Pupil Responses and Subcultures in Education
This page continues the discussion on how pupils respond to stereotypes and form subcultures within the school environment, further exploring the factors contributing to ethnic differences in educational achievement in the UK.
The page begins by elaborating on Fuller's (1984) study of Year 11 black girls, which demonstrated how some students actively resist negative labelling and use their experiences of racism as motivation to succeed academically.
Highlight: This research challenges the notion that all students from minority backgrounds internalize negative stereotypes, showing instead that some develop strategies to overcome systemic barriers.
The concept of pupil subcultures is explored in more depth, examining how students form groups in response to their experiences within the education system. These subcultures can have a significant impact on academic performance and attitudes towards education.
Definition: Pupil subcultures - Groups formed by students within the school environment, often based on shared experiences, attitudes, or responses to the educational system.
The page likely discusses various types of subcultures that may emerge, such as pro-school, anti-school, or those that balance academic success with maintaining cultural identity. These subcultures can influence how students engage with their education and respond to teacher expectations.
Example: A pro-school subculture among some Asian students might reinforce high academic expectations, while an anti-school subculture among some black students could be a response to perceived institutional racism.
The impact of labelling theory effects on minority students is further examined, showing how students' responses to labelling can vary. Some may internalize negative labels, leading to self-fulfilling prophecies of underachievement, while others might actively resist these labels and strive for success.
Vocabulary: Self-fulfilling prophecy - A prediction that causes itself to become true due to the behavior it inspires.
The page may also touch on the intersection of ethnicity, gender, and class in shaping pupil responses and subcultures. This intersectional approach helps to explain the complex dynamics at play in educational achievement among different ethnic groups.
Quote: Archer and Francis note the "negative positive stereotype" where teachers may praise certain ethnic groups while simultaneously holding negative assumptions about their cultural backgrounds.
This concept highlights the nuanced nature of stereotyping in education and how even seemingly positive stereotypes can have detrimental effects on students' educational experiences and outcomes.
The page concludes by emphasizing the importance of understanding pupil responses and subcultures in addressing ethnic differences in educational achievement UK. It suggests that recognizing and addressing these dynamics is crucial for creating a more equitable education system that supports the success of all students, regardless of their ethnic background.
