internal

• ethnocentric curriculum;

  a curriculum that gives priority to the culture and viewpoint of one ethnic group, whilst disregarding others
• institutional racism;

  when an organisation fails to provide appropriate services for ethnic minority groups
• Gillborn & Youdell;

  • teachers have racial expectations based on intelligence and behaviour
  • teachers are quicker to discipline black pupils, and expect high levels of behaviour issues with them
• Archer;

  argued the ideal pupil identity is white and middle class, and the demon identity is unintelligent and working class
• Sewell

  • studied black boys’ strategies to cope with racism from teachers, who held a stereotype of “black machismo” and saw black boys as rebellious and anti-authority
  • identified four ways in which they respond to racism
• sewell- 4 coping mechanisms;

  • the rebels; black “macho” lads with an anti-school attitude, often excluded, found superiority in their black masculinity
  • the conformists; keen to succeed, avoid getting stereotyped, pro-school
  • the retreatists; isolated from school and black subcultures, hated by the rebels
  • innovators; pro-education but anti-school, conformed to an extent
• the main internal factors;

  • labelling & teacher racism
  • pupil responses and subcultures
  • ethnocentric curriculum
  • institutional racism
  • selection and segregation
• labelling;

  the process of attaching a label to someone or a group of individuals. this may change the way they interact with said pupil, and thus lead to a self-fulfilling prophecy arising
• Fuller;

  • studied a group of black y11 girls who rejected negative labels given by teachers and instead focused on exam success
  • challenged their labels by proving themselves to be high achievers
  • this study highlights that negative labelling does not always lead to failure
• evaluation of labelling & pupil response;

  • does not take into account external factors such as racism in wider society
  • not all students who are negatively labelled go on to fail, as highlighted by Fuller’s study on the black girls in london
• Tronya & Williams;

  • suggest that the British curriculum places too much importance on white culture and the english language
  • it teaches British literature, British history and European languages
• Institutional racism;

  • racism is entrenched in the way institutions such like schools and colleges operate
  • many schools give low priority to issues regarding race, and fail to discipline racist behaviour
  • there has also been found to be a lack of communication between school governors and ethnic minority parents
• Selection and segregation;

  • Gillborn argues that marketisation has given greater scope for schools to put ethnic minority pupils at a disadvantage, by prioritising white middle class pupils when cream-skimming
  • selection gives way for negative racial stereotypes to influence school admission
• Mirza;

  • identified a group of ambitious black girls who ended up underachieving, as they were unable to develop coping strategies when faced with teacher racism & labelling
  • identified 3 types of racism from teachers
• Mirza; 3 types of racism from teachers;

  • colour-blind; believed all pupils were equal, but allowed racism to go unchallenged
  • liberal chauvinists; believed black pupils were culturally deprived and had low expectations for them
  • overt racist; believed black pupils were inferior and would actively discriminate
• Wright;

  • argued that asian pupils were also affected by labelling
  • studied a primary school in which teachers would assume that they lacked the vernacular to participate in class discussion
  • asian pupils felt excluded when the teachers would mispronounce their names
  • asian pupils were therefore spoken to simplistically, and marginalised from class discussions
• machismo

  • the excessive expression of masculine pride
• institutional racism

  
  

  the policies and practises that exist throughout a society or organisation that results in and supports racial prejudice. this can manifest as discrimination in the education system