Karteikarten
Internal Factors and Ethnic Differences in Achievement
Karten in diesem Stapel (7)
- 1Gillborn and Youdell (2000)Argue that teachers are quick to discipline black pupils than others for the same behaviour because of 'racialised expectations'.
They found that teachers expected problems from them and misinterpreted their behaviour. The pupils then responded negatively, furthering the conflict. They concluded that the conflict between black pupils and white teachers stems from racial stereotypes more than actual behaviour. - 2Jenny Bourne (1994)Found that schools tended to see black boys as a threat and negatively label them, leading eventually to exclusion.
- 3Peter Foster (1990)Found teacher stereotypes of black pupils could result in them being placed in lower sets than others of the same ability.
- 4Tony Sewell (1998)Examined the strategies and responses of coping with racism in black pupils. Found that black boys that are stereotyped as anti-school and rebellious responded in four ways: rebals, conformists, retreatists and innovators.
Recognized that other factors also contribute to underachievement in black boys. - 5Troyna and Williams (1986)The curriculum in British schools is ethnocentric because it gives priority to white culture and the English language.
- 6Richard Hatcher (1996)Found that school governing bodies gave low priority to race issues and failed to deal with pupils' racist behaviour.
- 7Chris Arnot (2004)Role models of anti-school black masculinity is constantly being reinforced by the media.
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- Beschreibung
- Studies for internal factors and ethnic differences in achievement.
- Erstellt von
- Jessica Phillips
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- 303
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