internal

• ideal pupil identity

  white, middle class, masculinised identity with normal sexual identity.
• Demonised pupil identity

  Black or White working class, hyper-sexualised, unintelligent and peer led.
• 4 main in school factors

  -teacher labelling

  -institutional racism

  -ethnocentric curriculum

  -pupil subcultures
• Institutional racism definition

  intentional or unintentional systematic discrimination that is built into an organisation
• Teacher labelling (Strand)

  teachers judge ability based on behaviour. Black pupils are seen as disruptive so they end up in lower streams
• Sewell - culture of hyper-masculinity

  argues that a culture of hyper-masculinity ascribed to by some (but not all) black boys is one of the main factors explaining the educational underachievement of black boys
• Wright-

  looked at asian pupils

  teachers held ethnocentric views that british culture is superior

  -believed that asian pupils had lower levels of english so they purposively left them out of discussions

  -teachers ignore asian pupils
• Criticisms of labelling

  -doesn't always lead to a self-fulfilling prophecy (deterministic)

  -need to look at how the system is institutionally racist
• Ghail (pupil responses)

  found that african caribbean students experienced institutional racism and that anti-school attitudes were only a reaction against the racism

  -blamed the school
• Tonya and Williams (ethnocentric curriculum)

  Curriculum provides advantages for white british students

  -CURRICULUM BIAS AND ETNOCENTRIC CURRICULUM
• Coard (ethnocentric curriculum)

  curriculum forces students to see whites as good and blacks as primitive. ethnic minorities are unable to learn their own heritage-or taught to be ashamed
• Gilborn and Youdell

  Teachers were quicker to discipline black pupils because of their 'racialised expectations'.

  They expect black pupils to misbehave and misinterpret their behavior as threatening

  they found a system of educational triage in which education is rationed.

  Extra help was given to those close to obtaining 5 GCSEs and as most black pupils were seen as having little chance, they did not receive this help
• Fuller

  Black girls in a London comprehensive resisted negative labels and set out to prove teachers wrong. Evidence of SELF-REFUTING PROPHECY.