INTERNAL FACTORS

• Gillborn and Youdell


  Teachers were quicker to discipline black pupils than any other ethnic group, for the same behaviour. Due to teachers “racialised expectations“, expected them to be poorly behaved. Students reacted badly to this misconception, exacerbating the situation
• Peter Foster

  Teachers stereotypes of black students behaving badly could result in them being placed in lower sets than their ability. Stereotypical streaming can then result in a self fulfilling prophecy
• Cecile Wright

  Asian girls are victims of labelling. Teachers have ethnocentric views, affects how they relate to the kids. They used simplistic, childish language and left them out of discussions. Mispronounced names
• Louise Archer

  Teachers often define pupils as having stereotypical ethnic identities. Three pupil identities: Idealised- white, middle class, masculinised, with normal sexuality. Seen as achieving in the right way, through natural ability & initiative. 

  Pathologized- Asian,  ‘deserving poor‘, feminised identity. Seen as plodding conformist and culture bound over achiever. Succeeds through hard work rather than natural ability

  Demonised- black or white, working-class, hyper-sexualised identity, seen as unintelligent, peer led, culturally deprived underachiever.
• Mary Fuller


  Studied a group of high achieving black girls in Y11. They didn’t seek teachers approval as they were racist and were friends with black girls in low streams. They put the on the appearance of not working hard. They preferred to rely on their own efforts and exam grades than teachers. They maintained a positive self image as they relied on themselves. Despite negative labelling they still succeeded
• Mirza


  Studied ambitious black girls who faced teacher racism. They discouraged black pupils from being ambitious through advice. 

  3 main types of teacher racism:

  Colour-blind(CB), Liberal Chauvinists(LB), Overt Racists(OR)

  Most of the girls time was spent avoiding these teachers and subjects with these teachers. This put them at a disadvantage as it restricted their opportunities. They failed
• What do colour blind teachers believe?

  All pupils are equal, ignores colour but allows racism to go unchallenged in practice
• what do liberal chauvinists believe?

  black pupils are culturally deprived & have low expectations Of them
• what do overt racists believe?

  Black people are inferior and actively discriminate against them
• Tony Sewell

  Four responses to racist stereotyping:

  The rebels

  Conformists

  Retreatists

  Innovators
• How to the rebels behave?

  most visible & influential but small minority. Rejected goals and rules of school. Contemptuous of white boys & dismissive of conformists
• What are conformists?

  largest group, keen to succeed, accepted schools goals, friends from other ethnic groups.
• Who are the retreatists?

  tiny minority, isolated, disconnected from school and subcultures, despised by rebel
• who are the Innovators?

  2nd largest, pro education but anti-school. Valued success, didn’t seek approval of teachers, conformed only as far as schoolwork was concerned. Distanced from conformists, had credibility with rebels