Sociology: Ethnicity and Education - Key Facts and Sociologists 3

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This sociologist found Black and Asian A-Level students do not necessarily accept negative labels about themselves, the self-fulfilling prophecy was not inevitable. Factors such as ethnic group, gender and previous educational experience influenced how the student responded to the label.

This sociologist states that the glorification of British colonisation presents Black people as being inferior, which undermines Black children's self-esteem and leads to their failure.

This sociologist found Pakistani and Black students were subjected to racism from pupils and teachers.

This term is used to describe a curriculum that revolves around regarding a culture/language as superior, whilst the others are regarded as inferior.

This sociologist argues that Black children do not in fact suffer from low self-esteem.

This sociologist stated that the Aiming High Scheme emphasis was on 'fixing' individuals supposedly low aspirations, for instance through the use of learning mentors. Teachers' dominant discourse defines minority ethnic group pupils' identities as lacking the favoured identity of the ideal pupil.

This sociologist stated that the National Curriculum = 'specifically British' curriculum.

This term refers to teachers who believe Black pupils are culturally deprived and who have low expectations of them. This term was coined by Heidi Mirza.

This sociologist studied ambitious Black girls who faced teacher racism. They found that racist teachers discouraged Black pupils from being ambitious, through the kind of advice they gave them about their careers and option choices.

This term refers to the access to opportunities such as higher sets or The Gifted and Talent Programme depend heavily on teachers' assessments of pupils' ability. David Gillborn notes, "When teachers are asked to judge the 'potential' and/or 'motivation' of their students, they tend to place disproportionate numbers of Black students in low ranked groups.".

There was an amendment to this act for education, which placed a general duty on all schools (and public authorities) to eliminate racial discrimination, promote equality of opportunity and promote good relations between people of different racial groups.

This sociologist argues that adult authority in Asian families is similar to the model that operates in schools. They found that respectful behaviour towards adults was expected from children, which had a knock-on effect in school, since parents were more likely to be supportive of school behaviour policies.

This sociologist studied a group of high achieving Black girls in year 11 at a London Comprehensive school. They were high achievers in school where most Black girls were placed in low streams. These girls channelled their anger about being negatively labelled into the pursuit of educational success. They did it for a positive self-image and for achieving in impartial external exams.

This sociologist criticises the National Curriculum for ignoring ethnic diversity and for promoting an attitude of 'little Englandism'. For example, the history curriculum tries to recreate a 'mythical age of empire and past glories', while ignoring the history of Black and Asian people.

This term is used to describe practices and procedures within an institution that place one or more groups at a disadvantage based upon their ethnic background. In schools, this is found in admissions policies and procedures, an ethnocentric curriculum and ethnocentrism in food, uniform and holidays, as well as racist abuse being tolerated by teachers, they don't actively challenge racist behaviour. Within schools, this term can impact pupil achievement via: marketisation, higher education, excessive disciplinary focus on Black students as well as lower expectations on these students leading to lower achievement or conflict.