l Educational Achievement: Ethnicity (Internal Factors) Flashcards
(9 cards)
Fuller
black girls in year 11 in a London
Comprehensive who were in lower streams yet were achieving highly. These girls did not conform to all the values of school (e.g. respect for teachers) but did value educational success enough to push themselves
Mac an Ghaill
study of Black & Asian
A-Level pupils. Each of these studies show how labelling does not
always follow the same negative pattern.
Mirza
some pupils are not able to develop coping
strategies when faced with teacher racism & labelling
Mizra identified 3 types of teacher Racism:
The Colour Blind
* The Liberal Chauvinists
* Overt Racists
Sewell:
The Rebels – The most influential group but still a minority. These
rejected the values of the school & opposed the school by joining a
peer group. These reinforced the negative stereotypes of ‘Black
Machismo’ .
The conformists - The majority of Black pupils accepted the values of
the school & were eager to succeed.
The Retreatists - A small minority who isolated & disconnected with
peer group subcultures & the school. These kept a low profile.
The Innovators - Second largest group who were pro-education but
anti-school. They distanced themselves from ‘Conformists’ enough
to keep credibility with the ‘Rebels’ whilst valuing education success
Gilbourn & Youdell:
Teachers were quick to discipline
Black pupils than others for similar behaviour.
As such teachers misinterpret behaviour & see Black
pupils as anti-authority
Osler:
Black students are more likely to be both
officially and unofficially excluded. They are also more
likely to be in a PRU excluding them from mainstream
education.
Foster:
Teachers stereotypes of black students could
result in them being put in lower sets and there for a
self fulfilling prophecy of under achievement.
Wright
primary school saw that
Asian students also suffer labelling. She found that
teachers held ethnocentric views
