Education: Ethnic Differences Flashcards

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1
Q

Hastings (2006)

A

White pupils make less progress between 11 and 16 than black or Asian pupils, and it is possible that white pupils may soon become the worst performing ethnic group in the country.

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2
Q

Ethnic differences - External factors:
(Cultural deprivation)

Intellectual and Linguistic skills

A

Cultural deprivation theorists see lack of intellectual and linguistic skills as major cause of under-achievement for many minority children.
Believe many children from low income black families lack intellectual stimulation and enriching experiences which leaves them poorly prepared for school, as they haven’t developed reason and problem-solving skills.
Concern that children who do not speak English at home may be held back educationally.

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3
Q

Bereiter and Englemann (1966)

A

Believe language spoken by low-income black families to be inadequate for achieving educational success.
See it as ungrammatical, disjointed, and incapable of expressing abstract ideas.

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4
Q

Gilborn and Mirza (2000)

A

Found Indian pupils do very well despite often not having English as their home language.

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5
Q

Ethnic differences - External factors:
(Cultural deprivation)

Attitudes and Values

A

Cultural deprivation theorists argue that some black children have been socialised into a sub-culture that instills a fatalistic attitude that emphasises immediate gratification.
This discourages them from valuing education and leaves them equipped for success.

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6
Q

Moynihan (1965)

A

Argues that because many black families are headed by a lone mother, children are deprived of adequate care because of financial problems and being denied a male role model.
Saw cultural deprivation as a cycle where inadequately socialised children from unstable families go on to fail at school and become inadequate parents themselves.

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7
Q

Pupils of Chinese origin

A

top the national average, and do better than all other ethnic groups.

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8
Q

Sewell (2009)

A

Argues it is not absence of fathers as role models that leads black boys to underachieving.
Instead he sees the problem as a lack of nurturing or ‘tough love’.
Results in black boys finding it hard to overcome the emotional and behavioural difficulties of adolescence. Street-gangs of other fatherless boys offer black boys ‘perverse loyalty and love’.
These present boys with a media inspired role model of anti-school black masculinity.

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9
Q

Arnot (2004)

A

Describes the ‘ultra-tough ghetto superstar, an image constantly reinforced through rap lyrics and MTV videos.

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10
Q

Sewell - Peer group pressure

A

Black boys subject to powerful anti-educational peer group pressure - boys interviewed argued the greatest barrier to success was pressure from other boys.
Speaking in standard English and achieving in school were often viewed with hostility by their peers and seen as ‘selling out’ to the white establishment.
Argues black students do worse than their Asian peers one group is nurtured by MTV, and the other is clocking up on educational hours.

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11
Q

What does Sewell conclude?

A

Black children need to have greater expectations placed on them to raise their aspirations.

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12
Q

Gilbourn (2008)

A

Argues it is not peer pressure but institutional racism within the education system that systemically produces the failure of large numbers of black boys.

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13
Q

Pryce (1979)

A

Saw family structures as contributing to the under-achievement of black Caribbean pupils, arguing West Indian life is more turbulent and lacking in support.
Claims Asian’s are higher achievers because their culture is more resistant to racism , whereas black pupils have lower self-esteem and underachieve.

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14
Q

Lawrence (1982)

A

Challenges Pryce, argues black pupils fail because of racism in and outside of schools.

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15
Q

Strand (2010)

A

Found many black pupils fall behind after starting school.
If a group can begin their compulsory schooling as the highest achievers and yet finish as the lowest achievers it challenges the assumption made by theorists focusing on external factors such as Cultural Deprivation Theory, that black children enter school unprepared.

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16
Q

Driver and Ballard (1981)

A

Argue Asian family structures bring educational beliefs as they are more positive and supportive towards education and have higher aspirations for their children’s future.

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17
Q

Mason (2000)

A

‘Discrimination is a continuing and persistent feature of the experience of Britain’s citizens of minority ethnic origin’.
Helps to explain why members of ethnic minorities are more likely to face unemployment and low pay, this in turn has a negative effect on their children’s educational prospects.

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18
Q

Ethnic differences - External factors:

Racism in wider society

A

Greater poverty and material deprivation experienced by ethnic minorities is the product of racism in wider society.
These problems combined have a negative effect on the educational prospects of children from ethnic minorities.

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19
Q

Gilborn and Mirza (2000)

A
Argue that even when comparisons are made between pupils of the same social class but different ethnic minorities, differences in achievement can be found.
For example, even MC black pupils do comparatively poorly at GCSE in comparison to white MC pupils.
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20
Q

Palmer (2012)

A

Found that almost half of all ethnic minority children live in low-income households, compared to a quarter of white children. Ethnic minorities are twice as likely to be unemployed.

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21
Q

15% of ethnic minority households live in overcrowded

A

live in overcrowded conditions compared with only 2% of white households.

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22
Q

Flaherty (2004)

A

Found Pakistanis and Bangladeshis are over 3 times more likely that white people to be in the poorest 5th of the population. Pakistanis are nearly twice as likely to be in unskilled, semi-skilled jobs, or shift work.

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23
Q

Ethnic differences - External factors:

Material deprivation

A

Ethnic minorities are more likely to suffer from material deprivation.
Reasons: unemployment, low pay, and overcrowding.
Many live in economically depressed areas with high levels of unemployment.
Cultural factors like purdah in some Muslim households which prevent women from working.
A lack of language skills, foreign qualifications not being recognised.

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24
Q

Swann report (1985)

A

Concluded if class positions of ethnic minorities isn’t taken into account there is a danger that the effects of cultural deprivation may be over-estimated and effects of material deprivation and poverty under-estimated.

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25
Q

Pilkington (1997)

A

Argues that cultural explanations should be treated with caution as they often generalise and divert attention away from material inequalities and the possible failings of the education system itself.

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26
Q

Khan (1976)

A

Sees Asian families as ‘stress ridden’ bound by tradition.

Controlling attitude towards children, particularly girls.

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27
Q

Archer and Francis (2005)

A

Found that Chinese parents see education as a ‘family project’ and have high levels of engagement in their children’s education.
Have high expectations of children and invest lots of time and money in their children.

28
Q

Lipton (2004)

A

Argues adult authority in Asian families positively reinforces that found in school, and parents more likely to be supportive of school behavioural policies.
Found Asian children are well-behaved and work hard at school, with parents expecting them to be respectful towards adults

29
Q

Basit (1997)

A

Argued Asian parents view education as a type of capital that can transform the lives of their children. Therefore they offer much support.

30
Q

Driver and Ballard (1981)

A

Argue Asian family structures bring educational beliefs as they are more positive and supportive towards education and have higher aspirations for their children’s future.

31
Q

Why are some ethnic minorities at a greater risk if material deprivation?

A
  • Unemployment, low pay, many live in economically depressed areas
  • Demographic factors: Overcrowding within the home
  • Lack of language skills
  • Cultural traditions
  • Foreign qualifications not recognised
  • Racial discrimination in the job market
32
Q

44% of Bangladeshi children

A

are eligible for free school meals, compared to 11% of white British children.

33
Q

What is an example of a cultural tradition that may cause material deprivation?

A

Purdah in some Muslim households, prevents women from working - leading to lower family income.

34
Q

Suggest three ways BAME pupils are more likely to suffer material deprivation

A
  1. Cultural traditions e.g. purdah
  2. Foreign qualifications not recognised
  3. Racial discrimination in the job market
35
Q

External Factors - Cultural Deprivation:

Family Structures and Black boys’ underachievement

A
  1. Moynihan = Many black families headed by a lone mother, so children are deprived of adequate care due to financial problems and denied male role model.
  2. Sewell = Lack of nurturing means street gangs offer black boys a perverse form of ‘love’.
  3. Arnot = describes the ‘ultra-tough ghetto superstar’ as an image constantly reinforced through rap lyrics.
36
Q

Basit (1997) - Asian Families

A

Argued that Asian families viewed education as a kind of capital that could transform the lives of their children, so often offered much support.

37
Q

Gillborn and Mirza (2000) - Evaluation of External Factors

A

Found in one LEA that black children were the highest achievers on entry to primary school (20% above the national average), yet at GCSE they had the worst results.

38
Q

Strand (2010)

A

Found black caribbean boys not entitled to FSM, made significantly less progress than their white peers.

39
Q

How to Strand and Gilbourn/Mirza’s studies cast doubt on external factors?

A

If a group can begin their compulsory schooling as the highest achievers and yet finish as the lowest achievers, this challenges the assumption made by deprivation theorists that black pupils enter school unprepared.

40
Q

Ethnic Differences - Internal Factors:

Labelling

A
  • Teachers have lower/higher expectations of certain ethnic groups which encourages a self-fulfilling prophecy.
  • Teachers see black and to a lesser extent Asian pupils as being ‘far from the ideal’.
41
Q

How are ethnic minoroties often labelled?

A

Black pupils are often seen as disruptive and Asian pupils as passive.

42
Q

Coard - Labelling

A
  1. Argues teachers have lower expectations of black pupils which can lead to a self fulfilling prophecy.
  2. Found black pupils are disproportionately placed in lower streams and are more likely to be excluded from school.
43
Q

Gilborn (1990) - Labelling

A
  • Found that boys of Afro-Carribean origin are more likely to be labelled ‘unruly’, ‘disrespectful’ and ‘difficult to control’.
  • Teachers misinterpreted the dress and manner of speech of Afro-Carribean pupils as representing a challenge to their authority which reflected ‘racialised expectations’.
  • Much of the conflict between teachers and black pupils stem from racial stereotypes rather than pupils’ actual behaviour.
44
Q

Swewll (2009) - The labelling of black boys

A
  • Found racist stereotyping led teachers to see all black boys as ‘rebels’, regardless of their attitude.
  • Teachers saw black boys automatically conforming to the stereotype of the ‘black macho lad’, even though only a small minority behaved this way.
45
Q

Wright (1992) - Labelling in primary schools

A
  • Studied 4 multi-racial primary schools, found that the majority of staff discriminated in class
  • Afro-carribean boys recieved a disproportionate amount of negative attention and disaproval by teachers.
  • Asian girls seemed invisible to teachers.
  • When attempts were made to embrace cultural experiences - mistakes often made.
46
Q

Mirza (1992) - Young, Female, and Black

A
  • Studied 62 black females ages 15-19 in comprehensive schools in south london.
  • Found that girls classified teachers into groups ranging from those who were overtly racist, to those who were anti-racist (over-zealous).
47
Q

How can Mirzas 1992 study be used to criticise labelling theorists?

A
  • Mirza found that the black girls in her study were concerned with academic success and prepared to work hard.
  • They did sometimes encounter racism but felt the majority of teachers were genuinely trying to meet their needs.
  • Concluded it was not the result of labelling as such which held the girls back, rather it was well-meaning yet misguided behaviour by staff.
48
Q

Ethnic Differences - Internal Factors

Pupil Identities

A
  • Teachers define pupils as having stereotypical ethnic identities.
  • BAME students are seen as having either a ‘pathologised pupil identity’ or a demonised pupil identity’.
  • Even the successes of ethnic minoroties are seen in terms of stereotypical overachievement.
49
Q

Archer (2008 & 10)

A

Found teacher’s dominant discourse defines ethnic minority pupils identities as lacking the favoured identity of the ‘ideal pupil’.

50
Q

Archer (2008) - Asian girls pupil identity

A

Asian girls were seen by teachers as having a ‘pathologised pupil identity’: plodding, conformist, passive and culture bound over achievers, succeeding through hard work rather than natural ability.

51
Q

Archer (2008) - Black students

A

Black students were characterised as having a ‘demonised pupil identity’: unintelligent, peer-led, culturally deprived, under achievers.

52
Q

Archer (2008) - Chinese students

A

Chinese students were praised for success but seen as having achieved in the ‘wrong way’ through hard working, passive conformism rather than natural ability. (‘Proper achievement’ = natural preserve of white MC ideal pupil)

53
Q

Ethnic Differences - Internal Factors

Pupil Responses and Subcultures

A
  • Fuller = Found labelling created a negative self fulfilling prophecy in black girls, where a subculture emerged allowing them to reject labels.
  • Some pupils create subcultures which reject the school and its values as a response to labelling - survival stratergy.
54
Q

Troyna and Williams (1986)

A

Describe the curriculum in British schools as ethnocentric becuase it gives priority to white culture and English language.

55
Q

Coard (1971) - Ethnocentric Curriculum

A
  • Argues the British education system makes black children feel inferior in every way.
  • The content of education ignores black people and experiences.
  • The people whose lives are acclaimed and studied are white.
  • This causes black children to develop a negative self-concept.
56
Q

How else can schools be seen as being ethnocentric?

A
  1. School Holidays - Focused on only one culture and the christian calendar.
  2. Food on offer in school - Halal/Kosher food may not be provided.
  3. School uniforms - Banning Hijabs or religious atire.
  4. Staff - Lack of diversity in teaching staff may mean BAME students feel underrepresented.
57
Q

Evaluate the claim that the ethnocentric curriculum is the biggest cause of ethnic differences in education.

A

It is not clear what impact the ethnocentric curriculum has. For example while it may ignore black and Asian heritage, Indian and Chinese pupils’ achievement is nevertheless above the national average.

58
Q

What is an example of the ethnocentric curriculum?

A

In history, the British are portreyed as bringing civilisation to the ‘primitive’ peoples they colonised.

59
Q

Ethnic Differences - Internal Factors

Marketisation, Selection, Segregation

A
  • Marketisation has given schools greater scope to select pupils, putting some minority pupils at a disadvantage.
  • Selection gives more scope for negative stereotypes to influence admissions.
  • Parents are also often unable to navigate the admissions process.
60
Q

Commission for Racial Equality (1993)

A
  • Found Racism in school addmissions procedures means ethnic minority children are more likely to end up in unpopular schools E.g:
    1. Racial bias in interviews
    3. No application forms in minority languages
    4. Parents often being unaware of how the waiting list works, and deadlines.
61
Q

Gilborn (1997) - Marketisation and segregation

A

Argues marketisation has given schools greater scope to select their pupils - puts minority pupils at a disadvantage. Selection gives more scope for racism and negative stereotypes to influence decisions.

62
Q

Suggest two ways in which pupils themselves may encourge segregation along ethnic lines.

A
  1. School Subject Choice - culture or parental attitudes may lead certian ethnic groups to choose cerain subjects.
  2. Peer-groups - School subcultures cause self-segregation.
63
Q

Suggest two ways in which the education system may encourage segregation of diffrerent ethnic groups.

A
  1. Setting and streaming
  2. Admissions - racism in admissions process may encourage BAME pupils to be segregated into undersubscribed, unpopular schools.
64
Q

Evaluation of internal factors:

Locked-in inequality

A
  • Critical race theory highlights the importance of institutional racism as opposed to internal factors.
  • Inequality is locked in to schools, it is endemic and embedded in the very fabric of the education system
65
Q

Missing cards:
EVLAUATION OF EXTERNAL FACTORS
ACCESS TO OPPORTUNITIES
ASSEESMENT
CRITICAL RACE THEORY
PUPIL SUBCULTURES

A