internal factors of ethnic differences- labelling ,identites and responses
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33 Terms
what is an internal factor?
what are 4 internal factors that produce ethnic differences in achievement ?
Internal factors are things inside the education system—like teachers, classroom interactions, school rules, or peer groups—that impact how pupils perform.
4 internal factors :
labelling and teacher racism
pupil identities
pupil responses and subcultures
institutional racism
According to G____ and M____ (2000), in one local education authority, Black children were the h____ a____ on entry to p____ s____ (___% above the local average), yet by the time it came to what?, they had the worst results of any ethinic group - ___% below the average.
how does a a group that an begins compulsory schooling as the highest achievers and yet finish it as the lowest achievers, challenge cultural deprivation theorists?
Instead, it suggests that factors i____ to the education system itself may be playing a major part in producing ethnic differences in achievement.
According to Gillborn and Mirza (2000), in one local education authority, Black children were the highest achievers on entry to primary school (20% above the local average), yet by the time it came to GCSE, they had the worst results of any ethnic group - 21% below the average.
If a group can begin compulsory schooling as the highest achievers and yet finish it as the lowest achievers, this challenges the assumption made by cultural deprivation theorists that Black children already enter school unprepared
Instead, it suggests that factors internal to the education system itself may be playing a major part in producing ethnic differences in achievement.
labelling and teacher racism
To label someone is to do what ?
For example, teachers may label a pupil as a t____ or c____
what do Interactionist sociologists study?
labelling and teacher racism
To label someone is to attach a meaning or definition to them.
For example, teachers may label a pupil as a troublemaker or cooperative
Interactionist sociologists study the face-to-face interactions in which such labelling occurs.
labelling and teacher racism
When looking at ethnic differences in achievement, i____ focus on the different labels teachers give to children from different e____ backgrounds.
Their studies show that teachers often see Black and Asian pupils as being far from being what ?
For example, Black pupils are often seen as d_____ and Asian pupils as p____.
Negative labels may lead teachers to t____ pupils from minority ethnic backgrounds differently. This d_____ them and may result in their f____.
labelling and teacher racism
When looking at ethnic differences in achievement, interactionists focus on the different labels teachers give to children from different ethnic backgrounds.
Their studies show that teachers often see Black and Asian pupils as being far from the 'ideal pupil'.
For example, Black pupils are often seen as disruptive and Asian pupils as passive.
Negative labels may lead teachers to treat pupils from minority ethnic backgrounds differently. This disadvantages them and may result in their failure.
labelling and teacher racism →black pupils and discipline
A good illustration of the impact of labelling on Black pupils comes from studies by G____ and Y____ (2000).
They found that teachers were quicker to do what ?
G____ and Y____ argue that this is the result of what?
They found that teachers expected Black pupils to present more d____ p____ and m____ their behaviour as t_____/c____ to a____ ?
When teachers acted on this m____, the pupils responded n____ and further c___ resulted
. In turn, Black pupils felt teachers u____ their an___ and picked on them.
G____ and Y____ conclude that much of the conflict between White teachers and Black pupils stems from wha?, rather than what?
labelling and teacher racism →black pupils and discipline
A good illustration of the impact of labelling on Black pupils comes from studies by Gillborn and Youdell (2000).
They found that teachers were quicker to discipline Black pupils than others for the same behaviour.
Gillborn and Youdell argue that this is the result of teachers' "racialised expectations'.
They found that teachers expected Black pupils to present more discipline problems and misinterpreted their behaviour as threatening/challenge to authority.
When teachers acted on this misperception, the pupils responded negatively and further conflict resulted
. In turn, Black pupils felt teachers underestimated their ability and picked on them.
Gillborn and Youdell conclude that much of the conflict between White teachers and Black pupils stems from the racial stereotypes teachers hold, rather than the pupils* actual behaviour.
labelling and teacher racism →black pupils and discipline
racialised expectations may explain the high level of what?
As J_____ B____ (1994) found, how does schools tend to see Black boys? and to label them n____, leading eventually to e___
Exclusions affect achievement: - what is the stat is about gcse grades?
According to O____ (2001), in addition to higher rates of o____ exclusions, Black pupils appear more likely to suffer from what type of exclusions?
They are also more likely to be placed where? that exclude them from access to the m___ c_____
labelling and teacher racism →black pupils and discipline
racialised expectations may explain the high level of exclusions from school of Black boys.
As Jenny Bourne (1994) found, schools tend to see Black boys as a threat and to label them negatively, leading eventually to exclusion.
Exclusions affect achievement: only one in five excluded pupils achieves five GCSEs.
According to Osler (2001), in addition to higher rates of official exclusions, Black pupils appear more likely to suffer from unrecorded unofficial exclusions and from 'internal exclusions' where they are sent out of class.
They are also more likely to be placed in pupil referral units (PRUs) that exclude them from access to the mainstream curriculum.
labelling and teacher racism →black pupils and streaming
G____ and Y_____ found that in the ‘__-to-__ e____', teachers focus on those which students? - what is thi process called?
As a result, n____ s____ about Black pupils' a____ that some teachers hold means they are more likely to be placed in where?
Similarly, P____ F____ (19___) found that teachers' stereotypes of Black pupils as b____ b_^_ could result in them being placed where ?
S____ Black pupils on the basis of n____ s___ about their ability or behaviour can result in what?
labelling and teacher racism →black pupils and streaming
Gillborn and Youdell found that in the ‘A-to-C economy', teachers focus on those students who they believe are most likely to achieve a grade C at GCSE - a process the authors call 'educational triage' or sorting.
As a result, negative stereotypes about Black pupils' ability that some teachers hold means they are more likely to be placed in lower sets or streams.
Similarly, Peter Foster (1990) found that teachers' stereotypes of Black pupils as badly behaved could result in them being placed in lower sets than other pupils of similar ability.
Streaming Black pupils on the basis of negative stereotypes about their ability or behaviour can result in a self-fulfilling prophecy of underachievement.
labelling and teacher racism →Asian pupils
C_____ W___ (19__ study of a m____-e___ p___ s___ shows that Asian pupils can also be the victims of what?
She found that despite the school's apparent commitment to e____ o____, teachers held ethnocentric views_ what are these views?
This affected how they related to Asian pupils. For example, teachers assumed they what about them? and left them out of c____ d___ or used s____ language when speaking to them.
Asian pupils also felt isolated in what situations?
In general, teachers saw them not as a t___ (unlike B____ pupils), but as a p____ they could i___.
The effect was that Asian pupils, especially the girls, were m____ - pushed to the e___ and p____ from p____ f____.
labelling and teacher racism →Asian pupils
Cecile Wright's (1992) study of a multi-ethnic primary school shows that Asian pupils can also be the victims of teachers' labelling.
She found that despite the school's apparent commitment to equal opportunities, teachers held ethnocentric views: - they saw that British culture and Standard English as superior.
This affected how they related to Asian pupils. For example, teachers assumed they would have a poor grasp of English and left them out of class discussions or used simplistic language when speaking to them.
Asian pupils also felt isolated when teachers expressed disapproval of their customs or mispronounced their names.
In general, teachers saw them not as a threat (unlike Black pupils), but as a problem they could ignore.
The effect was that Asian pupils, especially the girls, were marginalised - pushed to the edges and prevented from participating fully.
pupil identifies
Teachers often define pupils as having s____ e_____ i____.
According to L____ A____ (2008), teachers' d____ d____ (way of seeing something) defines minority ethnic group pupils' i____ as lacking the f____ i____ of the i____ p___.
pupil identifies
Teachers often define pupils as having stereotypical ethnic identities.
According to Louise Archer (2008), teachers' dominant discourse (way of seeing something) defines minority ethnic group pupils' identities as lacking the favoured identity of the ideal pupil.
pupil identifies
Archer describes how teachers' dominant discourse constructs three different pupil identities - what are these three identities?
pupil identifies
Archer describes how teachers' dominant discourse constructs three different pupil identities:
the ‘ideal pupil’ identity
the ‘pathological’ pupil identity
the ‘demonised’ pupil identity
pupil identifies
describe the ‘ideal pupil’ identity
White
middle-class
masculinised identity
hetero sexuality.
Teachers see this pupil stereotypically as achieving in the 'right' way, through natural ability and initiative.
pupil identifies
describe the 'pathologised' pupil identity
An Asian', feminised identity, either asexual or with an oppressed sexuality.
obedient, rule-following pupils who only succeed because they work hard, not because they’re naturally bright
Teachers may also view them as over-conforming, passive, and culturally bound, meaning they don’t challenge authority or think independently.
pupil identifies
describe the 'demonised' pupil identity
A White or Black, working-class,
hyper-sexualised identity
Teachers see this pupil stereotypically as an unintelligent, peer-led, culturally deprived under-achiever.
pupil identifies
For Archer, teachers are likely to either d____ or p____ minority ethnic group pupils.
For example, from interviews with teachers, she shows how they d____ Black students as l____, c_____, excessively s_____ and with 'u____' home cultures.
in a further study, A____ (2010) found that teachers stereotyped Asian girls as what?
As F____ S____ (2003) notes, when Asian girls challenge this s____ by m____, they are often dealt with more s___ than other pupils.
pupil identifies
For Archer, teachers are likely to either demonise or pathologise minority ethnic group pupils.
For example, from interviews with teachers, she shows how they demonise Black students as loud, challenging, excessively sexual and with 'unaspirational' home cultures.
in a further study, Archer (2010) found that teachers stereotyped Asian girls as quiet or passive
As Farzana Shain (2003) notes, when Asian girls challenge this stereotype by misbehaving, they are often dealt with more severely than other pupils.
pupil identifies →Chinese pupils
A____ argues that even those minority pupils who perform s____ can be p____ (seen as a___).
For example, Chinese students were simultaneously p____ and viewed n____ by their teachers, who viewed Chinese pupils as a h____ (u____), p___ group — seeing girls as what? , and boys as what and why?
pupil identifies →Chinese pupils
Archer argues that even those minority pupils who perform successfully can be pathologised (seen as abnormal).
For example, Chinese students were simultaneously praised and viewed negatively by their teachers, who viewed Chinese pupils as a homogenous (uniform), passive group — seeing girls as overly obedient and repressed, and boys as unmasculine due to their quiet, hardworking nature.
pupil identifies →Chinese pupils
While successful, therefore, Chinese students were seen as having achieved success in the 'w____' w____ - through h___, p____ c____ rather than n___ individual ability.
This meant they could never legitimately occupy the what
how did A____ and F____ (20___) sum up the teachers' view of them?
pupil identifies →Chinese pupils
While successful, therefore, Chinese students were seen as having achieved success in the 'wrong' way - through hardworking, passive conformism rather than natural individual ability.
This meant they could never legitimately occupy the identity of 'ideal pupil'.
Archer and Francis (2006) sum up the teachers' view of them as a ‘negative positive stereotype'
pupil identifies →Chinese pupils
how did teachers stereotype Chinese families? and how did this translate on the pupils? l (similar to the way teachers often see S____ A____ girls as v____ of o____ f____ situations).
Teachers also tended wrongly to stereotype their Chinese students as middle what?
pupil identifies →Chinese pupils
teachers stereotyped Chinese families as being very strict and controlling, which they believed made Chinese girls quiet, obedient, and passive at school (similar to the way teachers often see South Asian girls as victims of oppressive family situations).
Teachers also tended wrongly to stereotype their Chinese students as middle-class.
pupil identifies
The result of the different identities that Archer identifies is that even the successes of m____ e___ group (and female) pupils will only be seen as 'o____-a____' - since teachers see 'p____' a____ as the natural preserve of the privileged, White, middle-class ideal pupil.
pupil identifies
The result of the different identities that Archer identifies is that even the successes of minority ethnic group (and female) pupils will only be seen as 'over-achievement' - since teachers see 'proper' achievement as the natural preserve of the privileged, White, middle-class ideal pupil.
pupil responses and subcultures
As we have seen, there is evidence of t____ r____ and n_____ l____.
However, research shows that pupils can r___ to this in a variety of ways.
For example, they may respond by becoming d____ or w____.
Alternatively, pupils may r____ to a____ the label and even decide to prove it wrong by doing what ?
Negative labels do not automatically turn into what?
pupil responses and subcultures
As we have seen, there is evidence of teacher racism and negative labelling.
However, research shows that pupils can respond to this in a variety of ways.
For example, they may respond by becoming disruptive or withdrawn.
Alternatively, pupils may refuse to accept the label and even decide to prove it wrong by working extra hard.
Negative labels do not automatically turn into self-fulfilling prophecies.
pupil responses and subcultures
what are the 2 studies that highlight how pupils can reject negative labels
Mary Fuller's (1984) study of a group of Black girls in year 11 of a London comprehensive school.
Mac an Ghaill's (1992) study of Black and Asian A-level students at a sixth form college
pupil responses and subcultures → Fuller and Mac an Ghaill: rejecting negative labels
A good example of pupils responding by rejecting negative labels is M_____ F___ (19___) study of a group of B____ g___ in year 11 of a L___ c____ s___
why were the girls untypical?
Fuller describes how, instead of accepting negative stereotypes of themselves, what did the girls do?
However, unlike other s_____ pupils, they did not seek the a____ of t___, many of whom they regarded as r___.
Nor did they limit their choice of what. Instead, they were friends with other B___ g___ from l___ streams.
pupil responses and subcultures → Fuller and Mac an Ghaill: rejecting negative labels
A good example of pupils responding by rejecting negative labels is Mary Fuller's (1984) study of a group of Black girls in year 11 of a London comprehensive school.
The girls were untypical because they were high achievers in a school where most Black girls were placed in low streams.
Fuller describes how, instead of accepting negative stereotypes of themselves, the girls channelled their anger about being labelled into the pursuit of educational success.
However, unlike other successful pupils, they did not seek the approval of teachers, many of whom they regarded as racist.
Nor did they limit their choice of friends to other academic achievers. Instead, they were friends with other Black girls from lower streams.
pupil responses and subcultures → Fuller and Mac an Ghaill: rejecting negative labels
Also unlike other successful pupils, they c_____ only as far as the s______ itself was concerned.
They were determined to succeed academically but on their own t____ — they worked h____ and aimed for good grades in p___ to succeed but p____ not to c___ about s_____ or t____ a____
Why didn’t girls seek validation from teachers but sought it from external exams and their own efforts instead?
This allowed them to achieve success while maintaining p____ in their i____ and i____ from the school’s authority system.
pupil responses and subcultures → Fuller and Mac an Ghaill: rejecting negative labels
Also unlike other successful pupils, they conformed only as far as the schoolwork itself was concerned.
They were determined to succeed academically but on their own terms — they worked hard and aimed for good grades in private to succeed but pretended not to care about school or teacher approval
Instead of seeking validation they sought this from external exams and their own efforts - They didn’t seek validation from teachers because they felt were biased, and often stereotyped them negatively, the girls believed external exams (marked by outside examiners who didn’t know them personally) would judge them purely on ability and effort, not bias
This allowed them to achieve success while maintaining pride in their identity and independence from the school’s authority system.
pupil responses and subcultures → Fuller and Mac an Ghaill: rejecting negative labels
Fuller sees the girls' behaviour as a way of dealing with the c____ d____ of s____ at school while remaining friends with Black girls in lower streams and avoiding what?
how where they able to maintain a positive self-image?
pupil responses and subcultures → Fuller and Mac an Ghaill: rejecting negative labels
Fuller sees the girls' behaviour as a way of dealing with the contradictory demands of succeeding at school while remaining friends with Black girls in lower streams and avoiding the ridicule of Black boys, many of whom were anti-school.
They were able to maintain a positive self-image by relying on their own efforts rather than accepting the teachers' negative stereotype of them.
pupil responses and subcultures → Fuller and Mac an Ghaill: rejecting negative labels
The study highlights two important points - what are they ?
pupil responses and subcultures → Fuller and Mac an Ghaill: rejecting negative labels
The study highlights two important points:
Firstly, pupils may still succeed even when they refuse to conform.
Secondly, negative labelling does not always lead to failure.- These girls were able to reject the labels placed on them and they remained determined to succeed. There was no self-fulfilling prophecy.
pupil responses and subcultures → Fuller and Mac an Ghaill: rejecting negative labels
M___ an G____ (1992) study of B____ and A___ A-level students at a s___ f___ c___ reached similar conclusions.
Students who believed teachers had labelled them n_____ did not necessarily accept the l____.
how they responded depended on factors such as what 3 things
For example, some girls felt that their experience of having attended an all-girls school gave them a greater academic commitment that helped them to overcome negative labels at college. - why is this?
As with Fuller's study, this research shows that a label does not inevitably produce a what?
pupil responses and subcultures → Fuller and Mac an Ghaill: rejecting negative labels
Mac an Ghaill's (1992) study of Black and Asian A-level students at a sixth form college reached similar conclusions.
Students who believed teachers had labelled them negatively did not necessarily accept the label.
how they responded depended on factors such as their ethnic group and gender and the nature of their former schools.
For example, some girls felt that their experience of having attended an all-girls school gave them a greater academic commitment that helped them to overcome negative labels at college. - Attending an all-girls school can help by removing gendered expectations and stereotypes that often exist in mixed schools. girls are encouraged to focus on achievement without distraction or comparison, which can build confidence, independence, and a strong academic identity.
As with Fuller's study, this research shows that a label does not inevitably produce a self-fulfilling prophecy.
pupil responses and subcultures → Mirza: failed strategies for avoiding racism
Like Fuller, H___ S____ M___ (1992) studied a_____ Black girls who faced what?
M___ found that racist teachers discouraged Black pupils from being ambitious - how?
For example, teachers discouraged them from what?
pupil responses and subcultures → Mirza: failed strategies for avoiding racism
Like Fuller, Heidi Safia Mirza (1992) studied ambitious Black girls who faced teacher racism.
Mirza found that racist teachers discouraged Black pupils from being ambitious through the kind of advice they gave them about careers and option choices.
For example, teachers discouraged them from aspiring to professional careers.
upil responses and subcultures → Mirza: failed strategies for avoiding racism
A large majority of teachers in the study held racist attitudes. Mirza identifies three main types of teacher racism - what are they?
pupil responses and subcultures → Mirza: failed strategies for avoiding racism
A large majority of teachers in the study held racist attitudes. Mirza identifies three main types of teacher racism:
The colour-blind: teachers who believe all pupils are equal but in practice allow racism to go unchallenged.
The liberal chauvinists: 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
pupil responses and subcultures → Mirza: failed strategies for avoiding racism
Much of the girls' time at school was spent trying to avoid what?
what are the three strategies they employed to do this ?
However, although the girls had high s___-e____, these strategies put them at a disadvantage by restricting their o____. Unlike the girls in Fuller's study, their strategies were u____.
pupil responses and subcultures → Mirza: failed strategies for avoiding racism
Much of the girls' time at school was spent trying to avoid the effects of teachers' negative attitudes.
The strategies they employed to do this included being selective about which staff to ask for help; getting on with their own work in lessons without taking part and not choosing certain options so as to avoid teachers with racist attitudes.
However, although the girls had high self-esteem, these strategies put them at a disadvantage by restricting their opportunities. Unlike the girls in Fuller's study, their strategies were unsuccessful.
pupil responses and subcultures → Mirza: failed strategies for avoiding racism
-Investigating racism in schools
The issue of racism in schools has certain important research characteristics -that may make it easy or difficult to investigate.
what is one research characteristic that makes it easier to investigate the issue of racism in schools
what is one research characteristic that makes it difficult to investigate the issue of racism in schools
pupil responses and subcultures → Mirza: failed strategies for avoiding racism
-Investigating racism in schools
The issue of racism in schools has certain important research characteristics - particular features that may make it easy or difficult to investigate. For example:
✓- Schools are legally required to keep records of any racist incidents and this can provide researchers with relevant
〤 - However, there is no easily applicable official definition of a
'racist incident' and some teachers may feel they have had insufficient training to be able to identify one.〤- Racism is potentially a breach of the law, so teachers, pupils and parents are likely to be particularly careful about displaying racist attitudes to a researcher.
〤- Victims of racism may be unwilling to identity themselves for fear of further abuse for talking to a researcher.
pupil responses and subcultures → Sewell: the variety of boys' responses
As we saw earlier, Sewell focuses on what to explain the underachievement of Black boys?
However, he also notes that their responses to schooling, including r___ s____ by teachers, can affect their achievement.
He identifies four responses to schooling - what are they
pupil responses and subcultures → Sewell: the variety of boys' responses
As we saw earlier, Sewell focuses on the absence of fathers and the influence of peer groups and street culture to explain the underachievement of Black boys.
However, he also notes that their responses to schooling, including racist stereotyping by teachers, can affect their achievement.
He identifies four such responses to schooling :
the rebels
the conformists
the retreatists
the innovators
pupil responses and subcultures → Sewell: the variety of boys' responses
The rebels
the most v___ and i___ group, but they were only a s___ m___ of Black pupils.
They were often e____ from school.
They rejected the what?l and expressed their o____ through p___ g___ membership, conforming to the stereotype of the what
The rebels had beliefs that Black masculinity equates with what?
They were c____ of White boys, who they saw as e____(g___), and dismissive of c___ B___ b___.
The conformists
the l____ group.
These boys were k___ to s____, accepted the school's g___ and had friends from different ethnic groups.
They were not part of a s___ and were anxious to avoid being stereotyped either by teachers or their peers.
The retreatists
were a tiny m___ of i____ i____ who were d___ from both school and Black subcultures, and were d___ by the r___.
The innovators
the s___ l____ group.
Like Fuller's girls, they were what?
They valued s___, but did not seek the a___ of t____ and conformed only as far as s____ itself was concerned
This distanced them from the c____ and allowed them to maintain c___ with the r___ while remaining p___ about a___ a___
pupil responses and subcultures → Sewell: the variety of boys' responses
The rebels
the most visible and influential group, but they were only a small minority of Black pupils.
They were often excluded from school.
They rejected the goals and the rules of the school and expressed their opposition through peer group membership, conforming to the stereotype of the anti-authority, anti-school 'Black macho lad'.
The rebels had beliefs that Black masculinity equates with sexual experience and virility.
They were contemptuous of White boys, who they saw as effeminate(gay), and dismissive of conformist Black boys.
The conformists
the largest group.
These boys were keen to succeed, accepted the school's goals and had friends from different ethnic groups.
They were not part of a subculture and were anxious to avoid being stereotyped either by teachers or their peers.
The retreatists
were a tiny minority of isolated individuals who were disconnected from both school and Black subcultures, and were despised by the rebels.
The innovators
the second largest group.
Like Fuller's girls, they were pro-education but anti-school.
They valued success, but did not seek the approval of teachers and conformed only as far as schoolwork itself was concerned
This distanced them from the conformists and allowed them to maintain credibility with the rebels while remaining positive about academic achievement.
pupil responses and subcultures → Sewell: the variety of boys' responses
S___ shows that only a small minority fit the stereotype of what?
Nevertheless, how do teachers tend to see Black boys and what does this contribute to?
Furthermore, many of the boys negative attitudes are themselves a response to this r__.
However, while Sewell recognises that teachers' r___ s___ of Black boys d_____ them and can lead to a what , what does he argues about factors external to school?
pupil responses and subcultures → Sewell: the variety of boys' responses
Sewell shows that only a small minority fit the stereotype of the ‘Black macho lad' (the 'rebels' in Sewell's study).
Nevertheless, teachers tend to see all Black boys in this way and this contributes to the underachievement of many boys, whatever their attitude to school.
Furthermore, many of the boys negative attitudes are themselves a response to this racism.
However, while Sewell recognises that teachers' racist stereotyping of Black boys disadvantages them and can lead to a self-fulfilling prophecy, he argues that factors external to school, such as the role of peer groups, street culture and the lack of a nurturing father, are more important in producing underachievement.
Evaluation of labelling and pupil responses
✓- Rather than blaming the what? as cultural deprivation theory does, labelling theory takes into account what?
〤- However, there is a danger of seeing these stereotypes as simply the product of what,, rather than of racism in the way that the e___ s___ as a w____ operates.
G____ and Y____ argue that the policy of what? creates an 'A-to-C economy' and leads to what happening to large numbers of Black and working-class pupils.
〤- There is also a danger of assuming that once l___, pupils a____ fall victim to what and fail. - what does M___ show in opposition to this ?
Evaluation of labelling and pupil responses
✓- Rather than blaming the child's home background, as cultural deprivation theory does, labelling theory takes into account how teachers' stereotypes can be a cause of failure.
〤- However, there is a danger of seeing these stereotypes as simply the product of individual teachers' prejudices, rather than of racism in the way that the education system as a whole operates.
Gillborn and Youdell argue that the policy of publishing league tables creates an 'A-to-C economy' and leads to large numbers of Black and working-class pupils being placed in lower streams or entered for lower-tier exams.
〤- There is also a danger of assuming that once labelled, pupils automatically fall victim to the self-fulfilling prophecy and fail. Mirza shows, although pupils may devise strategies to try to avoid teachers racism, these too can limit their opportunities.