Transcript Labelling and teacher racism

Aims

You should be able to describe the patterns of
ethnic differences in educational achievement

You need to be able to evaluate the role of
external factors including cultural and material
deprivation and racism

You need to be able to evaluate the role of
internal factors including labelling, pupil
subcultures, the curriculum and selection and
segregation
GCSE GRADES 2006 A*-C
90
80
70
60
50
40
30
20
10
0
white male
white female
indian male
indian female
pakistani male
pakistani female
bangladeshi male
bangladeshi female
black male
black female
chinese male
chinese female
External factors and
differences in educational
attainment
 Cultural deprivation
 Material deprivation and class
 Racism in wider society
Intellectual and linguistic
skills

Bereiter (1966) claimed that the language spoken
by low income American black families was
inadequate for educational success
 However, The Swann Report (1985) found that
language was not a major factor explaining
underachievement
 Gillborn (2000) found Indian pupils do very well
even if they do not have English as their first
language
Attitudes and values

Cultural deprivation theorists see
lack of motivation as a major cause
of failure amongst many black
children

Some have a fatalistic attitude that
does not value education and
leaves them unequipped for
success
Family structure and parental
support – Asian families

Lupton (2004) found the adult
authority structure that operates in
Asian families is similar to the schools
 Respectful behaviour towards adults
was expected from children
 This had a knock on effect in school,
parents were more likely to support
the schools discipline policies
Family structure and
parental support – White
w/c families
Lupton (2004) found that many
white w/c pupils had low aspirations
and they underachieved
 Teachers reported poorer levels of
behaviour and discipline in white w/c
schools
 Teachers blamed a lack of parental
support and negative attitudes
towards education

Criticisms of cultural
deprivation



Driver (1977) argues that this
theory ignores the positive effects
of ethnicity. E.g. black Matrifocal
families
Lawrence (1982) challenges
Pryce. He claims black pupils
underachieve because of racism
Keddie (1973) sees this theory as
victim blaming. She blames the
ethnocentric curriculum
Racism in wider society



Mason (1995) points out that
discrimination is a continuing
experience of ethnic minorities
Noon (1993) sent fictitious
applications to 100 companies. They
were more encouraging to the ‘white’
applicant
This helps to explain why some ethnic
groups face unemployment and low
pay
Internal factors and ethnic
differences in educational
achievement
 Labelling
 Pupil
 The
and teacher racism
subcultures
ethnocentric curriculum
 Selection
and segregation
Labelling and teacher
racism – Asian pupils

Teachers assumed they would
have a poor grasp of English so
they left them out of discussion

Asian pupils felt isolated when
teachers openly disapproved of
their customs
Pupil responses and
subcultures – MARY
Fuller

Group of black girls in year 11 at a
London comprehensive school
openly rejected labels given to
them by teachers

Importantly, the study shows pupils
can reject labels and can succeed
even when they refuse to conform
Mirza – failed
strategies to avoiding
racism
Racist teachers discouraged black pupils
through careers advice
 Much of the girls time was spent trying
to avoid the effects of teachers’ negative
attitudes
 They were selective about which
teachers to ask for help and avoided
picking options with teachers with racist
attitudes
 Although the girls had high self-esteem,
these strategies put them at a
disadvantage by restricting their
opportunities

Sewell: the variety of
boys’ responses
The rebels – the most visible group.
Conforming to the stereotype of the
black macho lad
 The conformists – the largest group.
Not part of a subculture, anxious to
avoid stereotyping
 The retreatists – tiny minority.
Disconnected from school and black
subcultures, despised by the rebels

Sewell: the variety of
boys’ responses

The innovators – second largest
group. pro-education, but antischool. This group are still
concerned about academic success

Sewell recognises that other factors
contribute to underperformance.
Including low aspirations, absent
fathers and media images of blacks
Racism and UnderAchievement by
Coard (1971)
1. Afro-Caribbean children are told their way
of speaking is second rate and
unacceptable
2. In the English language
‘White’ is good, ‘Black’ is evil
3. Education ignores black people
4. Racism goes on in and out of the classroom
Gillborn AND
YOUDELL 2000 –
RATIONING
EDUCATION
• Racism continues to play an important
part in disadvantaging ethnic minorities.
• They studied two high schools in
London and found racist practices.
• In both schools, black pupils were more
likely to be placed in lower sets.
•Black pupils were also more likely to be
entered for lower tiers in GCSEs. One
school entered 71% of blacks for foundation
• level maths, meaning it was impossible to
gain a grade C.
•.