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• Gillborn + Youdell - labelling + teacher racism

  • believed teachers weren’t intentionally racist
  • but the labels they gave were resulted by racialised expectations, eg black pupils having harder home lives making studying harder
• Archer - pupil identities

  • identified 3 identities

  1. ideal - white, middle class, passes naturally 
  2. pathologised - conformists who have to try
  3. demonised - black / white working class

  • teachers demonised ethnic pupils by believing they were unaspiring and loud
• Mac and Ghaill - pupil responses and subculture

  • studied black and asian girls at 6th form
  • found that students don’t always accept a negative label
  • instead, they formed a culture of academic commitment 
  • experiences from their secondary school helped them cope more in 6th form
• Mirza - pupil responses and subculture

  • studied ambitious black girls’ responses to teacher racism at GCSE
  • but this restricted their opportunities

  1. overt racists - avoided their subject when choosing subjects 
  2. colour blind - unchallenged racism by viewing black pupils as equal
  3. liberal chauvinists - wanted to help black pupils, but appeared as patronising 
• Sewell - pupil responses and subculture

  • looked at the ways black boys respond to teacher racism

  1. rebels 
  2. conformists
  3. retreatists (disconnected)
  4. innovators (pro education but anti school)
• Gillborn - Institutional racism

  • national curriculum promotes ‘little englandism’ which ignores black and asian history
  • creates belief that white people are superior 

  Gillborn - selection and segregation

  • marketisation made it easier to select and negatively stereotype pupils
  • this affected their school admission 
• Ball

  • national curriculum ignores ethnic diversity, promoting little englandism as a ‘mystical age of the past glories’
  • ignoring history of other groups leads to disengagement = failure

  Coard

  • self esteem issues for black pupils due to ethnocentric curriculum leads (eg schools mainly offering european languages eg spanish, french, not asian)

  Stone

  • criticises by saying black pupils don’t have self esteem issues suggesting other factors are more influential