Internal Factors, Ethnic Differences in Achievement

Internal Factors, Ethnic Differences in Achievement

1. Labelling and Teacher Racism

   • Black students are often labelled as disruptive and Asians as passive, negative labels cause teachers to treat students differently leading to failure
   • Gillborn
     • Found that teachers were quicker to discipline black pupils than others for the same behaviour
   • Bourne
     • Found that schools usually see black boys as a threat and label them negatively, leading eventually to exclusion
   • Asian Students
     • Wright
       • Study on a multi ethnic primary school
         • Teachers assumed Asian students would have a poor grasp on English language and would talk to them in simplistic ways and left them out of group talks
           • Asian pupils also felt isolated when teachers showed disapproval of their customs or mis pronounced their names
             • Teachers didn't see them as a threat, but as a problem they could ignore

2. Pupil responses and subcultures

   • Rejecting negative labels
     • Fuller
       • Studied black girls who were high achievers in a school that usually placed black pupils in low streams, the black girls sought achievement from exams
         • The girls spoke to other black girls and made the apperence of not doing work when they were, they saw teachers as racist
           • They were able to maintain a positive self image by relying on their own efforts and not accepting the negative teacher label
   • Failed strategies to avoid racism
     • Mirza
       • Studied black girls who failed to achieve as coping strategies restricted oppertunities and resulted in underachievement
       • Three types of teacher
         • The Colour Blind
           • Teachers who believe all pupils are equal but in practice allow racism to go unchallenged
         • The Liberal Chauvinist
           • Teachers who believe black pupils are culturally deprived and who have low expectations of them
         • The Overt Racists
           • Teachers who believe black pupils are inferior and actively discriminate against them
   • Variety of Boys' responses
     • Sewell
       • Rebels
         • Most visible and influential group. Only a small minority. Often were excluded. Rejected school rules and values.
           • Based black masculinity on sexual experience and virility. Were contemptuous of white boys who they saw as effeminate. Dismissive of conformist blacks
       • The Conformists
         • Were the largest group. Keen to succeed. Accepted school rules and values. Had friends from different ethnic groups. Not part of a subculture.
       • Retreatists
         • Were a tiny minority. Disconnected from both school and black subcultures. Were despised by the Rebels
       • Innovators
         • Second largest group. Pro education but anti school. Valued success but didn't use teachers for approval. Conformed only as far as work was concerned
     • Only minority were rebels but teachers saw all this way. Role of media creating a rebel role model

3. Ethnocentric Curriculum

   • Judging things in a biased way from the viewpoint of one particular culture
   • David
     • Describes national curriculum as Specifically British. teaches culture of host community. largely ignores non European languages, literature and music
   • Ball
     • National curriculum ignores cultural and ethnic diversity. Promotes attitude of "little Englandism"
   • Criticism
     • If an ethnocentric curriculum leads to underachievement how does that explain why Chinese and Indian students are above the national average

4. Institutional Racism

   • Troyna and Williams
     • Schools and colleges routinely discriminate against ethnic minorities
   • Highlight the meagre provision of Asian languages as an example of institutional racism

5. Selection and Segregation

   • Gillborn
     • Marketisation has given schools more scope to be selective and negative stereotypes can influence who is admitted to a school
   • Gerwitz
     • Active choice by parents can cause segregation.
     • Study of Gorse and Flightpath
       • Gorse attracted mainly Asian intake. Many whites refused to consider it because of this. Opting for flightpath. Asian parents saw Gorse as safe.