Ethnicity and Achievement - Labelling and Pupil identities
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- Created on: 25-04-17 20:31
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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
- Cecile Wright also believed that Asian pupils can be victim of teacher labelling
- 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
- 1. The ideal pupil identity = A white, middle class masculinised identity with a normal sexuality
- 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
- Archer believes that ethnic minority pupils are more likely to be seen as either demonised or pathological pupil identities
- Louise Archer (2008) believes that teachers have a dominant discourse (way of seeing things)
- Asian pupils and teacher labelling
- 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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