Internal factors

What did Gillborn and Mirza (2000) find about how the achievement of black pupils changed overtime?

In a singular LEA, black pupils were the highest achievers upon entry to primary school (20% above the local average) but by the time those same pupils finished year 11 they had the worst GCSE results (21% below local average).

What have interactionalists found about the labelling of different ethnic groups in schools?

Ethnic minority pupils tend to be labelled negatively, causing SFPs to occur.

What did Gillborn and Youdell find about how white teachers labelled black pupils?

they had “racialised expectations” that black pupils would resist authority and teachers respond by carrying out unjustified discipline measures, creating a cycle of conflict.

What did Cecile Wright (1992) find about the interactions between teachers an Asian pupils at a mixed primary school?

The teachers held ethnocentric views and thus assumed that Asian pupils could not speak English. Ergo, they patronised them and would often mispronounce their names, this prevented pupils from fully engaging at school as they felt unwelcomed.

Archer (2008) identified 3 kinds of constructed pupil identities, what are they?

1. IDEAL: White, m/c, masculine+heterosexual, naturally talented

2. PATHOLOGISED: Asian, feminised, nerdy, conformist, deserving poor

3. DEMONISED: Black/white w/c, hypersexualised, peer-led, unintelligent and underachieving

What did Fuller (1984) find about a group of black girls in a north london comprehensive? (And what other study supports this idea of defying the SFP?)

Despite being in lower streams, they prioritised academic study whilst resisting the dominant culture of their school and maintaining black peer groups.

Mac and Ghail (1992) found a similar phenomenon among black and Asian a-level students.

What do Troyna and Williams (1986) blame for ethnic differences in achievement?

Institutional racism.

What did Coard (2005) say was one thing that lead to POC underachievement?

The ethnocentric curriculum