Internal factor Flashcards
What did Gillborn and Youdell say about black boys and discipline?
teachers were quicker to discipline black pupils than others of the same behaviour
Argue its due to teachers’ racialized expectations
Teachers expected black pupils to present more discipline problem and misinterpreted their behaviour as threatening and a challenge to authority
When teachers acted on misperception, pupils responded negatively and further conflict resulted
Conflict between white teachers and black pupils stem from stereotypes teachers hold
What did Bourne say about black boys and discipline?
Schools see black boys as a threat and label them negatively leading to exclusion
One 1/5 excluded pupils achieve five GCSE’s
What did Osler say about black boys and discipline?
exclusion where they are sent out of class More likely to be placed in pupil referral units, exclude them from access to mainstream cirriculum
Describe black pupils and streaming
Gillborn and Youdell found that in the “A to C economy” teachers focus on students who will achieve C’s
Negative stereotypes about pupils’ ability means they are placed in low sets
Peter Foster
Teachers stereotypes of black pupils as badly behaved could result in lower sets
Streaming based on stereotypes leads to self fulfilling prophecy of underachievement
Describe Ceclile Wright’s study of Asian pupils?
Study of a multi-ethnic primary school shows that Asian pupils can be victims of labelling
Held ethnocentric views, they took for granted that British culture was superior
Teachers assumed they would have poor fraps of English and left them out of discussions or used simplistic language
Felt isolated when teachers mispronounced their names
Teachers saw them as a problem they could ignore
Describe Archer’s study on pupil identities
Found that teachers construct three student identities according to their ethnicity
Ideal pupil – White, MC, “normal sexuality”, achieves the right way
Demonised pupil – Black/white, WC, hypersexualised, unintelligent, culturally deprived
Plodding conformist pupil – Deserving poor, asexual, Asian
Teachers place BAME pupils in identity 2 or 3 seeing black pupils as loud, challenging and excessively sexualised, seeing Asian pupils as passive and quiet
Describe Mirza’s study about pupil identities
Argued that there were 3 types of teacher:
Colour – blind: Teachers who believe all pupils are equal but doesn’t challenge racism witnessed
Liberal chauvinists: Teachers who believe black pupils are culturally deprived and have low expectations of them
Overt racists: Teachers who believe blacks are inferior and discriminate against them
Describe Sewell’s study on pupil responses and subcultures
Looked at the responses of black boys to teacher racism
The rebels – small minority, reject goals and rules, anti authority “black macho lad”, identify with hegemonic masculinity
The conformists – largest group, accept goals and rules, keen to succeed, wish to avoid stereotype
The retreatists – tiny minority, isolated individuals, disconnected from school and subcultures, despised by the rebels
The innovators – second largest group, pro education but anti school, only conform to schoolwork and therefore friendly with the rebels
What was Mary Fuller say about pupil responses and subcultures
Studied a group of black girls in year 11 in a London Comp School
They were high achievers in low streams
They channelled their anger about labelling into the pursuit of education success however they didn’t seek approval of the teachers as they were racist
They were friends with other black girls from lower streams
Only conformed to schoolwork, worked conscientiously without appearing to
They showed a deliberate lack of concern about school routines
It’s a way of dealing with contradictory demands of succeeding at school white remaining friends with others and avoiding ridicule of black antischool boys
What was the conclusion of Fullers study
Pupils succeed even when they refuse to conform
Able to reject labelling – no self fulfilling prophecy
Describe the critical race theory
Racism is ingrained in society
Involves intentional actions and institutional racism
Lock-in inequality:
Roithmayr – the scale of historical discrimination is so large there no longer needs to be any conscious intent to discriminate – feeds on itself
Gillborn – inequality is so deep rooted and so large its inevitable feature of education
Describe Moore and Davenport’s thoughts on marketization and segregation
Selection procedures leads to segregation
Primary school reports used to screen out pupils with language difficulties , while application process was difficult for non-English speakers to understand
What did commission for racial equality say bout arketisation and segregation
racism in admissions means ethnic minority children are more likely to end up in unpopular schools due to
Reports from primary schools that stereotype minority pupils
Racist bias in interviews
Lack of information and application forms in minority languages
Ethnic minority parents are unaware of how the waiting list system works and the importance of deadlines
Describe the ethnocentric curriculum
Languages, literature and music –
Troyna and Williams – meagre provision for teaching Asian languages as compared to European languages
David – National Curriculum is specifically British that ignores non-European languages, literature and music
History –
Ball – criticises the National Curriculum for ignoring ethnic diversity and promoting “little Englandism” ie History ignores Black history
What did Coard say about ethnocentric curriculum
Bernard Coard – explains how the ethnocentric curriculum may produce underachievement ie. In history the British may be presented as bringing civilisation to the “primitive” peopleas they coloniesd. This image of black people as inferior undermines self esteem leading to failure
However Maureen stone argues black children don’t suffer from low self esteem
