internal factors in educational achievement by ethnicity - sic0

1. Internal factors in
educational achievement
by ethnicity
sic0

2. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 2

3. 3
CECILE
WRIGHT (1992)
disapproval of
their customs
especially Asian girls
were marginalised bc
couldn’t fully participate in
class
didn’t see Asian pupils as a
threat but as a problem they
could ignore

4. teachers =
quicker to
discipline
Black pupils
4
GILLBORN &
YOUDELL (2000)
this is because
of ‘racialised
expectations’
when teachers
acted on this,
pupils responded
negatively
JENNY BOURNE
(1994) found this
was a factor in
greater exclusion
rates
conflict
ensued
FOSTER (1990) this led to
Black pupils being placed
in lower sets than white
pupils of a similar
academic standard
unofficial,
unrecorded
exclusions
internal
exclusions (e.g.
sent out of class)
OSLER (2011)
found Black
pupils were
more likely to
suffer Black pupils are seen as a threat,
are placed in lower sets and
excluded
therefore, white
teacher-Black pupil
conflict
=/= from bad
behaviour
== from racist
stereotypes
racialised
expectations =
where teachers
misinterpret Black
pupils’ behaviour
as a
threat/challenge
to authority
GILLBORN
(1990)

5. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 5
teachers’ dominant discourse
defines minority ethnic
pupils as lacking the identity
of the favoured/ideal pupil
constructs 3 pupil
identities
ideal
demonised
LOUISE
ARCHER (2008)
pathologised white
upper/m
iddle
class
masculinised
hetero
sexual
achieves
in the
‘right
way’ –
natural
ability &
‘initiative’
Asian
‘deserving
poor’
feminised ID
‘overachiever’
culture-
bound
either
asexual
of an oppressed
sexuality (LGBTQ+)
a plodding
conformist
Chinese pupils were pathologised
& seen as achieving in the ‘wrong
way’ –hard work and passive
conformity
peer-led
victim of
‘bad’
culture
aggressive/
ungovernable
antisocial
rebels
anomie is a social condition defined by
an uprooting or breakdown of any
moral values, standards or guidance for
individuals to follow. Anomie is believed
to possibly evolve from conflict of belief
systems and causes breakdown of
social bonds between an individual
and the community
hyper
sexual
hyper
masculine/
hyper
feminine
anomic
(lower)
middle
class
working
class

6. archer
(2008)
‘The Impossibility of Minority
Ethnic Educational ‘Success’?
An Examination of the
Discourses of Teachers and
Pupils in British Secondary
Schools’
(link to pdf in notes)
archer
interviewed
teachers who
described
Asian girls as
“quiet, passive
& docile”
Black pupils as “loud,
challenging,
excessively sexual with
unaspirational home
cultures”

7. pupil response
to labelling MARGARET
FULLER (1984)
studied Black
girls in a year 11
comprehensive
it was a
school where
most pupils =
in lower sets
they were high
achievers
channelled anger at
negative labels into
pursuit of edu success
regarded teachers as
racist
didn’t conform/limit friend
choice (unlike boffins,
they were friends w Black
girls in lower sets, and
were in an antischool
subculture -asc)
showed a
deliberate lack of
concern for
school routines
worked
conscientiously;
gave the
appearance of
not doing so
were pro-education
but antischool
to achieve they:
relied on impartial
external exams &
own efforts, &
maintained a
positive self-image
ended up achieving more
than their positively labelled
peers
shows:
• pupils can achieve w/out conformity
• negative labels =/= failure
• SFP = too deterministic
self-fulfilling prophesy (SFP) = the process
by which a person's expectations about
someone can lead to that someone
behaving in ways which confirm the
expectations

8. pupil response to labelling
the majority of teachers = racist,
and discouraged their ambition,
through advice discouraging
professional careers
3 types of
teacher
racism
the colour
blind
MIRZA
(1992)
the liberal
chauvinists
the overt
racists
believe everyone
is equal but in
practice don’t
challenge racism
see Black pupils as
culturally deprived,
and have low
expectations of
them
your culture’s
defective
because it’s
unrewarded by
social
institutions
actively
discriminate;
believe Black
pupils are
inferior
strategies to
avoid teachers’
negative
attitudes
- being
selective
about staff
they ask for
help
- didn’t
participate in
lessons; just
got on w
work
ambitious Black girls faced teacher racism but,
unlike Fuller’s girls, their coping strategies
restricted their opportunities]

9. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 9
a typology of how Black boys
coped w the racist stereotype of
‘Black Machismo’
rebels
conformists
retreatists
innovators
a small minority
group
v visible &
influential
reject
school dismissed
the
conformist
Black boys
contemptuous
of white boys
most likely to
underachieve
conformed to the
stereotype of
Black Machismo
largest group
accept school
values/goals
no
subculture
had friends of
different ethnic
groups
anxious to avoid
stereotypes from
teachers & peers
want to
succeed
not part of
either Black
subcultures or
school
subcultures
rebels
despised
them
a tiny minority
of self-
marginalised,
isolated
individuals
2nd largest
group
like Fuller’s girls =
pro-edu; anti-school
value success
and conform
for school
work
don’t conform to
school rules/values.
therefore =distracted
from conformists, and
TONY SEWELL

10. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 1 0
British NC
prioritises English
ang & white
culture
NC = “specifically
British”
NC teaches culture of
host country & largely
ignores
non-European
lang.s,
literature,
& music
criticises the
attitude of “little
englishism”
e.g.
curriculum
tries to
recreate a
“mythical
age of
empire &
past glories”
ignores the
history of
Black & Asian
ppl
history lessons present British
ppl as bringing ‘culture’ &
‘civilisation’ to the ‘primitive’ ppl
they colonised
this image of Black ppl
as inferior undermines
Black pupils’ self-
esteem, leading to edu
underachievement
TRONYA &
WILLIAMS (1986)
MIRIAM DAVID
(1966)
STEPHEN BALL
(1994)
BERNARD COARD
(1971) ethnocentric
curriculum = an
attitude of policy
that prioritises the
views & culture of 1
ethnic group, while
disregarding others
criticism:
• Indian & Chinese
cultures aren’t
represented in the
NC, yet these pupils
do well
• Black pupils don’t
have low self esteem
MAUREEN
STONE (1981)
NC = national
curriculum

11. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 1 1
we need to go beyond examining
ind. teachers’ racism – look at
how schools routinely discriminate
how it’s built into the ways they
operate
the meagre (limited)
provision of teaching
Asian lang.s
bc it = racial bias
built into everyday
working of schools
school governing bodies
gave low priorities to race
issues, and failed to deal w
pupils’ racist behaviour
in schools he studied, there were
no formal communication
channels btwn school governors
& ME parents
the effects of this
included that nothing
was done about
parental concerns over
lack of language
support
TROYNA &
WILLIAMS
RICHARD
HATCHER (1996)

12. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 1 2
DARIA
ROITHMAYR
(2003)
GILBORN (2008)
ethnic inequality is
“so deep rooted &
so large that it is a
practically
inevitable feature
of the education
system”
IR = ‘locked-in
inequality’
inequality feeds on
itself, it is so self-
perpetuating
applies
Roithmayr’s
‘locked-in
inequality’ concept
to education
(link to
archive.org
in notes) >
^link to pdf in
notes

13. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 1 3
the ‘assessment
game’ = rigged to
validate the
superiority of the
dominant culture
if Black children were to
succeed as a group “the
rules will be changed to re-
engineer failure”
primary schools
used to use
‘baseline
assessment’
e.g. but now, start-of-
school ability =
tested w
FOUNDATION
STAGE PROFILE
(FSP)
Baseline FSP
- written tests
- at start of reception
- In 2000, Black
children = 20%
above average
- Just teachers’ judgements
- end of reception
- 2003 Black children
achieved less than white
children in ALL 6
developmental measures
GILBORN
(2008)
THE COMMISSION
FOR RACIAL
EQUALITY (1993)
found similar
racist
admission
procedures in
England bc
- primary school reports
stereotype ME pupils
- racist bias in interviews for
school places
- lack of info & application
forms in minority langs
- MEG parents often =
unaware of - importance of deadlines
- how waiting list works
MOORE &
DAVENPORT
(1990) American study
‘better’ schools
discriminated
against ‘problem
students’ favoured
white mc
primary school
reports used to
screen out pupils
w lang/learning
difficulties
application
process = harder
to understand for
less educated of
non-English-
speaking parents
selection leads to
an ethnically
stratified edu
system
DAVID
GILLBORN
(1997)
more scope to
select pupils
puts MEGs at
disadv bc more
scope for
negative
stereotypes to
influence school
places

14. Access to
opportunities used OS to show
that white pupils
= 2x more likely
than African
Caribbean pupils
5x more likely
than Black
African pupils
in 30 schools in
the Aiming
High initiative to
increase Black
Caribbean
achievement,
Black pupils
still = more
likely to be
entered for
lower-tier
GCSEs
often bc
lower sets
the effect =
achievement is
capped at only C
grade at best
GILBORN
TIKLY ET AL
(2006)
exam tiers
gifted &
talented
(GAT)
programme
to be ‘gifted &
talented’

15. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 1 5
= GILBORN’s term
for how teachers &
policymakers
make false
assumptions about
pupil ability
they see potential as
a ‘fixed’ quality; as
shown by their
attempts to measure
it
therefore these measures
are institutionally racist
in reality, there tests only tell
present not future ability
it disadvantages Black
pupils bc setting also =
based on disciplinary
concerns & teachers’
perceptions of pupils’
attitudes (not just
ability)
GILLBORN &
YOUDELL
GILBORN
as though there
is a ‘right’
set/stream; as
though teacher-
assessment of
GAT is objective
= the idea that
access to
opportunities (e.g.
higher sets, &
gifted&talented)
depends heavily on
teacher assessment
of pupil ability, and
therefore has bias
racialised
expectations “that
Black pupils would
pose more
discipline
problems”

16. ethnicity, class
& gender
GILLIAN EVANS
(2006)
multi-ethnic inner-city
primary school
teachers & pupils construct masculine identities
differently depending on child’s ethnicity
saw Black boys as:
- disruptive
- underachievers
sociologists
tend to focus
on
ethnicity &culture;
ignore class&gender
Children’s
achievement,
Class&gender;
ignore ethnicity
& culture
claims that
when we look at
Black children’s
achievement
“we need to look at
those things
[ethnicity & culture]
for every child”
5/6 year
olds
PAUL CONNOLLY
(1998)
controlled
Black boys
more
punished
them more
channelled their
energies towards
sport
boys responded by seeking status in non-academic
ways e.g. playing football, and kiss&chase
saw Asian
pupils as
passive &
conformist
regarded Asian
boys as
- keen & academic
- (if they misbehaved) silly&
immature NOT threatening
other boys picked on
Asian boys to assert
their own masculinity, &
excluded them from
playing football
so both teachers & pupils
saw Asian boys as more
“feminine, vulnerable, & in
need of protection from
bullying”

17. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 1 7
1. what did cecile wright talk about?

18. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 1 8
1. what did cecile wright talk about? 1. ethnocentric views of teachers: saw
standard English as better, and saw
Asian pupils not as a threat but as a
problem to be ignored.

19. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 1 9
2. who talked about racialised
expectations?

20. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 2 0
2. who talked about racialised
expectations?
GILLBORN (&
YOUDELL)

21. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 2 1
3. what were the 3 identities teachers
gave to pupils, according to ARCHER? &
describe what they’re like

22. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 2 2
1. what were the 3 identities teachers
gave to pupils, according to ARCHER?
& describe what they’re like
demonised
ideal
pathologised
wc,
hypermasculine/femi
nine, aggressive,
anomic, peer-led,
victim of ‘bad’
culture, hypersexual
(lower)mc, Asian, ‘deserving
poor’, achieves in the ‘wrong
way’ (hard work&passive
conformity), feminised ID,
culture-bound, LGBTQ+,
plodding conformist,
‘overachiever,
achieves in the ‘right way’
(natural ability&initiative),
masculinised, hetero,
upper/middle class, white

23. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 2 3
4. what did FULLER’s girls do? and
what does this show?

24. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 2 4
4. what did FULLER’s girls do? and
what does this show?
pro-school but anti-edu; didn’t
conform to school rules, but worked
hard and achieved more than their
positively labelled peers. Shows sfp =
too deterministic

25. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 2 5
5. what were the 3 types of teacher racism
MIRZA talked about, and how did pupils
cope with it?

26. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 2 6
5. what were the 3 types of teacher racism
MIRZA talked about, and how did pupils
cope with it?
the overt
racists
the liberal
chauvinists
the colour
blind
they coped in ways that restricted their
opportunities e.g. being selective about the
teachers they asked for help, & not
participating in lessons
culturally deprived;
low expectations
inferior; actively
discriminate
everyone is equal;
don’t challenge
racism

27. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 2 7
6. who gave this typology of how
Black boys coped w the racist
stereotype of ‘Black Machismo’?
retreatists
innovators

28. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 2 8
6. who gave this typology of how
Black boys coped w the racist
stereotype of ‘Black Machismo’?
TONY SEWELL
retreatists
innovators

29. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 2 9
7. who called the national curriculum
“specifically British”?
MIRIAM DAVID

30. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 3 0
7. who called the national curriculum
“specifically British”?
MIRIAM DAVID
MIRIAM DAVID. argued it teaches
culture of host country & largely
ignores
non-European
languages, literature, & music

31. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 3 1
8. what concept does ROITHMAYR
talk about?

32. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 3 2
8. what concept does ROITHMAYR
talk about?
locked-in inequality:
inequality feeds on itself, it’s so self-
perpetuating

33. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 3 3
9. what 2 types of assessment did
GILBORN talk about when he
argued the ‘assessment game’ is
rigged to validate the superiority
of the dominant culture?
? ?
- written tests
- at start of reception
- In 2000, Black children =
20% above average
- Just teachers’ judgements
- end of reception
- 2003 Black children achieved
less than white children in ALL 6
developmental measures

34. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 3 4
9. what 2 types of assessment did
GILBORN talk about when he
argued the ‘assessment game’ is
rigged to validate the superiority
of the dominant culture?
baseline FSP – foundation stage profile
- written tests
- at start of reception
- In 2000, Black children =
20% above average
- Just teachers’ judgements
- end of reception
- 2003 Black children achieved
less than white children in ALL 6
developmental measures

35. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 3 5
10. who found that: in 30 schools in
the Aiming High initiative to
increase Black Caribbean
achievement, Black pupils were still
more likely to be entered for lower-
tier GCSEs, effectively capping
their grades at a C ?

36. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 3 6
10. who found that: in 30 schools in
the Aiming High initiative to
increase Black Caribbean
achievement, Black pupils were still
more likely to be entered for lower-
tier GCSEs, effectively capping
their grades at a C ?
TIKLY ET AL (2006)

37. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 3 7
11. what did GILBORN call the
gifted & talented programme?
what did he conclude about it?

38. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 3 8
11. what did GILBORN call the
gifted & talented programme?
what did he conclude about it? ‘the new Iqism’
he argued teachers & policy makers falsely assumed
future potential could be objectively measured by
present ability. these measures are institutionally racist

39. Internal factors in educational
achievement by ethnicity