internal factors

• what did gilborne and youdell find in regards to labelling and teacher racism

  1. in one local authority on entering primary school black afro-carribean children were the highest performers but left with the lowest qualifications
  2. teachers were quicker to discipline black pupils than others
  3. found that teachers expected black pupils to present more dispiline problems and misinterpreted their behaviour as threatening or challenging
• what did osler find in regard to labelling and teacher racism

  black pupils are more likely to be excluded and have more internal exclusions as well as being in pupil referal units
• what did foster find in regard to labelling and teacher racism

  found that teachers sterotypes of black pupils as bad behaved could result them being put in lower sets compared to their abilities
• what did wrights study find in regard to labelling and teacher racism

  multi ethnicity primary school shows that asian pupils could also be the victim of teacher labelling. so despite the schools apparent commitment to equal opportunites teachers held ethnocentric views
• what did archer describe in regards to pupil identities

  three pupil identities

  • a white middle working class with a masculine identity and normal sexuality - seen through achieving the right way

  pathologised pupil identities- an asian pupil with a feminised identity who is asexual or with an oppressed sexuality- seen as a plodding conformists rather than achieving in the right way.

  demonised pupil identity- a black or white working class hypersexualised identity- seen as uninteligant peer led culturally deprived underachiver
• what does archer also argue in regards to pupil identities

  minority students who preform successfully can be patholigized chinese asian girls as being simultanously praised and viewed negatively by teachers who saw them as passive quiet and hardworking.
• what did fuller find regarding pupil responses

  students respond to labels in a variety of ways either withdrawn and disruptive or refusing to accept the label
• what else does fuller describe in regards to pupil responses

  instead of accepting labels of themselves the girls chaneled their anger into educational success
• what did mac and fuller found in regards to pupil labels

  found in A level students that those who believed teachers labelled them negatively did not necessarily accept the label they responded based on factors such as ethnic groups, gender groups or the form o their school
• what did mirza find in regards to pupil responses

  3 types of teacher racism-

  • colour blind- pupils are equal but in practise allow racism to go unchallenged
  • chauvinists - believe black pupils are culturally deprived and have ow expectations
  • overt racists- teachers who believed blacks are inferior and activly descriminate
• what are sewells 4 responses in regard to pupil responses

  • rebels- small minority who reject education and are often excluded
  • conformists -largest groups keen to succeed accepted the schools goals
  • retreatists- tiny minority of isolated individual
  • innovators - pro education but anti school group they wanted to succeed but didnt see the apprival of teachers and only concerned with school work
• how are admissions policies institutionally racist

  selective admission policies that include entrance examinations based on the cultural norms of white british culture
• how can involvment in class rooms be insitutionally racist

  continous mispronouncing of students names or ecluding that those students from discussions in order to avoid embarassment of mispronouncing names
• how can the school calendar be insituionally racist

  dosent reflect the different religous and cultural backgrounds
• how can be the ethnocentric cirriculum be insitutionally racist

  selection of curriculum materials that neglect to engage with multiple cultures that attend the school. Including history and literature
• how can school meals be insitutionally racist

  some schools may have limited options therefore don't consider all dietary requirments
• how can uniform be institutionally racist

  school uniform regulations often lead to sanctions for non white students. Pe kits often to not respect cultural backgrounds
• how can school information be insitutionally racist

  not having school infomation avalable in more languages can be diffiult for some parents.
• what did tronya and williams say about insitutional racism

  we need to look at ethnic differences in achievement we need to go beyonf teacher racism and look at collages and schools. They found that primary schools ere screening out pupils with language difficulties while the application process was difficlut for non english speaking parents
• what what does miram david describe about ethnocentrism

  national cirriculum ignores non european languages,literature and music
• what did ball say about the ethnocentrism

  history critises the national curriculum for ignoring ethnic diversity and promotinf an attitude 'little englandsim'
• what was sewells race commission report

  2021 commissions report by the PM at the time, that there was no insitutional racism in the UK
• what does stone argue about insitutional racism

  black children do not in fact suffer from low self esteem
• what does gilborn argue about insitutional racism

  the assesment game is rigged so as to validate the dominant culture superiority. If the black students succeed as a group the rules will be changed to re engineer failure
• how is access to opportunties insitutionally racist

  with gifted and talented programs. Created with the aim of meeting the needs of more pupils in inner city schools. Gilborn points out that whites are over twice as likly as black carribeans to be in the program.
• How is exam teirs involved with access to opportunties being insitutionally racist

  Tikly et al found that 30 schools in the aiming high initatives were putting black pupils in lower sets so they can only achieve a grade 4
• what is the new igism

  access to opportuntites such as higher sets or the gifted and talented program depend heavily on teacher assesments of pupil abilities which works against black pupils. Gilborn notes when teachers ae asked to judge the potential and or motivation of students they tend to place disproportionate numbers of black students in low ranked groups
• what does gilborn argue about measure of potential

  there is no test for potential all a test can do is sho information already learnt not future potential
• what is a critisism of gilborns view

  that ethnic differences in achievment are the result of insitutional racismwhich focuses on two issues: black boys underachievment, overachievment of indian and chinease
• what do race factors argue

  internal factor such as assesments and setting, systematically produce the failure of large numbers of ethnic minority, especially black boys
• what sociologists reject this view

  sewell as he argue that although racism hasn't dissapeared from schools it is not powerful enough to prevent success
• what is the model minoirty: indian and chinease achievment

  as well as underachievment if groups such as black boys, there is also over achievment by others such as indian or chinease students who preform better than the white majoirty
• what is gilborn response to critisisms

  the image of Indians and Chinese as hardworking model minorites preforms an ideological function it conceals the fact thst education system is insitutionally racist.
• what does evans say

  to fully understand the relationship between ethnicity and achievment we need to see how ethnicity interacts with gender