Black pupils felt that teachers underestimated them and picked on them. Gillborn and Youdell conclude that much of the conflict between white teachers and black pupils stems from racial stereotypes which the teachers hold rather than the pupil’s behaviour. Thus, it creates ethnic differences in education achievement as if the teachers do this then it makes the students less motivated to work which may be the reason why black ethnic minority groups might do worst in education. On the other hand, some sociologists would argue and say that the external factors are the important factors which cause ethnic differences in achievement. The Swann report (1985) found that some minorities
Many sociologists have linked labelling in school, especially by teachers, with the difference in achievements in terms of ethnicity. Negative stereotypes and labels may cause teacher to treat students from an ethnic minority differently, which could in turn, disadvantage them and ultimately, result in them underachieving. Studies from different sociologists back up and support this. Gillborn and Youdell (2000) found in their studies that teachers were more likely to discipline black students quicker than they would with their white counterparts, due to the fact that teachers held “racialised expectations”. They argued that they stereotyped and expected black students to present behaviour such as threatening and challenging authority, which leaves the student feeling underestimated and picked on.
(Attitudes are prejudices when they are generally disapproved of). A practitioner having negative attitudes. This might mean that their sour treatment will be passed on to the client and the client might become hostile and rude towards the practitioner. A teacher presenting a negative attitude towards a special needs child will mean that the child could become hostile, rude and frustrated and cause a change in behaviour for the worst and decrease in life quality. For example a special needs child trying to colour in a picture with the right colours and getting it wrong and a teacher then says â€˜God, youâ€™re doing it wrongâ€™ orâ€™ Itâ€™s not very well doneâ€™ instead of saying â€˜Youâ€™re getting good at itâ€™ or â€˜ Itâ€™s coming out nicely.
Payne states that impoverished students face inequality at school, insinuating that the school should be responsible for helping to provide for these students so that they can have a better education. Gorski sees that responsibility lies most likely with us, who can aid teachers in offering a hand, as they are underpaid and are not able to do much on their own. The two authors have clashing ideas as to why students are in poverty: Payne believes that the impoverished students are lazy and have their own set of
These ‘streams’ would then depict how the child would learn; higher streams would be higher status knowledge and lower streams lower status knowledge (Keddie 1971). The way the children reacted to this streaming then affected the way they performed. M/C benefitted, becoming the pupil the teachers idolised, and W/C became ‘locked in’ to their stream and ‘got the message’ that they were written-off and weren’t to achieve good grades. Streaming is an element of the Self Fulfilling Prophecy, put forward by Rosenthal and Jacobson (1968), where by labelling these pupils and treating the pupil according to the label then the pupil would internalise this idea and become it. The Self Fulfilling Prophecy is relative to over-achievement and under-achievement, just as one pupil can become the ideal pupil and succeed, another can slip into the prediction
The African Child’s Identity Elliott’s White Veneer demonstrates how sufficiently the veneer covers a dark surface, an African American child. In the 1930s African and white children were split into different schools. In this era white Americans discriminated against African Americans because they did not have the same skin color. For this reason, African Americans were mistreated and also misconceived. This primarily affected African American children because their education system was different from the white children.
The self-fulfilling prophecy is a prediction that comes true simply by it being made, which leads to a student’s underachievement. If teachers have low expectations of certain children and they are aware of these expectations, these children may develop a negative self-concept. They may come to see themselves as failures and give up trying, thereby fulfilling their original prophecy and leading to underachievement. Studies show that self-fulfilling prophecy is particularly less likely to occur when children are streamed. Streaming involves separating children into different ability groups or classes called 'streams'.
However short-term effects of bullying for the victim may make them feel angry which can develop inside and cause a depression state of mind. Victims can feel scared/frightened of perhaps walking down where the bullying occurs. Victims avoid going to school simply because of the constant daily bullying or threats. This on the other hand can lead for the pupil to achieve low marks not doing well academically at
However, he also found that some teachers labelled all Black boys as rebels, regardless of the facts. Using material from Item B and elsewhere, assess the strengths and limitations of one of the following methods for the study of educational achievement among ethnic-minority pupils: (b) Official statistics (20 marks) Positivist sociologists would argue that by using secondary data in the form of official statistics, researchers are able to maintain an objective position in the process thus enabling them to avoid the dangers of interviewer bias and the possibility of data being misinterpreted. Item B suggests ‘there is considerable evidence to show that some pupils from ethnic minority backgrounds fall behind in school, particularly during the secondary phase’. The Item implies the availability of statistics providing evidence of achievement levels of ethnic-minority pupils. For example schools now have to provide data on SATs, G.C.S.E.
When a parent or guardian does any type of abuse to a child it causes them to feel bad about themselves. Some children blame themselves for getting abused because they feel that if they were a perfect child they would not have got hit in the first place. In addition, it may cause the child to feel as if he or she can not please their parents or peers. Another effect of child abuse is the child grows to have no self-value. This mainly occurs when a parents use verbal abuse and puts his or her child down.