identity - ethnicity Flashcards
(10 cards)
what are the two factors of why ethnicity can affect identity?
- 3 identities (Archer)
- Racialised Expectations (Gillborn & Youdell)
What is the main principle of Archer’s Pupil Identities theory about identity?
Teachers believe EMs lack the favoured identity of the ideal pupil. She offered three ways which pupils are defined: The Ideal Pupil, Pathologised Pupil, and Demonised Pupil.
What are the three identities that Archer proposes pupils are defines as?
The Ideal Pupil Identity
The Pathologised Pupil Identity
The Demonised Pupil Identity
What is The Ideal Pupil Identity?
white, MC, heterosexual identity, seen as achieving in the ‘right’ way; natural ability and initiative
What is The Pathologised Pupil Identity?
Asian, ‘deserving poor’, feminised identity, asexual or oppressed sexuality. Seen as a plodding conformist and culture-bound over-achiever, a slogger achieving through hard work rather than natural ability
What is The Demonised Pupil Identity?
black or white, WC, hyper-sexualised identity. Seen as unintelligent, peer-led, culturally deprived underacheiver
Which of the 3 pupil identities are EMs most likely to be seen as?
The Pathologised Pupil Identity
The Demonised Pupil Identity
What did archer find about how Asian girls and Black students are stereotyped as?
Asian girls: quiet and passive
Black students: challenging, excessively sexual, non-aspirational home cultures
What is the main principle of Gillborn and Youdell’s Racialised Expectations theory about identity?
Teachers hold racialised expectations which affect how they treat pupils leading to inequality, they found that teachers expect black pupils to have more discipline problems and misinterpreted their behaviour as threatening/a challenge to authority. Black pupils felt that teachers underestimated their ability and picked on them
What did Gillborn and Youdell find about the A to C economy?
Teachers focus on those who they believe will achieve a grade C. They found that expectations of black students were comparatively low and due to ‘educational triage’ they were denied access to sets and exams that would give them the best chance of success.
