Ethnicity -internal

• Black and Asian pupils

  Often seen by teachers as far from the ideal pupil
• Black pupils

  Seen as disruptive
• Asian pupils

  Seen as passive
• Gillborn and Youdell argued that racism disadvantages ethnic minorities
• Gillborn and Youdell argued that the expectations of black students are low and they are denied access to high sets
• Gillborn and Youdell argued that black students tend to be labelled as troublemakers and disruptive
• Black students being labelled as troublemakers and disruptive

  Likely to lead to a self-fulfilling prophecy in which black students became disruptive and low achieving
• Wright researched into a primary school and found that Asian pupils are subject to labelling
• Teachers took for granted the British culture and that English was superior which affected how they related to Asian pupils
• ethnocentric curriculum-

  • Subject such as english literature ,history and RE have been accused of being ethnocentric ,the focu of these subjects tend to be achievements of white european this causes black students to feel low self esteem and lack motivation
  • Ball critiques the national curriculum for ignoring ethnic diversity and promoting little Englandism

  evaluation

  • those of ethnic minorities still achieve higher than white British
• institutional racism -

  • marketisation -gives school more ability to select pupils and therefore allows negative stereotypes to influence decisions
  • it was found that ethnic minority children are more likely to end up in unpopular schools
• pupil subcultures-

  • Sewell views the absence of fathers ,influence of peer groups and street culture as explaining the underachievement of black boys
  • they respond to schooling and racism in different ways -
  • the rebels -most visible group, were often excluded and rejected the schools values ,they conformed to the anti school black macho lad
  • the conformists -were the majority,keen to succeed and accept schools rules
  • the innovators —like fullers girls were pro eduavction but anti school ,they valued success but did not seek approval of teachers
• fuller 1984 study -

  • negative labels do not always turn into self fulfilling prophecries as pupils respond to them differently
  • the year 11 girls were untypical as they were high achievers where most black girls were in low sets
  • thy instead channelled their anger into educational success
  • they did not seek the approval of teachers ,many of who they regarded as racist
  • Relied on their own effort and the impartiality of external exams