Internal Factors (1) Labelling, Identities and Responses Flashcards

1
Q

How are Asian pupils labelled compared to black students?

A

Interactionists studies show black students are seen as disruptive and Asian as passive.

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2
Q

What do Gillborn and Youdell argue?

A
  • They argue teachers were quicker to discipline black pupils due to ‘racialised expectations’ as they misinterpret their behaviour.
  • Pupils felt underestimated and responded negatively to teachers picking on them.
  • They concluded this conflict between white teachers and black pupils stem from racial stereotypes
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3
Q

What does Bourne argue?

A

She found schools see black boys as a threat and label them negatively, leading to exclusion, explaining the higher rate of exclusions in black pupils. This affects achievement as 1 in 5 pupils who are excluded achieve 5 GCSEs

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4
Q

What does Osler argue?

A

Black pupils are more likely to suffer from unofficial exclusions, send out of class, and sent to pupil referral units that exclude them to access to mainstream culture

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5
Q

Describe black pupils in streaming

A

Gillborn and Youdell found due to negative labels, black students are in bottom sets and treated as ‘hopeless cases’ due to the A-C economy

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6
Q

How are Asian pupils affected by labelling?

A
  • Wright (1992) found teachers assumed they had a poor grasp of English and left them out of discussion or used simplistic language when speaking to them
  • They felt isolated when teachers disapproved their customs or mispronounced their name
  • Teacher saw them not as a threat, not a problem they could ignore.
  • Asian pupils were marginalised, preventing from participating
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7
Q

Describe the three different pupil identities constructed by dominant discourse that Archer argues

A
  • Ideal pupil: White, middle class, masculinised identity, normal sexuality. This pupil achieves in the ‘right way’, natural ability and initiative
  • Pathologised pupil: Asian, ‘deserving poor’, asexual or oppressed sexuality. This pupil is a conformists and culture, achieves through hard work.
  • Demonised pupil: black or white working class, hyper-sexualised. This pupil is peer-led, culturally deprived and underachiever
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8
Q

How are Chinese students views by teachers?

A
  • Archer argues they are seen as successful, but through the ‘wrong’ way, hard work rather than natural ability.
  • They stereotypes Chinese families as ‘tight’ using this to explain girls’ passivity. and tended to wrongly stereotype them as middle-class
  • This shows that ethnic achievement is only seen as ‘over-achievement’ since ‘proper’ achievement is natural and white
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9
Q

Describe Fuller’s study of rejecting negative labels

A
  • Study of a group black girls in year 11, who channelled their anger about labelling into the pursuit of educational success
  • This shows that pupils can still succeed even if they refuse to conform and negative labelling doesn’t always leas to failure
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10
Q

Describe Mac an Ghail’s study of rejecting negative labels

A
  • Study of black and Asian A-level students at sixth form showed that students responded to labelling differently based on ethnic group, gender and nature of former school
  • Means a label doesn’t inevitably produce a self-fulling prophecy
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11
Q

Describe Mirza’s study of failed strategies for avoiding racism

A
  • Studied ambitious black girls who faced teacher racism that discouraged them from being ambitious through advice on career and option choices
  • Much of girls’ time at school was spent avoiding effects of teachers’ negative attitudes
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12
Q

Describe Sewell’s study on the variety of boys’ responses

A
  • He found 4 responses, rebels who were anti-school, conformists who accepted school goals, retreatists who were isolated individuals and innovators who were pro-education but anti-school
  • Teachers tend to see all black boys as rebels as rebels, contributing to underachievement
    – Many of the boys’ negative attitudes are a response to this
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