Ethnicity and Achievement - Labelling and Pupil identities

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  • Ethnicity and Achievement - Labelling and Pupil identities
    • Asian pupils and teacher labelling
      • Cecile Wright also believed that Asian pupils can be victim of teacher labelling
        • Teachers didn't see them as a threat (unlike Black pupils) but as a problem that they could ignore
        • Asian pupils also felt isolated when teachers mispronounced their names
        • As conclusion, Asian pupils (especially girls) were pushed to the edges and prevented from participating fully
        • She found that despite schools clear commitment to equal opportunities, teachers held ethnocentric views, the look for granted that British culture and standard English were superior
          • This affected how they relate to Asian pupils. For example, teachers assumed they would have a poor standard English and left them out of class discussions or used simplistic, childish language when speaking to them
    • Black pupils in education
      • Black pupils are a focus group in the sociology of education because the statistics suggest that they underachieve the most
      • Gilborn & Youdell (2000) studied the impact of labelling on black pupils and behaviour in school
        • They argued that this is the result of teacher's 'racialised expectations'
        • They found that teachers expected black pupils to present more discipline problems and misinterpreted their behaviour as threatening
        • Black pupils felt teachers  underestimated their ability and picked on them
        • They conclude that much of the conflict between white teachers and black pupils stems from the racial stereotypes teachers hold, rather than the pupils actual behaviour
    • Pupil Identities
      • Louise Archer (2008) believes that teachers have a dominant discourse (way of seeing things)
        • 1. The ideal pupil identity = A white, middle class masculinised identity with a normal sexuality
          • This pupil is seen as achieving in the 'right' way through natural ability and initiative
        • 2. The Parthologisted pupil identity = An Asian, 'deserving poor', feminised identity, either a sexual or with an oppressed sexuality
          • This pupil is seen as a plodding, conformist and culture - bound 'over-achiever'  : A slogger who succeeds through hard work rather then natural ability
        • 3. The demonised pupil identity = A black or white working class, hyper-sexualised identity
          • This pupil is seen as unintelligent, peer-led, culturally deprived under-achiever
        • This therefore leads them to define pupils ethnic minorities as lacking the characterist
      • How do these pupil identities link to ethnicity?
        • Archer believes that ethnic minority pupils are more likely to be seen as either demonised or pathological pupil identities
          • As a result of this teacher treat students of ethnic minorities differently in term of how they might challenge behaviour etc
  • Black pupils in education
    • Black pupils are a focus group in the sociology of education because the statistics suggest that they underachieve the most
    • Gilborn & Youdell (2000) studied the impact of labelling on black pupils and behaviour in school
      • They argued that this is the result of teacher's 'racialised expectations'
      • They found that teachers expected black pupils to present more discipline problems and misinterpreted their behaviour as threatening
      • Black pupils felt teachers  underestimated their ability and picked on them
      • They conclude that much of the conflict between white teachers and black pupils stems from the racial stereotypes teachers hold, rather than the pupils actual behaviour

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