ethnic (internal factors)

• Gillborn and Youdell - racialised expectations


  teachers quicker to discipline black pupils for the same behaviour as they are viewed as threatening and they underestimate their ability, leading to a self-fulfilling prophecy
• Archer's 3 pupil identities

  -The ideal pupil identity - white, MC.

  -pathologised pupil identity - Asian, 'deserving poor', succeeds through hard work, not natural abilities.

  -demonised pupil identity - black or whit WC, unitelligent and hyper-sexualised identity.
• Fuller and Mac an Ghaill: rejecting negative labels


  - group of year 11 black girls who were high achievers

  - maintained a positive self-image by relying on their own efforts rather than teacher's negative stereotypes

  -succeeded
• Mirza: unsuccessful attempt at rejecting negative labels


  - ambitious black girls

  -identified 3 types of teacher racism: the colour blind, the liberal chauvinist, the overt racist

  - the girls tried to avoid negative stereotypes by doing their own work, choosing options to avoid certain teachers etc which limited their opportunities

  -unsuccessful
• Sewell's 4 responses of teacher racism

  1. The rebels (small minority - anti-school)

  2. The conformists (largest group, tried to avoid stereotypes)

  3. The retreatists (tiny minority - disconnected)

  4. The innovators (second largest, valued success but didn't seek teacher's approval)
• Roithmayr's locked in inequality


  inequality is self-perpetuating, less overt and more subtle but engrained into education
• Moore and Davenport


  found that primary school application process was difficult for non-English speaking parents to understand. Disadvantaged ethnic minorities. This makes education ethnically stratified
• Troyna and Williams


  ethnocentric curriculum ignores non-European languages, literature and music. Damages the self-esteem of ethnic minority pupils, leading to failure.
• Gillborn - changes in assessments

  FSP was based on teacher's judgement

  baseline assessments used written tests as well.

  Change to the FSP disadvantages ethnic minorities who are subject to stereotyping
• The 'new' IQism


  education puts people in sets, key stages and use exams as a different way of measuring intelligence based on false assumptions of ability.
• model minorities'


  minority ethnic groups such as Chinese and Indian pupils who achieve above average results. They conceal institutional racism by making it seem that they succeed due to meritocracy.