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Bullet Point Note Gillborn and Bullet Point Note Gillborn and

Bullet Point Note Gillborn and - PowerPoint Presentation

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Bullet Point Note Gillborn and - PPT Presentation

Mirza 2000 described how in one local education authority AfricanCaribbean children were the highest achievers on entry to primary school Yet by the time it came to GCSE they had the worst results of any ethnic group ID: 704567

pupils amp labelling black amp pupils black labelling racism ethnic responses teachers teacher factors identity group school subcultures internal

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Slide1

Bullet Point Note

Gillborn and Mirza (2000) described how in one local education authority, African-Caribbean children were the highest achievers on entry to primary school. Yet by the time it came to GCSE, they had the worst results of any ethnic group. Why might this be? What external factors can we take into account? Slide2

Internal factors for Ethnic differences in achievement (Labelling, Identity, & Subcultures)

Explore notions of labelling, identity, and subcultures within Ethnic Minorities and analyse key studies.Evaluate the role of different factors in educational achievement.

SPEC:

Different sociological explanations of ethnic differences in educational achievement in relation to internal factors,

e.g.

racist labelling, the self-fulfilling prophecy, pupil subcultural responses, and ethnic identities.

ALL (Grade C/D)Be able to identify and describe how identity, teacher racism and pupil responses to it can result in underachievement in minority ethnic students, referencing one sociological study.

MOST (Grade B/C)Be able to identify and describe different ways in which identity, teacher racism and pupil responses to it can result in underachievement in minority ethnic students, using examples and referencing more than one sociological study.

SOME (Grade A/A*)

Be able to identify and

describe in depth,

different ways in

which identity,

teacher racism and pupil responses to it can result in underachievement in minority ethnic students, using examples and

referencing and evaluating a range of sociological studies.Slide3

Official StatisticsSlide4

Internal Factors (Within Schools)

If a group of children can begin their education as the highest achievers and finish it as the lowest achievers, this suggests that something is going on in school. We will look at five possible ‘internal’ factors: Labelling, Teacher Racism & IdentityPupil Responses & Subcultures

The Ethnocentric Curriculum (next lesson)

Institutional Racism (next lesson)

Selection and Segregation (next lesson)

Worksheet for Independent LearnersSlide5

Labelling & Teacher Racism

Recap: What is Labelling & who coined the term?

Interactionist/ Labelling theory look how teachers label pupils from different ethnic groups differently. Particular focus is on how Black & Asian pupils are labelled negatively…….

Becker (1971) Labelling

Gillborn & Youdell (2000) ‘Rationing Education’.

Teachers were quick to discipline Black pupils than others for similar behaviour. Teachers hold ‘Racialised Expectations’.

As such teachers misinterpret behaviour & see Black pupils as anti-authority. This creates conflict between teachers & pupils which reinforce stereotypes & leads to further problems.Slide6

Bourne (1994) & Foster (1990):

Black boys often get seen as threats and as such labelled negatively

leading

to more exclusions. They are also more likely to be placed in lower sets & streams.

Wright (1992): ‘Early Education’:

Many Asian pupils are the victims of labelling due to teachers’ ‘Ethnocentric Views’.

(Assuming that ‘British Culture’ & Standard English are Superior)

This means that many Asian pupils are

left

out of discussions, have their names mispronounced. This leads to ‘Marginalisation’ (& accordingly underachievement).

Link to Methods (Observations)Slide7

Pupil Responses & Subcultures:

When a label is attributed to someone, it does not necessarily mean that there is one set-response to it. On the contrary there are many different responses….

Fuller & Mac an Ghaill (1984): ‘Rejection of Labels’:

Fuller studied a group of black girls in year 11 in a London Comprehensive who were in lower streams yet were achieving highly.

These girls did not conform to all the values of school (e.g. respect for teachers) but did value educational success enough to push themselves.

Mac an Ghaill discovered similar findings in his study of Black & Asian A-Level pupils. Each of these studies show how labelling does not always follow the same negative pattern.

….There is evidence however that labelling can & does have a negative impact on pupils……

Both of these studies show how can be challenged as long as the pupils are able to produce adequate coping strategies….Slide8

Mirza highlights how some pupils are not able to develop coping strategies when faced with teacher racism & labelling.

Mirza (1992) ‘Failed Strategies for Avoiding Racism’:

Mirza found that teachers ‘cooled down’ black pupils when discussing careers & further education plans. 3 types of racism was identified:

> The Colour Blind:

Believed all pupils are equal but in practice allowed racism to go unchallenged.

> The Liberal Chauvinists:

Believed Black pupils to be culturally deprived & thus have low-expectations of them.

> The Overt Racists:

Believe Black pupils are inferior & actively discriminate against them.

These girls were selective about which teachers to talk to & chose to get on with their own work rather than joining in class tasks in lessons. This was a poor strategy as it meant the girls fell behind with work & limited their options for help. Slide9

Sewell (1998) ‘Loose Cannons’:

Examined the different strategies that Black boys used to cope with racism. One of Sewell’s conclusions was that teachers hold a stereotype of ‘Black Machismo’ – seeing Black pupils as rebellious & anti-authority.

Sewell argues that there are 4 main responses to teacher racism (Link to Crime & deviance – Merton & Strain Theory):

The most influential group but still a minority. These rejected the values of the school & opposed the school by joining a peer group. These reinforced the negative stereotypes of ‘Black Machismo’ .

> Rebellion:

The majority of Black pupils accepted the values of the school & were eager to succeed.

> Conformity:

A small minority who isolated & disconnected with peer group subcultures & the school. These kept a low profile.

>

Retreatism

:

Second largest group who were pro-education but anti-school (like the girls in Fuller’s study). They distanced themselves from ‘Conformists’ enough to keep credibility with the ‘Rebels’ whilst valuing education success.

> Innovation:

How can labelling theory be criticised?Slide10

Plenary Questions1) Define the term ‘Ethnicity’ (2 marks)

2) Using one example, explain why Black students are more likely to be excluded. (2 marks)3) Outline three responses to labelling by Ethnic Minority students (6 marks)Slide11

Plenary

Talk for as long as you can, justifying which reason is the most important internal factor leading to EM underachievement:Teacher LabellingStreamingPupil IdentityPupil responses to labellingSubculturesKey Concept = + 5 pointsSociologist = + 20 pointsEvaluation Point = + 10 pointsLink to external factors = + 10 pointsSlide12

Gillborn &

Youdell (1990) – Black Pupils and discipline / streaming

Ethnic Group: people who share a common history, customs and identity, as well as, in most cases, language and religion, and see themselves as a distinct unit.

ETHNIC DIFFERENCES IN ACHIEVEMENT- Internal Factors

Task

: Read the information on p.41-45and complete the sheet.

Internal Factors

1. Labelling ,

Teacher

Racism & Identity

Wright (1992) – Asian Pupils

2. Pupils responses and subcultures

Archer (2008) Pupil Identity

Mirza (1992) – Trying to avoid racism

Mac an

Ghaill

(1992)

Fuller (1984) – Black girls rejecting negative labels.

Sewell(1996) – Racial stereotyping of black boys.

Archer (2008) Chinese Pupils