Ethnic Differences in Education (Internal)

Gillbourn and Youdell: Labelling of black children

• They found teachers were quicker to discipline black students than others for the same behaviour.

• They argue this is a result of ‘racialised expectations’ where teachers expected black pupils to present more discipline problems and misinterpreted their behaviour as threatening.

• When teachers acted on this misperception, the pupils responded negatively and further conflict resulted.

• This affects achievement because they are more likely to get sent out of class or given detention, meaning they miss out on learning.

• Fuller argues, however, they can reject these labels.

• Jenny Bourne found schools tend to see black boys as a threat to label them negatively leading to eventual exclusion.

• Mac an Ghaill did a study on Asian and black students in sixth form and found those who were negatively labelled did not accept this.This showed that students don’t always fail as a result of a negative labelling.

A to C Economy

• School league tables create an ‘A to C economy’ in which schools focus on pupils who they see as having the potential for a C or above.

• Peter Foster found that teachers stereotypes of black pupils as badly behaved could result in them being placed in lower sets.

• This can result in a self fulfilling prophecy of failure and therefore underachievement.

• This is outdated as it’s now based on progress.

Cecile Wright: Asian Pupils

• Cecile Wright did a study of a multi- ethnic primary school, proving Asian pupils can also be the victim of teachers’ labelling.

• She found teachers have ethnocentric views which affected how they relate to Asian pupils.

• Teachers often mispronounced their names and assume they have a poor grasp of English.

• Asian students feel marginalised and isolated resulting in a lack of motivation.

• Fuller argues labels can be rejected.

• Asian students aren’t one homologous group.

Pupil Identities

Archer argues teachers see black students as less than ideal. She argues teachers use three pupil identities:

• Ideal pupil identity - A white, middle-class, masculinised identity, with a normal sexuality. This is achieved through natural ability and initiative.

• Pathologised pupil identity - An Asian, ‘deserving poor’, feminised identity, either asexual or with an oppressed sexuality. This is achieved through hard work rather than natural ability.

• The demonised pupil identity - A black or white, working-class, hyper-sexualised identity. This pupil is seen as unintelligent.

• Archer argues ethnic minority pupils are often seen as demonised or pathologised pupils.

• She found teachers stereotyped Asian girls as passive and quiet or docile. When Asian girls challenge their stereotype by misbehaving, they are often dealt with more harshly than other pupils.

• This can lead to a self fulfilling prophecy.

• However, ‘ideal pupils’ can be different for different teachers.

• This theory places all the blame of underachievement solely on teachers.

Pupil Responses and Subcultures

• Fuller studied a group of black girls in year 11 from a London comprehensive school.

• He found they rejected negative labels and went on to be very high achievers.

• They did not limit their choices of friends and had friends over all academic levels.

• They had positive attitude to academic success, but rather than seeking the approval of teachers, they preferred to rely on their own efforts and focused their concerns on schoolwork.

• This shows students can succeeded even with negative labelling.

• However, Mirza found that racist teachers discouraged black pupils from being ambitious through their career advice. The black girls attempted to reject the labels through getting on with their work and avoiding certain teachers. However, they still put them at a disadvantage

Mac an Ghaill

• Mac an Ghaill studied black and Asian a-level students at a sixth form college.

• He found students who felt they had been negatively labelled did not accept this. Their responses were influenced by their gender, ethnic group and the nature of their former school.

• This showed that students don’t always fail as a result of a negative labelling.

Sewell: Strategies

• He notes that black boys’ responses to schooling can affect their achievement due to the stereotype of ‘black machismo’ that can leave them excluded.

• The Rebels - Respond by conforming to the anti-school and anti-authority stereotype and they often get excluded from school.

• The Conformists - respond by accepting the school’s goals and being keen to succeed.

• The Retreatists - they are a small group of isolated individuals who were disconnected from both school and black subcultures.

• The Innovators - These were the second largest group. They were pro education but anti-school. They valued success, but did not seek approval of the teachers.

• Sewell recognises this stereotyping can lead to under achievement, but argues the lack of father figures are more important.

• This theory is supported by Fuller’s study(innovators).

• Mirza argues, even if they attempt to reject the labels, they still underachieve.