ETHNICITY INTERNAL FACTORS
LABELLING
Gillborn and Youdell found that teachers were...
o Quicker to discipline black pupils than others
for the same behaviour
o This is the result of...
Racialised expectations
Teachers expected black pupils to present
more discipline problems and
misinterpreted their behaviour as
threatening or as a challenge to authority
When teachers acted on this
misperception, the pupils responded
negatively and further conflict resulted
In turn, black pupils felt teachers
underestimated their ability and picked
on them
Link to Bourne's study:
, Schools tend to see black boys as a
threat and label them negatively
Explains why there are higher levels
of exclusions from school of black
boys
Exclusions affect achievement: only 1
in 5 excluded pupils achieves 5 GCSEs
Link to Osler's study:
Black pupils also more likely to
suffer from unofficial exclusions
and 'internal exclusions'
Also more likely to be place in
PRU
Gillborn and Youdell also found that black pupils
were...
o More likely to be placed in lower sets or
streams
o Link to Foster's study:
, Teachers' stereotypes of black pupils as
badly behaved could result in them being
placed in lower sets than other pupils of
similar ability
This can result in a SFP of
underachievement
Wright's study of a multi-ethnic primary school
shows that...
o Asian pupils can also be victims of teacher's
labelling
o Teachers held ethnocentric views
o Teachers assumed they would have a poor
grasp of English and left them out of class
discussions or used simplistic, childish
language when speaking to them
o Asian pupils also felt isolated when teachers
expressed disapproval of their customs or
mispronounced their name - 'Asian girls
seemed invisible to the teachers'
LABELLING
Gillborn and Youdell found that teachers were...
o Quicker to discipline black pupils than others
for the same behaviour
o This is the result of...
Racialised expectations
Teachers expected black pupils to present
more discipline problems and
misinterpreted their behaviour as
threatening or as a challenge to authority
When teachers acted on this
misperception, the pupils responded
negatively and further conflict resulted
In turn, black pupils felt teachers
underestimated their ability and picked
on them
Link to Bourne's study:
, Schools tend to see black boys as a
threat and label them negatively
Explains why there are higher levels
of exclusions from school of black
boys
Exclusions affect achievement: only 1
in 5 excluded pupils achieves 5 GCSEs
Link to Osler's study:
Black pupils also more likely to
suffer from unofficial exclusions
and 'internal exclusions'
Also more likely to be place in
PRU
Gillborn and Youdell also found that black pupils
were...
o More likely to be placed in lower sets or
streams
o Link to Foster's study:
, Teachers' stereotypes of black pupils as
badly behaved could result in them being
placed in lower sets than other pupils of
similar ability
This can result in a SFP of
underachievement
Wright's study of a multi-ethnic primary school
shows that...
o Asian pupils can also be victims of teacher's
labelling
o Teachers held ethnocentric views
o Teachers assumed they would have a poor
grasp of English and left them out of class
discussions or used simplistic, childish
language when speaking to them
o Asian pupils also felt isolated when teachers
expressed disapproval of their customs or
mispronounced their name - 'Asian girls
seemed invisible to the teachers'
