ethnicity internal

• What is ethnicity?


  Where a group of people share the same cultural values, beliefs, language and/ or religion who define themselves as a distinct (own, unique) group
• Labelling and teacher racism- Black

  students

  -->Gillborn and Youdell (2000): studied two London Comprehensive schools over two years, focusing on Key Stage 4 and GCSE results. Noted that in both schools, white students were achieving twice as many good passes (A-C) as white students. Differential educational achievement by ethnicity was even starker when they compared those achieving a grade C or above in Maths, English, and Science subjects. believe that the introduction of tiers at GCSE was the main underlying reason for the ethnic differences in achievement outlined above. Also found that teachers expected to have more discipline problems with black students and that 'control and punishment' should be given a higher priority than 'academic concerns'.

  When interviewed the black students themselves felt discriminated against and tended to believe that their entry into low sets and lower-tiered papers was not warranted based on their academic performance.
• Asian students


  Wright (1992):

  -Study on primary school Asian students, Faced teacher labelling ,Equal opportunities apparent in school but so

  were the ethnocentric views, Racialised expectations for these primary school students:

  -Poor English

  -Poor comprehension

  -Resulted in less integration in class- pushed to the back

  -Especially girls
• Fuller (1984)


  -Study on London comprehensive black girls. Year 11 "untypical"- did not fit the stereotype at the time due to high educational achievement/ aspirations. Because of racism in and out of school, black girls channeled their frustration into their school work. Although successful, they rejected teacher expectations and approval. Also did not discriminate amongst

  other peers in different sets. Only confirmed to schoolwork-

  however, appeared to be not interested.
• Mirza (1992)


  Study of Black girls. Found that the girls were

  subjected to teacher racism. Students had high ambition

  and attainment but were blocked. According to the study, this

  experience was applicable to both genders. In regards to career advice from teachers: advice was skewed. For Mirza, this suggested oppression through blocking career paths.
• Sewell's four subcultural groups

  1. The Rebels: A minority group, but the most visible and influential. Individuals conformed to the 'black macho lad'

  The black macho lad represented black masculinity. According to Sewell, Black masculinity equated to greater sexual experiences. Rebels did not approve of white boys and conformists as they believed they were effeminate.

  2. The Conformists: Largest group. Succeeded in school goals

  Overall, a 'good' social group. No subculture attached

  Individuals in this group did not want to live up to the negative stereotype.

  3. The Retreatists. Tiny minority. Disconnected with education

  No affiliation to a subculture or main school affiliation. However, these individuals were not approved of by the rebels

  4. The Innovators (similar to Fuller's girls). Second largest group. Pro-education but anti-school. Each individual valued success- therefore, did not depend on teacher expectations

  Distanced from conformists- allied with the rebels. These individuals focused on not being a 'stereotype
• Evaluation

  -Data/evidences prove

  -time period close- not as reliable
• Ethnocentric/ Eurocentric Curriculum


  Seeing or judging things in a biased way from the view point of one particular culture.
• Critcisms

  -->Troyna and Williams (1986)

  The National Curriculum is based of White British culture priority. This may affect achievement as some ethnic minority groups may feel disconnected and unrepresented.

  -->David (1993)

  The National curriculum is specifically British. Again, a focus on teaching and learning British culture which ignores European art and culture

  -->Coard (1971; 2001)

  According to Coard, the Ethnocentric Curriculum promotes the idea of the British saving/ developing others- in return, ethnic groups appear 'primitive
• Evaluation

  Pros: Many sociologists see it as a prime example of institutional racism. History- has to have a form of British history. Timetabled curriculum. Summer holidays in the UK are split through religious beliefs(Christmas and Easter)

  -Culture days are limited. Compulsory aspects of the curriculum of KS3

  Cons: Helps students feel pride in where they live. Black History Month- celebrating diversity(1990s). Geography (case studies for GCSE). South African studies, Civil Rights, etc. Some ethnic minority groups perform really well despite therefore this is not an issue(2021-22, 80% of Chinese girls got 5+ in ENg and Maths-- 78% of Indian girls)
• 2 types of racisms

  -Individual Racism: A result of prejudiced views of individuals

  -Institutional Racism: Discrimination that is built into the way institutions operate
• Institutional Racism

  -->Hatcher (1996)

  Race issues are not a priority in the education system.

  According to Hatcher, this is because it is not an issue for the ethnic majority. This was reflective of the racial tension in the 1980s and 1990s toward ethnic minorities.

  -Overall, it would appear that students of the ethnic background would be at a disadvantage in education regardless.

  -->McThurston Report(1997)

  Prompted by Stephen Lawrence's racially motivated death, it sparked debate about policing and racism. It followed the dropping of charges against two youths, and years of campaigning by the Lawrence family. Some 67 of the report's recommendations led to specific changes in practice or the law within two years of its publication. They included the introduction of detailed targets for the recruitment, retention, and promotion of black and Asian officers, as well as the creation of the Independent Police Complaints Commission with the power to appoint its own investigators.
• Marketisation and Segregation

  -->Gillborn (1997)

  Marketisation of Education puts ethnic minorities at a disadvantage as schools can be more selective of whom they enroll. This then allows negative stereotypes to influence decisions about school admissions.
• Moore & Davenport (1990)

  -Supports Gillborn's view. Suggests that selection leads to an ethnically stratified education system based on The Commissions for Racial Equality (1993).

  ->Had identified similar biases in relation to ethnicity & and education which are linked to the following:

  Primary school reports that stereotype minority pupils.

  Racist Bias in Enrolment Interviews. Lack of information and application forms available in minority languages. Minority parents are often unaware of enrolment procedures i.e. waiting list systems and deadlines.