ethnicity and achievement- internal

Gillborn and Mirza

black children were the highest achievers in early years but by GCSE they were the lowest

the school system fails minorities

stages of behaviour

1. teachers expect black students to misbehave

2. behaviour is misinterpreted as a threat or challenge to authority

3. severe punishments are put in place

4. students feel picked on and respond negatively

5. more black students are excluded which leads to lower achievement

Osler

more internal exclusions for back students

more unrecorded/unofficial exclusions

more likely to be sent to the PRU (link school)

Archer

Teachers have the dominant discourse (opinion)

three types of pupils:

• ideal pupil- MC, heterosexual, white, achieves through natural talent

• pathologised- asian, hard worker

• demonised- black/white, WC

pupil responses

Fuller

girls took stereotypes about ur their skin colour and channeled the anger to prove teachers wrong

girls remained friends with girls across lower bands which helped maintain friendships with anti school boys

they had positive attitudes towards success but not education

negative label = success

Mirza- racism and reactions

Teachers

colour blind- saw all pupils as equal but did not challenge racism

liberal chauvinist- believed black pupils were deprived so had low expectations

overt racists- outright believed black students were inferior

Students

actively avoided teachers deemed to be discriminatory

self exclusion and not asking for help

avoiding certain subjects in order to avoid teachers

racism leads to students restricting their opportunities

variety of boys responses

Sewell

conformists- largest group, keen to succeed, rule follower, ethnically diverse friend group

innovators- pro education but anti school, did not seek teacher approval

retreatists- isolated, disconnected from school and black subcultures, despised by rebels

rebels- often excluded, reject rules, ‘black macho lad’ stereotype