2.2 differential educational attainment - ethnicity Flashcards

1
Q

Which ethnic groups performed the highest in GCSEs in 2013/2014?

A
  • Chinese and Indian
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2
Q

Which ethnic groups performed the lowest in GCSEs in 2013/2014?

A

gypsy/roma and black Caribbean

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3
Q

What ethnic group performed the highest in GCSEs in 2015/2016?

A

Chinese

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4
Q

What ethnic groups performed the highest in GCSES in 2021/22?

A

Chinese and Indiam

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5
Q

What ethnic group performed lowest in GCSEs in 2021/22?

A

Gypsy/Roma

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6
Q

How can cultural deprivation explain differences in educational attainment with different ethnicities?

A
  • low income black families lack intellectual stimulation, fail to develop reasoning and problem solving skills
  • children who don’t speak English at home may be held back educationally
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7
Q

What is a criticism of children who don’t speak English at home’s low attainment?

A

the Swan Report (1985) = language isn’t a major educational factor

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8
Q

What does Bereiter and Engelmann (1966) argue about cultural deprivation?

A

the language of poorer black American families is ungrammatical and disjointed
- their children are unable to express abstract ideas, thus there is a major barrier to educational success
BUT this is outdated and harmful

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9
Q

What other cultural deprivation arguments are there?

A
  • the subculture into which some black children are socialised is fatalistic
  • the lack of a male role model for some African or Caribbean boys - encourages an anti-educational macho gang culture
  • high rates of lone parenthood + lack of positive role models leads to the underachievement of Black Caribbeans
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10
Q

What did Moynihan (1965) argue about differential educational attainment?

A
  • the culture of poverty:
  • the absence of a male role model produces inadequately socialised children
  • then they become inadequate parents themselves
  • perpetuates a culture of poverty
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11
Q

What did Pryce (1979) argue about differential educational attainment?

A
  • the impact of slavery:
  • Black Caribbean culture is less resistant to racism because of the experience of slavery
  • many black people have low self-esteem and underachieve
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12
Q

What did Khan (1979) argue about Asian families?

A
  • the Asian family is an obstacle to achievement especially for girls, because it takes a controlling attitude towards them
  • as a result they do less well than boys
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13
Q

What are some criticisms of Khan?

A
  • some Asian familes have more positive attitudes towards their education and that adult authority in them is similar to that in school
  • Asian parents are more likely to support the school’s behaviour policies
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14
Q

What are some criticisms of Khan?

A
  • some Asian familes have more positive attitudes towards their education and that adult authority in them is similar to that in school
  • Asian parents are more likely to support the school’s behaviour policies
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15
Q

What did Stephen Strand find in his analysis of data from the 2004 Longitudinal Study of Young People?

A
  • Indian students are the ethnic group:
  • most likely to complete homework 5 times a week
  • less likely to truant
  • less likely to be excluded
  • parents were more likely to say that they knew where their children were
  • this suggests that higher parental and student aspirations offset the disadvantaging effects from social and economic factors
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16
Q

What did Stephen Strand find in his analysis of data from the 2004 Longitudinal Study of Young People?

A
  • Indian students are the ethnic group:
  • most likely to complete homework 5 times a week
  • less likely to truant
  • less likely to be excluded
  • parents were more likely to say that they knew where their children were
  • this suggests that higher parental and student aspirations offset the disadvantaging effects from social and economic factors
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17
Q

What did Francis and Archer (2005) argue about British Chinese students and parents?

A
  • the high value placed on education by parents, coupled with a strong cultural tradition of respect for one’s elders, which facilitates the transmission of high educational aspiration from parents to children, and that students derive positive self-esteem from constructing themselves as good students
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18
Q

What does Lupton (2004) argue about WC white pupils?

A
  • teachers reported poorer levels of behaviour and discipline in the white working class schools
  • they linked this to lower levels of parental support
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19
Q

What did Evans(2006) argue about white WC pupils?

A
  • street culture in white areas can be brutal and can be brought into school
  • the result is a strong pressure to reject education
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20
Q

What does Martin Mac an Ghail argue about white WC boys?

A
  • there is a crisis in masculinity with white WC boys
  • loss of jobs in a post-Fordist society due to globalisation, there was a loss of jobs previously seem as ‘masculine’ to other countries
  • leaves some boys with lower aspirations, no hopes, no future and underachieve at school
21
Q

What did Paul Willis find?

A
  • the white WC ‘lads’ living in deprived council estates, seek status through the gang of lads -> anti-school subculture
22
Q

What policies were introduced to try to combat cultural deprivation?

A
  • Operation Head Start
  • Sure Start centres
  • the EMA
  • Pupil Premium
  • Tony Sewell’s Generating Genius programme
23
Q

What are some criticisms of cultural deprivation?

A
  • victim blaming
  • cultural exclusion
  • cultural domination of white MC culture
  • Keddie= minority ethnic groups are culturally different, not culturally deprived
24
Q

How can it be argued that material deprivation leads to differential educational attainment between ethnicities?

A
  • for many minorities e.g. Pakistani and Bangladeshi, unemployment is higher, pay is lower and overcrowding in the home is more likely
  • Indian families are more likely to be wealthier and therefore more likely to pay for tuition
  • white MC are more likely to go to university
  • Black Caribbean lone parent families only have one salary
25
What is an argument against material deprivation?
- Chinese students on FSM still perform higher than other ethnic minorities not on FSM
26
What is an argument against material deprivation?
- Chinese students on FSM still perform higher than other ethnic minorities not on FSM
27
What are some internal factors that affect ethnic differences?
- labelling - pupil subcultures - institutional racism
28
How have **Gillborn and Youdell (2000)** argued that labelling affects attainment?
- teachers had **racialised expectations** about black pupils and expected more discipline problems and saw their behaviour as threatening - black pupils were more likely to be punished than others for the same behaviour - black boys were 7 times more likely to be excluded
29
What did **Wright (1992)** argue about Asian primary kids and labelling?
- they were treated differently, assumed that they would have a poorer grasp of English and use simplistic language - teachers mispronounced children’s names - the girls were marginalised and prevented from participating fully, affecting their self-esteem
30
What did **Sewell (1998)** argue about pupil subcultures?
- **conformists** = keen to succeed, accepted the school’s goals - **innovators** = pro-education but anti-school, valued success but not teacher’s approval - **retreatists** = disconnected from school and black subcultures outside of it - **rebels** = very small, aim to achieve status of ‘street hood’, rejected school rules, this was how most teachers saw all black boys, despite this group being the smallest
31
What did **O’Donnell and Sharpe (2000)** find about Asian subcultures?
- found a macho ‘warrior’ response similar to the rebels among some Asian boys who despised more conformist Asian youths as ‘weaklings’
32
What did **Fuller (1984)** find about black girls?
- black girls in year 11 of a London comprehensive - they maintained a positive self-image by rejecting teachers’ stereotype of them - didn’t seek the teachers’ approval, and they maintained friendship with black girls in lower streams
33
What did Mac an Ghail find about labelling?
- black and Asian a-level students at a sixth form college did not necessarily accept teachers’ labels - using participant observation
34
What did **Mirza (1992)** argue about black girls’ strategies for dealing with teacher labelling?
- black girls’ strategies for dealing with teachers’ racism sometimes restricted their opportunities e.g. not asking certain staff for help - as a result, even though they did not fulfil the prophecy to accept the labels, they were still disadvantaged
35
What different types of teacher did Mirza identify?
- **the colour blind** = claim to believe all pupils are equal but in practice left racism unchanged - **the liberal chauvinists** = see black students as culturally deprived and have low expectations of them - **the overt racists** = see black pupils as inferior and treat them differently
36
How does critical race theory see racism?
- as ingrained in society - there is locked in inequality in the structures of society i.e. the education system
37
What did **Gillborn (2008)** argue about assessment?
- the ‘assessment game’ is rigged so as to validate the dominant culture’s superiority - if black children succeed as a group ‘the rules will be changed’ - e.g. in the past, primary schools used baseline assessments which tested pupils when they started school but this was replaced in 2003 with the **Foundation Stage Profile** + overnight, black pupils now appeared to be doing worse - the FSP was based entirely on teachers’ judgements which increased the risk of teachers stereotyping students
38
How did restricted access to opportunities affect attainment?
- Gillborn points out that official statistics show that white students were over **twice as likely** as Black Caribbean students to be identified as **Gifted and Talented** and **five times more likely** than Black African pupils
39
How do exam tiers cause differential educational attainment?
- **Tikly (2006)** = in 30 schools taking part in the ‘Aiming High’ initiative to raise Black pupils attainment, **black students were still more likely than white students to be entered for the lower tier exams** - often because the black students were in lower sets
40
How have **Troyna and Williams** argued that the curriculum is ethnocentric?
- the ethnocentric curriculum gives priority to white culture and the English language, literature and music
41
How did **David** argue that the curriculum is ethnocentric?
- the national curriculum is a ‘specifically British’ curriculum that teaches the culture of the ‘host community’
42
How did **Ball** argue that the curriculum is ethnocentric?
- sees the history curriculum in British schools as recreating a ‘mythical age of empire of age and past glories’ - while at the same time ignoring the history of black and Asian people
43
What is the problem with an ethnocentric curriculum?
- minority ethnic group pupils feel that they and their culture and identity are not valued in education and this diminishes their sense of self-esteem which has a negative effect on their educational achievement
44
Evaluation of the ethnocentric curriculum
- although the school curriculum largely ignores Asian culture, Indian and Chinese pupils’ achievement is still above average - **Stone** argues that there is no evidence that black pupils actually suffer from low self-esteem due to the ethnocentric curriculum
45
How does setting and streaming affect attainment?
- **The Commission for Racial Equality (1992)** study of ‘Jayleigh’ school found that Asian pupils were consistently placed in lower sets than their ability warranted and were less likely to be entered for GCSE exams - similarly, the working of the A*-C economy meant that black pupils were placed in lower sets
46
How did **Hatcher (1996)** argue that governing bodies affect attainment/
- found that schools’ governing bodies: - gave low priority to ‘race’ issues - failed to deal with racist behaviour - and often lacked formal channels of communication with ethnic minority parents
47
What did the **Commission for Racial Equality (1993)** find about schools admissions procedures?
- there was a lack of information or application forms in minority languages - there was bias in entrance interviews
48
What did Gerwitz find about self-segregation?
- found that Asian parents made active choices to avoid ‘rough’ schools with a reputation for racism - opting instead for ones they perceived as ‘safe’ and with firm discipline