, working independently in lessons, and avoiding certain options to steer clear of racist teachers.
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What was the downside of the girls’ strategies to avoid racism?
The strategies restricted their opportunities and were ultimately unsuccessful.
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What does Tony Sewell focus on in his study of black boys’ underachievement?
The absence of fathers, influence of peer groups, and street culture, as well as responses to racist stereotyping by teachers.
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What are the four responses to schooling identified by Sewell?
Rebels, conformists, retreatists, and innovators.
No additional information.
Who are the ‘rebels’ in Sewell’s study?
A small, visible minority of black pupils who reject school goals and rules, conforming to an anti-authority, anti-school ‘black macho lad’ stereotype.
No additional information.
Who are the ‘conformists’ in Sewell’s study?
The largest group of black boys who are keen to succeed, accept the school’s goals, and have friends from different ethnic groups.
No additional information.
Who are the ‘retreatists’ in Sewell’s study?
A tiny minority of isolated individuals disconnected from both school and black subcultures.
No additional information.
Who are the ‘innovators’ in Sewell’s study?
The second largest group, who are pro-education but anti-school, valuing success without seeking teachers’ approval.
No additional information.
How do teachers’ stereotypes affect black boys according to Sewell?
Teachers often stereotype all black boys as ‘black macho lads,’ contributing to their underachievement.
No additional information.
