Dr Marie Stewart HERAG Think Tank 4 14 June 2017 c TaylorStewart Associates wwwtaylorstewartcom BAME STUDENTS UNDERACHIEVEMENT Should we FIX the students Deficit model FIX the universities ID: 613062
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Slide1
UNCONSCIOUS PROCESSES DEPRESSING BAME STUDENTS’ ATTAINMENT
Dr Marie StewartHERAG Think Tank 414 June 2017
(c) Taylor-Stewart Associates www.taylorstewart.comSlide2
BAME STUDENTS’ UNDER-ACHIEVEMENT…
Should weFIX the students? ‘Deficit model’FIX the universities? Culture change
(c) Taylor-Stewart Associates www.taylorstewart.comSlide3
INDIRECT DISCRIMINATION
Wherean apparently neutral provision, criterion or practiceputs/would put persons in one group at a particular disadvantage compared with persons in another groupand this cannot be objectively justified(c) Taylor-Stewart Associates www.taylorstewart.comSlide4
DISCRIMINATORY PROCESSES
IMPLICIT/UNCONSCIOUS BIASUnconscious assumptions and beliefs,
of which we may be unaware
or unwilling to acknowledge,
that can affect our behaviour.
(c) Taylor-Stewart Associates www.taylorstewart.comSlide5
IMPLICIT/UNCONSCIOUS PROCESSES
Beliefs about intelligence/abilitiesNegative stereotypingAttribution: explanations for behaviour(c) Taylor-Stewart Associates www.taylorstewart.comSlide6
MINDSET
‘FIXED’ MINDSETBasic qualities like intelligence are fixed traitsAcademic success depends on ability‘GROWTH’ MINDSETAbilities are developed through effort Talent is just the starting point
Dweck
(2006)
(c) Taylor-Stewart Associates www.taylorstewart.comSlide7
STEREOTYPE THREAT
Stereotypes are oversimplified, rigid & generalised beliefs about groups of people in which all
individuals
are regarded as having the same set of leading characteristics.
Furnham
& Lamb
Stereotype threat
refers to being at risk of
confirming
, as a self characteristic, a negative stereotype about one’s social group.
Steele & Aronson
(1995)
(c) Taylor-Stewart Associates www.taylorstewart.comSlide8
‘IN GROUPS’ / ‘OUT GROUPS’
Attribution of success or failure(c) Taylor-Stewart Associates www.taylorstewart.com
IN GROUP
OUT GROUP
POSITIVE/
ACHIEVEMENT
NEGATIVE/
FAILURESlide9
‘IN GROUPS’ / ‘OUT GROUPS’
Attribution of success or failure(c) Taylor-Stewart Associates www.taylorstewart.com
IN GROUP
OUT GROUP
POSITIVE/
ACHIEVEMENT
Internal / Permanent
NEGATIVE/
FAILURE
External / TemporarySlide10
‘IN GROUPS’ / ‘OUT GROUPS’
Attribution of success or failure(c) Taylor-Stewart Associates www.taylorstewart.com
IN GROUP
OUT GROUP
POSITIVE /
ACHIEVEMENT
Internal
/ Permanent
External / Temporary
NEGATIVE
/
FAILURE
External / Temporary
Internal
/ PermanentSlide11
What can teachers do
to reduce potentially negative effects of these processes?
(c) Taylor-Stewart Associates www.taylorstewart.comSlide12
Carol
S Dweck (2006) Mindset: The new psychology of success Random HouseDweck: 2013 Ridley Lecture:www.youtube.com/watch?v=eGnqgXmlTk4 1.07.56
Claude M Steele (2010)
Whistling Vivaldi: And other clues to how stereotypes affect us
W
W
Norton & Co
Pettigrew, T F (1979) The ultimate attribution error: extending
Allport’s
cognitive analysis of prejudice.
Personality & Social Psychology Bulletin
5
(4)
461-476
(c) Taylor-Stewart Associates www.taylorstewart.com