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

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.