Differential Educational Achievement – ETHNICITY (Internal)

teachers quick to discipline black pupils- see black pupils as anti-authority. Create conflict.

Teachers stereotype black pupils and then place them in low sets/streams.

Also suffer labelling, teachers held ethnocentric views, affected who they were related to – leave them out of discussions.

teachers define pupils by stereotypical ethnic identities – lack favoured ideal pupil characteristics – NEGATIVE LABELLING.

teachers’ dominant way of looking and define pupils’ ethnic identity. When students challenge it they are treated harsher.

white, M/C, masculine, normal sexuality, achieving in natural talent.

studied black girls who where lower streams yet achieve highly – reject neg labels.

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

Rebels most influential group but still minority. Black boys reject school due to absent fathers and tough love and then anti-school subculture.

racism is a feature of society 🡪 e.g. institutional racism.

marketisation allows for more covert selection to take place – segregation.

reflect culture of one ethnic group (dominant). E.g. History.

system rigged to validate dominant culture.

white are 2x more likely to be accepted than EM.

teachers and policy makers make false assumptions about ability and potential. Seen as fixed and cannot be changed. Tests are skewed to dominant culture and support them.