Outline and explain two ways in which teacher-pupil interactions may affect the educational achievement of pupils from minority ethnic groups.
AQA
A Level
2024
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Teacher-Pupil Interactions and Educational Achievement of Minority Ethnic Groups
This essay will outline and explain two ways in which teacher-pupil interactions may affect the educational achievement of pupils from minority ethnic groups. Firstly, it will explore the impact of teacher labelling and the subsequent responses from pupils, focusing on the work of Fuller. Secondly, it will examine the role of teacher-pupil relationships in shaping a student's master status and how this can influence their educational experiences.
Teacher Labelling and Self-Fulfilling Prophecy
Teacher labelling refers to the process by which teachers make assumptions about students based on their ethnicity or other social characteristics. This labelling can be both positive and negative, but studies have shown that minority ethnic groups are often subject to negative labelling. For example, teachers may perceive students from certain ethnic backgrounds as less able or more disruptive, leading to lower expectations and reduced opportunities. This can result in a self-fulfilling prophecy, where students internalize these negative labels and ultimately underperform.
Fuller's study of black pupils in a London comprehensive school provides valuable insight into how students respond to teacher labelling. He found that some students actively resisted negative labelling by forming anti-school subcultures, which enabled them to maintain their identities and resist the pressures of the school system. However, other students developed pro-education responses, where they focused on achieving academic success to challenge negative stereotypes and prove their abilities. These responses demonstrate the complex ways in which students navigate teacher labelling and its potential impact on their achievement.
Teacher-Pupil Relationships and Master Status
Beyond labelling, the quality of teacher-pupil relationships can significantly influence a student's educational experiences and subsequent achievement. A positive relationship can foster a sense of belonging, motivation, and trust, leading to increased engagement and higher attainment. Conversely, negative relationships can create feelings of alienation, disengagement, and resentment, ultimately hindering academic progress.
The concept of master status helps explain how teacher-pupil relationships can affect a student's overall school experience. A student's ethnicity can become their master status, overshadowing other aspects of their identity and influencing how they are treated by teachers, peers, and others within the school. If a student is perceived primarily through the lens of their ethnicity, they may face discrimination or prejudice, impacting their self-esteem and motivation, and leading to a negative impact on their educational attainment.
Conclusion
In conclusion, teacher-pupil interactions can have a significant impact on the educational achievement of pupils from minority ethnic groups. Teacher labelling, whether intentional or unintentional, can lead to negative self-fulfilling prophecies, while the quality of teacher-pupil relationships can shape a student's master status and influence their overall school experience. These factors highlight the importance of addressing both explicit and implicit biases within the education system to ensure equitable opportunities for all students, regardless of their ethnic background.
Teacher-Pupil Interactions and Educational Achievement of Minority Ethnic Groups
This essay will examine two ways in which teacher-pupil interactions can impact the educational achievement of students from minority ethnic groups. We will explore the concepts of teacher labelling and its potential to create self-fulfilling prophecies, as well as the impact of biased school disciplinary systems and practices like streaming and setting.
Teacher Labelling and Self-Fulfilling Prophecies
Teacher labelling occurs when teachers attach labels or stereotypes to students based on factors like ethnicity, class, or behaviour. These labels can become particularly significant for students from minority ethnic groups, who may already face societal prejudices. For instance, a teacher might perceive a Black Caribbean student as disruptive and label them accordingly, leading to less encouragement and attention compared to their peers. This can create a self-fulfilling prophecy, where the student internalizes the label and behaves accordingly.
Research by sociologists like David Gillborn and Cecile Wright has highlighted how negative labelling can disproportionately impact Black Caribbean students, contributing to their overrepresentation in lower sets and streams. Conversely, some minority ethnic students may respond to negative labels by striving to disprove them, leading to a pro-education, anti-school response as identified by Fuller in her study of Black girls in London. These girls rejected the negative labels placed upon them but maintained their commitment to education. This demonstrates how teacher-pupil interactions can have diverse and complex impacts on educational outcomes.
School Disciplinary Systems and Practices
Beyond individual teacher interactions, the broader school system can also disadvantage minority ethnic students. School disciplinary systems are often criticized for reflecting and perpetuating existing social inequalities. Studies show that Black students are disproportionately subject to exclusions and punishments compared to their white peers, even for similar offences. This disparity can be attributed to unconscious biases held by teachers and a lack of cultural sensitivity within school policies.
Furthermore, practices like streaming and setting, which group students by perceived ability, can exacerbate existing inequalities. Minority ethnic students are often disproportionately placed in lower sets, limiting their access to challenging curriculum and high-quality teaching. This can lead to a sense of resignation and lower aspirations, ultimately impacting their educational achievement.
Conclusion
Teacher-pupil interactions play a significant role in shaping the educational experiences and outcomes of students from minority ethnic groups. Negative teacher labelling can contribute to self-fulfilling prophecies, while biased disciplinary systems and practices like streaming and setting can further disadvantage these students. Addressing these issues requires a multi-faceted approach, including promoting cultural awareness among teachers, implementing fairer disciplinary policies, and ensuring equitable access to resources and opportunities for all students.