1. Why might this be? What external factors can we take into account?
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?

2. 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.

3. Official Statistics

4. 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 & Identity
Pupil Responses & Subcultures
The Ethnocentric Curriculum (next lesson)
Institutional Racism (next lesson)
Selection and Segregation (next lesson)
Worksheet for Independent Learners

5. Labelling & Teacher Racism
Becker (1971) Labelling
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…….
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.

6. Link to Methods (Observations)
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)

7. 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….

8. Mirza (1992) ‘Failed Strategies for Avoiding Racism’:
Mirza highlights how some pupils are not able to develop coping strategies when faced with teacher racism & labelling.
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.

9. 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 majority of Black pupils accepted the values of the school & were eager to succeed.
> Conformity:
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:
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?

10. Plenary Questions
1) 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)

11. Plenary
Talk for as long as you can, justifying which reason is the most important internal factor leading to EM underachievement:
Teacher Labelling
Streaming
Pupil Identity
Pupil responses to labelling
Subcultures
Key Concept = + 5 points
Sociologist = + 20 points
Evaluation Point = + 10 points
Link to external factors = + 10 points

12. Internal Factors 2. Pupils responses and subcultures
ETHNIC DIFFERENCES IN ACHIEVEMENT- Internal Factors
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.
Task: Read the information on p.41-45and complete the sheet.
Wright (1992) – Asian Pupils
Mirza (1992) – Trying to avoid racism
Mac an Ghaill(1992)
Gillborn & Youdell (1990) – Black Pupils and discipline / streaming
Internal Factors
2. Pupils responses and subcultures
1. Labelling , Teacher Racism & Identity
Archer (2008) Pupil Identity
Archer (2008) Chinese Pupils
Sewell(1996) – Racial stereotyping of black boys.
Fuller (1984) – Black girls rejecting negative labels.