Download lesson-1-internal-factors12

Starter: Reading Task
1. The article mentions social mobility, what does this mean?
2. Which groups have outperformed other ethnic groups?
3. Although these groups outperform other ethnic groups, what does the article
suggest about their job prospects? What are the reasons for this?
4. Data from education Datalab found the gap between the performance of pupils
from the poorest and better-off households was widest for which group?
5. White pupils are less likely to go to university, according to the article, what are
the reasons for this?
6. What does the report recommend schools/government do, to help tackle these
issues?
7. Highlight any other concepts/phrases which relate to sociology or anything we
have looked at so far.
Starter: Reading Task
1. The article mentions social mobility, what does this mean?
-
How people in society can move between social classes
2. Which groups have outperformed other ethnic groups?
-
Bangladeshi and Pakistani students
3. Although these groups outperform other ethnic groups, what does the article suggest about their job
prospects? What are the reasons for this?
-
Less likely to be employed in a managerial or professional position, compared to white counterparts.
Driven partly by workplace discrimination.
4. Data from education Datalab found the gap between the performance of pupils from the poorest and
better-off households was widest for which group?
-
White British families
5. White pupils are less likely to go to university, according to the article, what are the reasons for this?
-
Family behaviour is one factor – parental attitudes
6. What does the report recommend schools/government do, to help tackle these issues?
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Shouldn’t set by ability
-
Try and get parents to engage more with education (particularly from white working class families,
Gypsy, Roma and Traveller groups)
Discussion…
How many internal factors can you
remember?
(internal factors = things that happen INSIDE
the school)
HINT: Think back to class – do any of these
apply? Can you think of any additional ones?
Ethnicity & educational
achievement – Internal Factors
•
To be able to describe the patterns of ethnic differences in educational
achievement
•
Understand and be able to evaluate the role of different external factors, including
cultural deprivation, material deprivation and racism in wider society
•
Understand and be able to evaluate the role of different internal factors, including
labelling, pupil subcultures, the curriculum, institutional racism and selection and
segregation.
Internal factor 1.
Labelling & teacher racism
‘Ideal pupil’ – what is the ideal pupil?
Black and Asian pupils are often the furthest away from
the ideal pupil = underachievement
Gilborn & Youdell (2000) Black pupils and discipline – key
research – what did they find?
Is there any research to support?
Internal factor 1.
Labelling & teacher racism
Asian pupils and discipline
Wright (1992) found labelling was also a factor that led to
Asian students underachieving. He found that teachers
often assumed they had a poor grasp of English and as a
result left them out of class discussions. Teachers often
expressed disapproval of their customs and
mispronounced their name. Teachers felt that Asian pupils
were problems they could ignore
STARTER - Preparation
Have a quick look over
your ethnicity booklet!
You need to contribute
to a mind map that we
are going to create as
a class on external
factors affecting
educational
achievement.
Whiteboard relay!
Counter-argument labelling
Wright (2013) in an interview-based study of 14-19 year
old young black people in Nottingham and Birmingham
who had been excluded from schools, found they
actively resist their negative school experiences and work
to transform their labelling as ‘failures’ into a desire to
have a ‘positive educational outcome’.
What does this research show? Discuss for two mins…
This research shows that negative labels don’t always
have a negative effect and lead to SFP.
Internal factor 3. pupil identities
Teachers stereotype ethnic
identities
Fill in your grid on page 11
using page 42.
Internal factor 4:
pupil responses and subcultures
Do negative labels always mean selffulfilling prophecy?
What is the opposite effect of labelling?
Summarise Fuller, Mac and Ghaill on
page 43
Pupil responses and subcultures
How could pupils respond to negative
labelling and teacher racism?
Fill in your booklet on page 12 using page 43 of the
textbook.
Sewell: The variety of boys responses
Using page 44 of the textbook,
summarise the four responses of
black pupils to the absence of
fathers and influence of peer
groups
Draw a picture representing the
four responses.
Evaluation of labelling and pupil
responses
 Labelling doesn’t focus purely on the child’s home background like
cultural deprivation theory does, labelling shows how stereotypes can
be a cause of failure
 There is danger of seeing these stereotypes as simply the product of
individual teacher’s prejudices rather than how the education system
operates as a whole
 Gillborn and Youdelll argue that the policy of publishing league tables
creates an A-C economy, and leads to a large number of black and
working-class pupils being placed in lower streams or entered for
lower tier exams
 Danger of assuming that once labelled, pupils then become victims
of S.F.P and then fail.
Internal factor 5. institutional racism
Individual racism: results from the
prejudiced views of individual
teachers and others.
Institutional racism: discrimination
that is built into the way institutions
such as schools operate.
The ethnocentric curriculum
Definition: Ethnocentric Curriculum
“This refers to the attitude or policy which gives priority to a
particular ethnic group whilst disregarding others. It could be
argued that the curriculum today is based on the white culture.”
The ethnocentric curriculum - Task
 Read through the worksheet, answer the questions
1. what phrase did Ball use to describe the curriculum?
2. As we are aware, Indian and Chinese pupils still do well at school,
what does this tell us about the effects of an ethnocentric curriculum
on educational achievement?
3. What do Troyna and Williams believe about the languages taught
at school?
4. What do Troyna and Williams believe about languages in school?
The ethnocentric curriculum - Task
 Read through the worksheet, answer the questions
1. what phrase did Ball use to describe the curriculum?
-
Promotes an attitude of ‘Little Englandism’, subjects such as history ignoring history of black and
Asian people.
2. As we are aware, Indian and Chinese pupils still do well at school, what does this tell us about
the effects of an ethnocentric curriculum on educational achievement?
- That the ethnocentric curriculum doesn’t effect all pupils, there is also a lack of history on Indian
and Chinese culture/historical events
3. What do Troyna and Williams believe about the languages taught at school?
Describe the curriculum in British schools as ethnocentric, because it gives priority to white culture
and the English language
4. What do Troyna and Williams believe about languages in school?
see the insufficient provision for teaching Asian languages as institutional racism, because it is an
example of racial bias, being built into the everyday workings of schools and colleges
Video – teacher racism
 A wake up call for all ages, this programme teaches about
prejudices using a dramatic framework.
 It provides an insight into of the realities of discrimination as
experienced by actual students in the classroom of third grade
teacher, Jane Elliott, whose demonstration shows how quickly
children can succumb to discriminatory behaviour.
 This video shows her famous exercise where she divides her class
based upon the colour of their eyes and bestows upon one group
privileges and on the other group impediments. Her work endures
to this day and decades later, still has a great deal to teach us.
Marketization and segregation (internal)
Marketization: “introducing market forces of
supply and demand into areas run by the state,
such as education and NHS.
1988 education reform act began the
marketization of education by encouraging
competition between schools and choice for
parents.
DISCUSSION
“How could schools discriminate
through their marketization?”
Come up with two ways…
Hint: think of selection
processes/admissions and
ethnicity
marketization and segregation (internal)
Biases in Britain for school admission
procedures:
- Reports from primary schools that stereotype
minority pupils
- Racist bias in interviews for school places
- Lack of information and application forms in
minority languages
Assessment – Write notes on back of
booklet
Access to opportunities… Pg. 47
• What are the problems with the ‘gifted and
talented’ programme for black Caribbean
pupils?
• Which ethnic minority group were more likely
to be entered for lower tier exams?
Summary
Chinese and Indian pupils
tend to do better
Class and gender differences
within groups, black females do
better than black males
Internal factors, teachers
racist labelling, pupil
identities & institutional
racism.
Black pupils do worse…
External factors, cultural
deprivation – unstable
family structure or
inadequate socialisation
Apply your knowledge ANSWERS
 5. A curriculum that reflects or gives priority to the culture
and viewpoint of one particular ethnic group, while
disregarding others.
6. The ideal pupil identity (white, middle-class); the
pathologised pupil identity (Asian, deserving poor); the
demonised pupil identity (black or white working-class).
Ethnicity 20 mark Essay - Item
There are clear differences in the educational achievement of different ethnic groups.
For example, in 2006, 73% of pupils of Indian origin gained 5 A*-C passes at GCSE
compared with 56% of white and 47% of black pupils. Sociologists are interested in
the causes of these inequalities in educational achievement. Some argue that ethnic
differences in educational achievement are primarily the result of school factors. For
example, Wright (1992) found that teachers perceived and treated minority ethnic
pupils differently from white pupils. Afro-Caribbean boys were often expected to
behave badly and they received a disproportionate amount of negative teacher
attention. Other sociologists claim that non-school factors such as family structure and
home background have a greater impact on the educational achievement of different
ethnic groups
Question
Applying material from Item A and your knowledge,
evaluate the claim that ‘ethnic differences in
educational achievement are primarily the result of
school factors’
(20 marks)
Plenary
Summarise
what you have
learnt about
internal factors
on your post-it