EDUCATION: Ethnicity and education - External factors (General + Cultural Deprivation) Flashcards
How do Lawson and Garrod define ‘ethnic groups’
People who share common history, customs and identity, as well as language and religion in some cases
- Statistics
National pupil database of the % of pupils achieving 5 or more GCSE grades A* - C - Highest achievers, what % did each have
- Middle achievers, what %
- Middle lowest achievers, what %
- Lowest achievers, what %
Highest: Chinese and Indian, 80%
Middle: Bengali, White British, Black African, 60%
Middle lowest: Pakistani, Black Caribbean, just over 50%
Lowest: Gypsy / Roma, about 15%
What are the 3 external factors for ethnic differences in educational achievement
- Cultural deprivation
- Material deprivation
- Racism in wider society
1) CULT. DEPRIVATION
- What are the 3 main aspects of cultural deprivation
a - Intellectual and linguistic skills
b - Attitude and values
c - Family structure
1) CULT. DEPRIVATION
a - Intellectual and linguistic skills
- Bertier and Engelmann
BERTIER AND ENGELMANN: Argue Black American families’ language is ungrammatical and incapable of expressing abstract ideas = inadequate educational success
1) CULT. DEPRIVATION
a - Intellectual and linguistic skills
- Why is there concern for children who do not speak English (statistics)
- What sociologists can counter this?
- They’ll be held back educationally - in 2010 native English speaking pupils were only 3.2 points ahead of foreign englishers in passing GCSES
GILLBORN AND MIRZA: Note Indian pupils do very well despite not having English as their home language
1) CULT. DEPRIVATION
c - Family structure and parental support
- Burgess and wilson - why there are lower numbers of white children in university
BURGESS + WILSON: Among Indian, Pakistani, Bengali, black Caribbean and black African families, over 90% of parents want their child to stay in school at 16 compared to 77% of white families
1) CULT. DEPRIVATION
a - Intellectual and linguistic skills
- Bowker
BOWKER: Their lack of standard English is a major barrier to their progress education and integration into wider society
1) CULT. DEPRIVATION
a - Intellectual and linguistic skills
- Crozier
CROZIER: Pakistani and Bengali parents ‘kept their distance’ from schools as they lacked confidence in their use of English and there were no translators to help them
1) CULT. DEPRIVATION
a - Intellectual and linguistic skills
- BAME families
BAME families: lack stimulating and enriching experiences that would help them in their educational achievement
1) CULT. DEPRIVATION
c - Family structure and parental support
- The Swann report
SWANN REPORT: Suggested the more tight knit asian family structure and few single mothers compared to typical African Caribbean one = higher attainment in Asian pupils
1) CULT. DEPRIVATION
c - Family structure and parental support
- Moynihan - What did he conclude from this*
MOYNIHAN: Majority of Black mothers are single = financial struggles = deprivation for children of adequate care
- Fathers absence = boys lack a male role model for achievement in education
- Sees cultural deprivation as a cycle where inadequately socialised children from unstable families go on to fail at school becoming more inadequate themselves
1) CULT. DEPRIVATION
c - Family structure and parental support
- Strand
STRAND: From the 2004 longitudinal study o found people found Indian pupils are the ethnic group most likely to complete hw 5 evenings a week and where parents are most likely to know where their child is when they’re out
1) CULT. DEPRIVATION
c - Family structure and parental support
- Francis and Archer
FRANCIS + ARCHER: High value placed on education by parents with a strong cultural tradition of respect for elders
- high educational aspiration transits from parents to children and students gain a positive self-esteem
1) CULT. DEPRIVATION
b - Attitudes and values / lack of motivation
What is it that children who achieve well do?
What children don’t achieve well, and why?
WELL - ACHIEVERS: Are socialised into mainstream culture = ambition, competitiveness and willingness to make sacrifices necessary for long - term ambitions (deferred gratification)
POOR - ACHIEVERS: Some Black children are socialised into a fatalistic subculture - live for today - and doesn’t equip them for educational success
1) CULT. DEPRIVATION
b - Attitudes and values / lack of motivation
Asian families
- attitude to education
- parents support?
- experience of colonialism
- LUPTON
- What struggles do they face nonetheless
- Positive attitude to education
- High aspirations and supportive parents
- Perhaps not as devastating an experience of colonialism compared to Black people
- LUPTON: Respectful attitude towards parents - helps the school environment with teachers
- But, stress and anxiety are caused by high expectations; controlling attitude towards girls
1) CULT. DEPRIVATION
b - Attitudes and values / lack of motivation
Asian families
- Baggaley + Hussain (2007)
- Bengali and Pakistani women
- Contrast to Indian students
BAGGALEY + HUSSAIN: Found aspirations for higher education for Pakistani and Bengali women were complicated by cultural pressured
- had to negotiate decisions based around marriage and expectations of parents
- Many Muslim students thus studied at a local uni to placate their parents’ concerns about morality (being in the company of men and their family honour)
- Indian students had the option of leaving home - Indian women often spoke of natural progression into HE that was assumed by both their parents and their schools
1) CULT. DEPRIVATION
b - Attitudes and values / lack of motivation
Black families
- Uni
- Why? (Also applies to Asian)
- Aspired to attend uni more than White children
WHY: Saw it as a way out of their poverty state and a ‘way up’ in education
1) CULT. DEPRIVATION
b - Attitudes and values / lack of motivation
White families
- Street culture
- What % of poor white British boys gained a 5(+) A* - C in GCSE
- Brutal white WC street culture which may spill into school, causing disruption - Subcultures gangs
- Research by CSJ - only 26% obtained 5(+) A* - C in GCSE
