differential achievement - ethnicity✅ Flashcards
start at internal factors
1
Q
what does differential achievement by ethnicity refer to?
A
- the fact that pupils from some ethnic backgrounds perform better in school than others
2
Q
give a statistic regarding differential achievement by ethnicity
A
in terms of achieving 5 GCSEs from A*-C, Chinese heritage performs best (74% in 2014) and Irish traveller performing worst (14%)
3
Q
what do cultural deprivation theorists believe
A
cultural deprivation theorists believe it is the socialisation within a child’s home which affects their achievement in school
4
Q
what do cognitive deprivation theorists believe?
A
reason for EMs underperforming in education is because their intellectual and linguistic skills are underdeveloped
- linked with income –> parents with less disposable income cant afford stimulating toys and activities
5
Q
what does Pryce say in regards to cognitive deprivation
A
- asian culture in UK is much more cohesive than black culture
- as such they can ignore racism more effectively
6
Q
what does Scrunton say in regard to cognitive deprivation
A
- low achievement is the result of EMs failing to embrace and conform to British culture
7
Q
how do Troyna and Williams criticise the cognitive deprivation theory?
A
- argue that the description of some cultures are a little more than racist stereotypes
- shows how difficult it is to access true nature of relationship between ethnicity and achievement
8
Q
how does Sivanandan criticise the cognitive deprivation theory?
A
- argues Afro-carribean culture is used by some right winged groups to justify the view that they are a problem fro society
9
Q
what does Bowker say in regard to linguistic deprivation?
A
- black american family’s lack of standard English is a major barrier to achievement
- strong accent, use of dialect and non standard English might influence teacher labelling
10
Q
how do Driver and Ballard contradict Bowker?
A
- they found that children who spoke a different language at home were as good at english as their classmates by the age of 16
- language barriers do not persist in subsequent generations
11
Q
how does The Swann Report support Driver and Ballard’s criticism of linguistic deprivation?
A
- found that language was not a major factor in underachievement
- children who do not have english spoken at home still achieve well in school
12
Q
what do cultural theorists argue in terms of attitudes and values?
A
- the attitudes and values of different ethnic groups affect their child’s academic performance
- mainstream culture of ambition and willingness to learn are required for educational success
13
Q
what do Driver and Ballard say in regards to attitudes and values?
A
- Asian family structure brings educational benefits
- more ambition for their child + positive attitude towards education = more chance of their child’s success
14
Q
what does Lupton find in regards to attitudes and values?
A
- found expectations of behaviour in asian families closely reflects those of school
- therefore asian parents are more supportive of school procedures and discipline
15
Q
how does Khan contradict Bowker in regard to attitudes and values?
A
- the apparent ‘stress ridden’ atmosphere of Asian families and controlling attitude towards children has been flagged up by Khan as a barrier for achievement
16
Q
what does Moynihan argue in regards to family structure?
A
- large amount of black families which are single parent/female-headed mean children lack adequate financial support from a clear breadwinner
- lads lack role model of male achievement
17
Q
how does Driver criticise family structure as a factor of EM underachievement
A
- too much of a bleak picture is created
- positive effects that ethnicity has on achievement is ignored
- black families create tole models for girls –> strong, independent…
18
Q
how does Keddie criticise cultural deprivation theorists
A
- argues there is no way someone can be culturally deprived, just culturally different
- Keddie therefore argues that the reasons for underachievement lie within the education system
eg: she claims school are ethnocentric
19
Q
define material deprivation
A
lack of physical or economic resources
20
Q
what do cognitive deprivation theorists believe in regards to low income
A
- some researchers believe parents from low income backgrounds do not engage and stimulate their children
- thus the child’s cognitive system is underdeveloped, leaving them poorly equipped for school
21
Q
what does Flaherty demonstrate in terms of low income
A
- unemployment is 3x more likely for black, Pakistani and Bangladeshi
- 15% of EM household live in overcrowded conditions, as opposed to 2% of white households
22
Q
what does the Swann Report say in regards to material deprivation
A
- strong evidence suggests material deprivation is biggest factor of underachievement
- may be dangerous to overestimate the effect of poverty on differences of ethnic achievement and put too much emphasis on cultural differences
23
Q
describe an A03 point regarding material deprivation in terms of cultural and social factors being inextricably linked
A
- black families are more likely headed by a lone female, whereas divorce rates and single parent households are much lower in other ethnic groups
- this means black heritage is more likely to be poor compared to other cultural groups
24
Q
what does Rex claim in regards to racism in wider society?
A
- racial discrimination ca lead to social exclusion and worsen poverty for EM’s
- eg: it is more likely that ethnic families are forced into substantial housing compared to white families of the same class
25
what did Noon find in regards to racism in wider society?
- sent identical enquiry letters regarding future employment to top 100 Uk companies
- one had white sounding name "smith" and one had asian sounding name "patel"
- Noon found companies were more encouraging to white sounding name based off of number of responses/helpfullness
26
what is a conclusion of racism in wider society?
- it is clear ethnic differences in educational achievement cannot be explained by one sole external factor
- it is an extremely complicated picture which becomes even more complex when we take into consideration internal factors to
27
what are the internal factors that affect differential achievement by ethnicity
- teacher labelling
- pupil identities
- pupil subcultures
- ethnocentric curriculum
- institutional racism
28
define labelling
to label someone is to attach a meaning or definition to them
29
give a general example of teacher labelling regarding ethnicity
studies show teachers often see black and asian pupils as far from ‘the ideal pupil’
30
what does Gilborn and Youdell say in regards to teacher labelling?
- teachers are quicker to discipline black pupils than others for the same behaviour
- teachers expected black pupils to present more discipline problems and misinterpreted their behaviour as a challenge to authority
- when teachers acted on this misconception, pupils responded negatively and further conflict occurred
31
how does Osler support teacher labelling as a factor of ethnic underachievement?
Osler claims that black students are more likely to be both officially and unofficially excluded
32
how does Bourne support teacher labelling as a factor of ethnic underachievement
Bourne says schools see black boys as a threat which leads to negative labelling and eventual exclusion
33
how does fuller reject teacher labelling as a factor of ethnic underachievement
- studied group of yr 11 black girls in london comprehensive who were in lower stream but were still achieving highly
- these girls did not conform to the values of school but did value educational success enough to push themselves
- shows how labelling does not always follow same negative pattern
34
what did Wright find in regards to teacher labelling
- studied multi-ethnic primary school
- found that asian students suffered labelling—> teachers had ethnocentric views
- included leaving asians out of discussions and using childish language when speaking to them
35
why does Foster suggest that setting and streaming disadvantages ethnic minority students
- teachers stereotypes of black students could result in them being put in lower sets (SFP)
36
what did Archer say in regards to pupil identities?
- Nike identities
- believed that teachers often define pupils by stereotypical ethnic identities which often lack the ideal pupil characteristics
- this leads to negative labelling
- Archer argues teacher's dominant way of looking shapes pupils identity
-if students challenge said stereotypes, they are treated more harshly
37
what are the 3 broad identities recognised in pupils?
- ideal pupil identity
- pathologised pupil identity
- demonised pupil identity
38
describe the ideal pupil identity
- white m/c
- heterosexual
- achieving the 'correct way'--> via natural talent and ability
39
describe the pathologised pupil identity
- deserving poor
- asexual/repressed sexuality
- 'slogger' whoa achieves due to hard work
40
describe the demonised pupil identity
- w/c
- BAME students
- hypersexualised
- un intelligent peer-led
- culturally deprived
41
what did Sewell find in regard to pupil subcultures?
- carried out a study of Afro-Carrabean students and found black pupils adopted a range of responses to teachers racist labelling
42
what were the 4 responses to racist labelling identified by Sewell?
- rebels
- retreatists
- conformists
- innovators
43
describe retreatists as a response to racist labelling identified by Sewell
- tiny minority of isolated individuals
- disconnected from both school and black subcultures
44
- describe innovators as a response to racist labelling identified by Sewell
- pro-education but anti school
- value success but don't seek approval of teachers
45
what did Mirza show in regards to Pupil subcultures as an explanation for ethnic underachievement?
- showed that minority students employ failed strategies for avoiding racism
- studied black girls who faced teacher racism
- racist teachers discouraged black pupils through bad career advice
- they failed to achieve their ambitions cause their coping strategies restricted opportunities
- they didn't ask teachers for help and did it on their own
- this meant girls fell behind with work
46
what do Troyna and Williams say in regard to the ethnocentric curriculum?
- British schools are ethnocentric as they give priority to white culture and english language
- national curric. is specifically British, ignoring cultural diversity eg: history tries to recreate 'past glories' while ignoring history of black pupils
47
give an example of how the British school curriculum is ethnocentric
most schools organise their calendar around Christian calendar despite fact that amount of 'active' Christians are at an all time low
48
how does Stone criticise the idea of a multicultural curriculum?
- argues multiculturalism would simply produce further racial stereotypes
- change from ethnocentric to multicultural curriculum may encourage Afro-Carribean pupils to pursue their own cultural awareness such as sports
- this would conform them to the racial stereotypes that black people are good at sports
49
what do Troyna and Williams say in regards to institutional racism
- argue that explanations of ethnic differences needs to go beyond teacher racism
- need to look as how schools routinely discriminate ethnically
- need to make a distinction between individual and institutional racism
50
define individual racism
results from the prejudiced views of individuals
51
define institutional racism
discrimination that is built into the way institutions such as schools operate
52
what did Hatcher find in regards to Institutional racism
- found that schools gave low priorities to race issues and failed to deal with pupils's racist behaviour
- in schools he studied, no channel of communication between school governors and ethnic parents
eg: this meant nothing was done about parents' concern about language support
53
describe the critical racism theory
- sees racism as a feature of society
-Roithmayer--> institutional racism is a locked inequality so large and historical that it is no longer a conscious thought
-Gilbourne--> racism is so ingrained in education it is inevitable
54
describe assessment as a view of institutional racism
Gillbourn suggests the system is rigged to validate the dominant culture's superiority
55
describe access to opportunities as a factor of institutional racism
- in gifted and talented programs, whites are 2x more likely to be included
- ethnic minorities less likely to be entered for higher tier exams despite policies/initiastives trying to raise their achievements
- this is due to teacher labelling
56
how does Evans overall evaluate ethnic differences?
- argues to understand relationship between ethnicity and achievement, you first need to look at how ethnicity interacts with gender and class
- claims that when sociologists examine black children they focus of ethnicity and ignore social class
- in contrast when researching white pupils, class in focused on and not culture
- " we need to look at these things for every child" to gain insightful understanding
57
how does Lawrence overall evualuate ethnic differences?
- educational failure has nothing to do with self esteem and values, it is because of racism inside the education system
- according to 2013 British social attitude survey, almost third of Brits report that they have some feelings of racial prejudice
58
how does Archer overall evaluate ethnic differences?
- supporting research
- found that students drew worth from the brands being associated with black masculinity
- for female respondents, a second aspect of this identity was linked to wearing of jewellery
- this demonstrates the intersectionality of class, gender and ethnicity
- demonstrates complex interaction of such factors in determining achievement
