Exploring teacher perceptions and expectations of Turkish, Kurdish and Turkish Cypriot girls from the perspectives of both teachers and students in three London secondary schools

Abstract

This article considers the role of teacher perceptions and expectations in the relatively low educational achievement of Turkish, Kurdish and Turkish Cypriot (T/K/TC) girls in the English secondary system. Recent research emphasises the ‘invisibility’ of these groups within educational settings. However, the study reported here finds, on the contrary, that T/K/TC students are visible in these schools. A bipolarity of stereotypes emerges from interviews with key school staff, including that of the low-achieving ‘Turkish’ girl who chooses to invest in her personal appearance rather than exploit educational opportunities. The relationship between such teacher perceptions and expectations is explored, drawing on student as well as teacher perspectives. A Bourdieuian analysis highlighting the concept of habitus suggests that there is dissonance between T/K/TC girls’ lives at home and at school, while school staff underestimate their lack of familiarity with this group’s way of life.

Keywords:

• Turkish
• Kurdish
• Turkish Cypriot
• girls
• educational achievement
• teacher expectations
• Bourdieu
• habitus

Notes

1. Most of this research was carried out between 2002 and 2004.

2. GCSE (General Certificate of Secondary Education) refers to the courses and examinations taken at 16 plus by students in the UK. The UK government‘s benchmark for success in this examination is the percentage gaining five A^∗–Cs, including Maths and English, for each school.

3. Not the real names, or references to actual places where schools are situated

4. GNVQ (General National Vocational Qualification) courses can be taken between the ages of 14 and 19. They form an alternative to GCSEs and are less traditionally academic in content. A (Advanced) level refers to courses and examinations taken for two years, typically from the age of 16 to 18. A level passes are required for university entrance.

5. Pseudonyms are used throughout the text for participants in the study.

6. GCSE papers can be taken at Foundation (lower) or Higher level. Foundation level papers have a grade range of C to U, while higher papers have a range from A^∗–U.