Education: Ethnic group differences Flashcards
Social class and material differences (external) study and figures
2/5 of ethnic minorities were bellow the poverty line in 2012/13, twice as many as white British people Gillborn and Marzia (2000) - social class remains the main cause for differences but they do not completely override the influence of ethnicity. White British middle class will out preform Black Caribbean students from the same class.
Language (external) study and figures
18% in primary, and 13% in secondary school students did not have English as their first language. DOFE (2013): students who had English as their second language and spoke their own language at home out preformed in the EBacc their class mates who had English as their mother tongue
family life and parental support (external) study
Bhatti (1999): found that Indian Asian and Bangladeshi parents were more supportive and had a high level of interest in their child’s education even if they little knowledge of the schooling system. However, Black Caribbean communities where lone parenthood is high, they showed less interest to their child’s education
Racism (external) study
Cline et al (2002) found racism is common among pupils and a significant number of ethnic minority (including traveller children) students experienced race related names and this lowered their self esteem lowering their academic confidence.
Teacher expectations, stereotyping and labelling (internal) study
Connolly (1998): found that in inner-city primary schools Asian girls (who were seen as ideal students) were expected to achieve better grades than Black Caribbean boys who were seen as having low academic potential and were thought as as being disruptive and therefore teachers would spend less time helping them
Teacher expectations and educational triage (internal) study
Gillborn (2011): suggested that it would make it even harder for black students to succeed due to being denied opportunities due to being labelled hopeless cases
School Subcultures (internal) study
Sewell (1996) doing some Black Caribbean male students (“ the rebels”) responded to their denial of status and respect they saw from racist schooling through the assertion of “black macho masculinity” and rebelling against school. On the other hand they also responded to this by becoming “conformists” and accepting all aspects of school, or becoming “innovators” and being anti school but still accepting what school could give them.
The endocentric curriculum (internal) study
many schools have tried to combat racism and include minority cultures into the curriculum. described by Troyan and Willams (1986) to make the educational experience more relevant to minority groups by using the 3 Ss (saris, samosas and steel bands) to overcome the 3 Rs (resistance, rejection and rebellion)
