internal factors: ethnicity

• Labelling and teacher interaction


  Interactionists focus on the different labels teachers give to children from different ethnic backgrounds. Studies show that teachers often see black pupils as far from the 'ideal pupil' eg see black pupils are seen as disruptive and asians are 'passive'. These labels may lead to teachers resting ethnic minorities differently this can disadvantage them and lead to their failure.
• Types of pupil identities defined by teachers(Archer)


  • Ideal pupil identity: A white m/c pupil , achieving in the 'right way' through natural ability and initiative
  • Pathologised pupil identity: An Asian 'deserving poor', over conformist, overachiever, pupil succeeds through hard work rather than natural ability
  • Demonised pupil identity: A black w/c pupil who is seen as unintelligent, peer led culturally deprived and underachiever
• Archer would argue that ethnic minorities are likely to be seen as demonised or pathologized pupils as he found that in interviews of the teachers and students , black students are demonised as loudly, challenging authority.
• Pupil responses and subcultures


  Pupils respond to negative labels in different ways, for example they may respond by becoming disruptive or withdrawn. Alternatively, pupils may refuse to accept the labels and even try to prove it wrong by working extra hard. Negative labels do not automatically turn into a self fulfilling prophecy.
• Fuller (1984) did a study of a group of black girls in year 11 and argues that instead of accepting the negative stereotypes of themselves the girls channel their inner anger about being labelled in the pursuit of educational success, unlike other successful pupils they do not seek the approval of teachers, they only conform only as far as school work.
• Gillborn and Youdell: Teachers expect black pupils to present more discipline problems and misinterpret their behaviour as threatening or as a challenge to authority. Therefore when teachers act upon these misinterpretations, it causes black pupils to believe that teachers underestimate them further leading to conflict between teachers and students.
• Mirza found that racist teachers discouraged black pupils from ambiguous through the kind of advice they give them about careers.
• Types of racism identified by Mirza

  • The colour blind: Teachers who believe all pupils are equal but in practice allow racism to go unchallenged
  • The liberal chivints: teacher who believe black pupils are naturally deprived, therefore low expectations for them eg patronising teachers
  • The overt racists: teachers who believe black are inferior and actively discriminate against them.