Internal

• Labelling

  • Fuller = people who are labelled not only affects how others perceive them but also how they see themselves
  • Mirza = black girls had positive self-esteem and would reject negative labelling to prove people wrong
  • Gilbourn = black pupils were more likely to be disciplined than their white classmates for the same behaviour, black students felt teachers had low expectations of them
• Ethnicity and subcultural responses

  • Fordham + Ogbu = African American students' low academic performance not all due to ability but also influence of experiences of structural inequality. Opposition culture = academic success seen as conforming to norms and values of white culture
  • Sewell = consider both structural and individual factors e.g. family support and access to opportunities
• Pupil identities

  • Scruton = advocates importance of teaching cultural heritage and tradition, lack of cultural continuity can lead to alienation in communities
  • Massey = pupils identities are influenced by many factors, school play crucial role in shaping identities
• Institutional racism

  • Gilbourn = IR operates through policies and practices that impact on marginalised racial groups
  • Wright = teachers claim they're committed to equal opportunities, Asian girls get less attention from teachers, felt cultural traditions were disapproved of
• Selection and segregation

  • Gilbourn = certain schools use setting and streaming to segregate pupils based on race
• Ethnocentric curriculum

  • Tronya and Williams = gives priority to white culture and English language
  • Wright = Asian girls get less attention from teachers, felt cultural traditions were disapproved of
• Subcultures

  Fuller = black girls were high ability but felt their teachers were racist so they didn't work for their teachers' approval and formed a subculture to prove them wrong