56696
Description
Mind Map by MeganAbigail, updated more than 1 year ago
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Created by MeganAbigail
about 11 years ago
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Internal Factors, Ethnic Differences in Achievement
- 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
- 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
- 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
- Teachers didn't see them as a threat, but
as a problem they could ignore
- Asian pupils also felt isolated when teachers
showed disapproval of their customs or mis
pronounced their names
- 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
- Study on a multi ethnic primary school
- Wright
- Black students are often labelled as
disruptive and Asians as passive,
negative labels cause teachers to
treat students differently leading to
failure
- 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
- They were able to maintain a positive self image
by relying on their own efforts and not accepting
the negative teacher label
- The girls spoke to other black girls and made
the apperence of not doing work when they
were, they saw teachers as racist
- 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
- Fuller
- 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
- 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
- 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
- Teachers who believe black pupils are inferior
and actively discriminate against them
- The Colour Blind
- Studied black girls who failed to
achieve as coping strategies
restricted oppertunities and
resulted in underachievement
- Mirza
- 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
- Based black masculinity on sexual experience
and virility. Were contemptuous of white boys who
they saw as effeminate. Dismissive of conformist
blacks
- Most visible and influential group. Only a small minority.
Often were excluded. Rejected school rules and values.
- 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.
- 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
- 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
- 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
- Rebels
- Only minority were rebels but teachers saw all this way. Role of media creating a
rebel role model
- Sewell
- Rejecting negative labels
- 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
- 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"
- 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
- If an ethnocentric curriculum leads to underachievement
how does that explain why Chinese and Indian students
are above the national average
- Judging things in a biased way from the
viewpoint of one particular culture
- Institutional Racism
- Troyna and Williams
- Schools and colleges routinely
discriminate against ethnic minorities
- Schools and colleges routinely
discriminate against ethnic minorities
- Highlight the meagre provision of
Asian languages as an example of
institutional racism
- Troyna and Williams
- Selection and Segregation
- Gillborn
- Marketisation has given schools more scope to be selective
and negative stereotypes can influence who is admitted to a
school
- 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.
- Gorse attracted mainly Asian intake. Many whites refused to consider it
because of this. Opting for flightpath. Asian parents saw Gorse as safe.
- Active choice by parents can cause segregation.
- Gillborn
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