EDUCATION - ethnic differences Flashcards
which ethnic groups do the worst / best in achieving grade 5s and above In GCSE English & Maths (England)
80% of Chinese students
34% of Black Caribbean students
What are the 3 external factors impacting ethnic differences in educational achievement
-cultural deprivation
-material deprivation
-racism in wider society
what are the 3 aspects of cultural deprivation impacting ethic achievement
-intellectual / linguistic skills
-attitudes and values
-family structure + parental support
what do BEREITER + ENGELMANN say about intellectual & linguistic skills effecting ethnic achievement
-language spoken by low income Black families is ‘inadequate for educational success’ .
- tend to use ungrammatical, disjointed phrases + are incapable of expressing abstract ideas.
how do attitudes of ethnic pupils impact their educational success?
SUGARMAN says ethnic minorities are more likely to align with the working class subculture. black children in particular are socialised into a fatalistic attitude
Summarise how family structure and parental support can impact ethnic educational success
-black families are more likely to be single parent, headed by a woman. no role model for boys - cycle of inadequate parents
-lack of fatherly figure can conclude with boys turning to street gangs looking for nurture and tough love
- Asian students tend to be higher achievers + more resistant to racism
-adult authority in Asian families is similar to schools. Socialised into respecting adult figures and school rules
How is cultural deprivation theory criticised? for ethnic minorities
-ignores positive effects. EG black Caribbean families provide girls with positive role models
-ethnic minority children are culturally DIFFERENT, not culturally DEPRIVED
summarise material deprivation as a factor impacting ethnic minorities educational achievement
Ethnic minorities are more likely to be working class. Face poverty. Unemployment is 3x higher for African and Pakistani people than for white people. 15% of ethnic minority households live in overcrowded conditions compared with only 2% of white households
Summarise WOOD’s case study on racism in wider society impacting ethnic achievement
-Wood 3 closely matched job applications to 1000 job vacancies
-the only difference was the names. British sounding names vs ethnic sounding names
-Wood found that only 1/16 ethnic applications were offered an interview, compared to 1/9 White British applications
What are the 4 internal factors impacting ethnic minorities educational achievements
-LABELLING & TEACHER RACISM
-PUPIL IDENTITIES
-PUPIL RESPONSES/SUBCULTURES
-INSTITUTIONAL RACISM
How does teacher labelling and racism impact ethnic minority pupils achievement
Studies show that black and Asian pupils are far away from the ‘pupil ideal’. in particular teachers see Black students as disruptive + Asian students as passive. They then treat these students differently
Summarise GILLBORN & YOUDELL’s case study on teacher labelling and racism
-teachers were quicker to discipline black pupils than others for the same behaviour. Racialised expectations.
-creates a negative reaction from the pupil - more conflict - more discipline.
-this left black students feeling picked on & underestimated in terms of ability
- racialised expectations and negative labels often lead to black students being placed in lower sets
What 3 pupil identities does Archer suggest are present is a teacher’s discourse?
- Ideal pupil identity - white middle class. Achieving in the right way by having a natural ability and talent
- the pathologised (treated abnormally) pupil identity - Asian. poor but deserving, feminised identity. Asexual / sexually oppressed. ‘Plodding conformist’ . Achieving by being keen and hardworking
- The demonised pupil identity - Black / white working class. Hypersexuality, unintelligent, easily led by peers, culturally deprived, underachieving. loud, aggressive etc
Summarise FULLER’s case study on pupil responses and subcultures
-study of a group of year 11 black girls in a London school. the girls were high achievers where most black girls were placed in low streams
-instead of accepting negative stereotypes, the girls channeled their anger towards labelling into educational success.
-they didn’t seek the approval of teachers (racist) .
-disruptive and disobedient in school but worked hard outside of school.
summarise the 3 types of teacher racism MIRZA identified
-THE COLOUR BLIND;
sees all pupils as equal but doesn’t challenge racist behaviour
-THE LIBERAL CHAUVINISTS
sees black pupils as culturally deprived & has low expectations of these pupils
-THE OVERT RACIST;
sees black students as inferior and actively discriminates against them
