(Internal Factors) Ethnicity & Educational Achievement

Question 1

Labelling & teacher racism

Answer 1

1. Black pupils are often seen as aggressive & Asian pupils as passive
2. Teachers may teach pupils from ethnic minorities differently

Question 2

What did Gillborn & Youdell (2000) show

Answer 2

1. Teachers quicker to discipline black pupils
2. Teachers have ‘racialised expectations’
3. Black pupils in turn feel teachers underestimate them & pick on them
4. This may stem from teacher racism, rather than pupils’ actual behaviour

Question 3

What did Bourne (1994) & Osler (2001) show

Answer 3

Black pupils more likely to be sent out of class; placed in PRUs; excluded/expelled

Question 4

A- c economy & educational triage in action

Answer 4

1. Black pupils more likely to be placed in lowest streams due to teacher labelling & racism

Question 5

What did Foster (1990) find

Answer 5

Found that black pupils were in lower sets because of their perceived behaviour rather than their academic ability

Question 6

What did Cecile Wright (1992) find

Answer 6

1. Found that teachers held ethnocentric views: saw British culture & standard English to be superior
2. Teachers tend to assume Asian pupils will have poor English

Question 7

The 3 types of racist teachers that Heidi safia mirza (1992) showed

Answer 7

1. Colour- blind: teachers who believe all pupils are equal but doesn’t challenge racism he/she witnesses
2. Liberal chauvinists: teachers who believe Black pupils are culturally deprived & have low expectations of them
   3.Overt racists: teachers who believe blacks are inferior & actively discriminate against them

Question 8

The 3 student identities according to their ethnicity showed by Archer (2008)

Answer 8

1. Ideal pupil ( white, M/C, ‘normal’ sexuality. Achieves the ‘right way’)
2. Pathologised pupil ( Asian, ‘deserving poor’, asexual. The plodding conformist)
3. Demonised pupil ( Black/white, W/C, hyper-sexualised. Unintelligent, culturally deprived)

Question 9

Where do teachers generally place BAME pupils in archers 3 pupils identities

Answer 9

2/3; seeing black pupils as loud, challenging & excessively sexualised; seeing Asian pupils as docile, passive & quiet

Question 10

Mary fuller (1984): Black girls in ldn comprehensive school study

Answer 10

1. Untypical high achievers in high streams where most black girls were in low streams
   - Instead of internalising negative stereotypes, they channelled their anger in to educational success
   - did not seek approval of teachers ( who they saw as racist)
   - maintained relationships with lower streamed pupils
   - only conformed to school work, but not to school rules
   -relied on their own efforts/abilities to pass exams

Question 11

Tony Sewell (1992) 4 responses of black boys to teacher racism study

Answer 11

1. Rebels ( small minority, reject goals & rules, anti-authority ‘black macho lad’, identify with hegemonic masculinity)
2. Conformists ( largest group, accept goals & rules, keen to succeed, wish to avoid stereotype)
3. Retreatists ( tiny minority, isolated individuals, disconnected from school & subcultures, despised by the rebels)
4. Innovators ( 2nd to largest group, pro education but anti school, only conform to schoolwork, therefore friendly with the rebels)

Question 12

Institutional racism

Answer 12

Discrimination is ‘built in’ to the way institutions such as schools & colleges operate

Question 13

Individual racism

Answer 13

Results from the prejudiced views of 1 individual

Question 14

Ethnocentrism

Answer 14

Describes an attitude or policy that gives priority to the culture & viewpoint of one particular ethnic group while disregarding others