3. Ethnicity and achievement Flashcards
1
Q
External: Cultural Deprivation
A
- This theory sugests certain ethnic groups are ‘deprived’, puts them at a disadvantage.
2
Q
(E) Evaluation: Cultural Deprivation
A
- Minorities are culturally different not culturally deprived: Keddie (1973) argues that ethnic-minority children are not culturally deprived but just culturally different. This is because the schools are ethnocentric and favour white culture against minorities causing them to under achieve.
3
Q
(E) Cognitive Development
A
- Parents from low income backgrounds do not engage or stimulate their children. (E.g Bangladeshi and black families)
- Asians/ Afro-Caribbean who use ‘creole’ or who do not have English as their first language, well often have lower educational attainment than those with English as a first language.
4
Q
(E) Linguistic Skills
A
- Bereiter and Engelman (1966) study shows black American children from low income families found that their language skills were inadequate, such as poor use of grammar and expression of ideas, which prevented the progression of intellectual ability.
5
Q
(E) Evaluation: Language skills
A
- Research evidence that does not support the view that poor linguistic skills are the cause for differences in Educational achievement.
- For example, the Department of Education (2013) found that pupils with English as a Second Language did nearly as well in their GCSEs as those pupils who spoke English as a first language
6
Q
(E) Attitudes and Values
A
- Cultural theorists argue that different ethnic minority groups have different values and attitudes towards education.
- Most parents value and have a positive attitude towards education, parent socialise children with values that underpin the Education success. Some black children are socialised into a subculture that instils a fatalistic live for today attitude that does not value education leaving them unequipped for success.
7
Q
(E) Evaluation: Attitudes and Values
A
- Afro-Caribbean parents are also more successful than other ethnic minorities and why British in getting their children to stay on in education at the end of their compulsory schooling this shows parents of Afro-Caribbean origin do not have different attitudes or values but in fact how high levels of Aspiration for and interest in their children.
8
Q
(E) Family Structure and Support
A
- A high rate of Afro-Caribbeans have a one parent household, which leads to an absence of male roles, Pryce (1979), describes it as ‘turbulent’ and having a negative effect on education.
- Parental support can play an important role in the pupils education attainment.
9
Q
(E) Evaluation: Family Structure and Support
A
- Driver and Ballard (1981) found that Indian families are seen as tight knit, supportive and placing great value and expectations on their children’s education compared to working-class Afro-Caribbeans.
- Swell (2009) argues black pupils, especially boys need to have greater expectations placed on them to raise their aspirations.
10
Q
(E) Swann Report: Social Class
A
Difference in ethnic educational achievement is due to ‘socio-economic’ factors.
- Social Class: lowest achieving groups have a much higher proportion of working-class background than white British people hire achieving ethnic groups have a higher amount of pupil’s from wealthy backgrounds.
- Economic factors: the lower someones class, the lower the income meaning they are more likely to be disadvantaged, unemployed, poor area and housing,
11
Q
(E) Evaluation: Social class does not override ethnicity
A
- Gillborn and Mirza (2000) argue that social class does not override the influence of ethnicity. Pupils from the same social class background but from different ethnic groups still show significant differences in achievement.
- For example, white middle class pupils will do better at GCSEs than black Afro-Caribbean pupils even if they are from the same social class.
12
Q
Internal: Labelling and Teacher Racism
A
- Teachers often see black pupils as being disruptive and Asians as passive with negative labels often leading to treat ethnic minority pupils differently with disadvantages to them leading to educational failure.
13
Q
(I) Labelling and Teacher Racism
A
- Gilbour and Youdell (2000), found that some teachers were giving unintentional racism. White teachers expected black people’s to be less motivated and labelled them as ‘troublemakers’. These pupils felt their teachers underestimated their ability and picked on them.
- Wright (1992) found evidence of negative stereotyping, teachers often perceive them as a problem because of their limited or poor English skills. They saw the learning and social difficulties of Asian pupils are something they could ignore, or pay less attention to them in class activity.
- Asian pupils by marginalised and preventive from fully participating in class activity, which affected their self esteem and thus impacted their learning.
14
Q
(I) Pupils Responses and Subculture
A
- Pupils can respond differently to racism and labelling as result y choose to not accept this label but instead prove it wrong.
15
Q
(I) Evaluation: Pupils Responses and Subculture
A
- Fuller studied a group of black girls in London who were untypical as they were high achievers. Instead of accepting a negative label, they channelled their anger into working hard. They don’t seek approval from teachers. Shows when refusing to conform with the label, doesn’t always lead to failure.
- Swell’s study showed the variety of black pupils responses to racism in school varies, not all pupils react negatively to labelling.
