(40) ethnicity factors Flashcards
Gillborn - ethnicity inside of school factors (Interactionist / Institutional racism)
Teachers label black Afro-Caribbean males as ‘aggressive’ - Exclusions aren’t always justified. Disproportionate amounts of black students are not entered into higher tiers - leading to lower achievement (highest grade they could achieve was a D).
Jasper - ethnicity inside of school factors (Interactionist / Institutional racism)
Schools haven’t tackled institutional racism - There is an ‘oppressed Vs oppressor’ relationship between Black Afro-Caribbean male students and teachers. There is a self fulfilling prophecy where black students live down to negative labels given by teachers.
Mac an Ghail - ethnicity inside of school factors (Institutional racism)
Also studied black male Afro-Caribbean students and found they responded strongly to being labelled by teachers - They developed anti-school subcultures based on strong images of masculinity - For example he researched groups who named themselves ‘The Warriors’ and ‘The Rasta-Heads’ who acted anti-school and ‘macho’ in response to negative labelling. For the ‘Rasta-Heads’ racism was the cause of their underachievement.
Coard - ethnicity inside of school factors (Flaws in the system)
Argues that the National Curriculum is ‘ethnocentric’ - Meaning that it focuses on White British History / culture - These leads to ethnic minority students feeling that their culture is devalued and unimportant.
Hendessi - ethnicity outside of school factors Material)
Poverty is the key factor to educational underachievement for Bangladeshi and Pakistani students. Family and cultural norms and values are also important, especially for girls.
Sewell - ethnicity outside of school factors (Material)
Black Afro-Caribbean boys lack positive role models due to being from matriarchal backgrounds - As a result of their up bringing and matriarchal backgrounds they are generally financially deprived and turn to anti-school subcultures. They turn to role models in the media such as rappers and this starts ideas of ‘get rich quick’ and hyper masculinity.
Smith and Noble - ethnicity outside of school factors (Material)
Although they discuss social class, many ethnic minorities live in deprivation meaning that they do face ‘financial barriers to learning’.
Ethnic minorities face ‘financial barriers to learning’ due to their parents low income. Can’t afford travel and resources, less likely to have a computer or desk, there are better schools in richer areas and pupils more likely to work part time.
Guy palmer - ethnicity outside of school factors (Material)
Almost 50% of BAME students tend to come from low-income families which can impact their life chances. For example, some may lack the necessary economic capital to access high-quality education. This includes, not being able to afford extra tuition to support with their learning outside of the classroom, computer devices and internet access for online learning. This can lead to an education gap in attainment as BAME students cannot carry out additional research / access a wide variety of information / revision resources available online.
Modood - ethnicity outside of school factors (Cultural - language barriers)
3/5 of Bangladeshi women did not speak English. 1/2 Pakistani women did not speak English. 1/5 of Pakistani and Bangladeshi men did not speak English. Students can’t get support at home.
Sewell - ethnicity outside of school factors (Cultural - norms and values)
States that it is the CULTURE of Black Afro-Caribbean boys that leads to their lack of achievement NOT racism - He says that hyper masculinity and black peer group culture is to blame. The boys face a ‘poverty of aspirations’ due to a lack of role models.
Driver and Ballard - ethnicity outside of school factors (Cultural - parent attitudes)
British-Indian families place a great value on their children’s education. They push their children to have high ambitions and to gain the best possible grades. This is reflected in the achievements of Indian pupils, who do better on average.
Archer and Francis - ethnicity outside of school factors (Cultural - parent attitudes)
Cultural factors are important in explaining the success of British-Chinese students. Parents ‘Tiger mums’ also took a stronger role in developing their academic success. They invested time and money into education, even if they had little money to spare. They are critical of White British parents who allow failure to develop.
