Education- Ethnicity external and internal factors Flashcards
Flaherty- Material deprivation and ethnic minorities
-Pakistanis and Bangladeshis are over 3x more likely to be in the poorest 1/5 of the population
-15% of ethnic minority households live in overcrowded conditions
Palmer- Material deprivation and ethnic minorities
- Ethnic minority households are around 3x more likely to be homeless
- Ethnic minorities are twice as likely to be unemployed
ONS Data about Material deprivation and ethnic minorities
- Indian and white british children are least likely to live in low income households, while Pakistani and Bangladeshi were most likely
Kate Green- Material deprivation
At 16, only 25% of disadvantaged students get a good pass in GCSE Maths and English, compared with 50% of all other pupils, which she says shows a government with no interest in levelling up Britain. “It’s an appalling record of mismanagement and indifference to the life chances of working class families and their children.”
Anne Longfield- Cultural deprivation
There are 5 essential measures for a supportive family environment, one of which is “the right to develop good language skills”. The contribution to supporting a child’s learning is significant and a stable home provides a supportive context for this.
Bereiter and Engelmann
The language spoken by low-income Black American families is inadequate for educational success as it is ungrammatical, disjointed and incapable of expressing abstract ideas.
Bernstein- Cultural deprivation
Black Caribbean migrants predominantly moved into poor urban areas populated by the white British working class so are affected by the same language issues that might be associated with students of a lower socio-economic class. Eg- Restricted speech code.
Murray- Cultural deprivation
Black, one parent families are part of an underclass that is not committed to mainstream values. So consequently fails to value education.
Roger Scruton- cultural deprivation
He sees the low achievement levels of some ethnic minorities resulting from a failure to embrace mainstream British culture.
Barry Sugarman- cultural deprivation
Black children are socialised into a subculture that instill the fatalistic attitude that doesn’t value education.
Tony Sewell- cultural deprivation
lack of tough love from fathers is why black boys underachieve in education.
Ken Pryce- Cultural deprivation
asians achieve higher grades as they are more resistant to racism. Black culture is less cohesive and less resistant to racism, causing black people underachieve due to lack of confidence.
Daniel Moynihan- Cultural deprivation
Black, single parent mothers are more likely to have some who underachieve with the absence of a male breadwinner and authoritative father figure. more financial struggle.
Vincent- Cultural deprivation evaluation
Black middle-class parents were concerned and actively involved in their children’s schooling, for example, enrolling them in extracurricular activities and extra tutoring.
Driver- Cultural deprivation evaluation
cultural deprivation theory ignores the positive effect of ethnicity and achievement. Black families provide girls with role models of strong independent women, which is why black girls tend to be more successful in education than black boys.
Nell Keddie- cultural deprivation evaluation
cultural deprivation explanations can sometimes be viewed as a victim blaming approach. Black students have predominantly been brought up in the same socio-economic conditions as their white British working class counterparts their restricted speech code, therefore is as much a feature of the white working class subculture as it is the black subcultures, so it’s more a socio-economic issue than an ethnic one.
Lawrence- cultural deprivation evaluation
Black pupils underachieve because of racism.
Steve Strand- Asian families and cultural advantage
In terms of Progress 8 scores, Chinese pupils were the highest performers, with the second highest being Indian pupils.
Swann Report- Asian families and cultural advantage
While language factors might hold back some children, for the majority it was not a major factor in underachievement.
Lupton- Asian families and cultural advantage
Adult authority in Asian households is similar to the model that operates in schools. Respectful behaviour towards adults was expected from children, which had a knock-on effect in school, since parents were more likely to be supportive of school behaviour policies.
Basit- Asian families and cultural advantage
Pakistani and Indian families placed a high value on education and saw free state education as a “blessing” because it generally offered more opportunities than were available in their countries of origin. So they put more effort into helping their children, and even poorer families bought desks, computers and textbooks to aid their child’s education.
Statistic to show that Indian and Chinese pupils who are materially deprived still do better than most.
In 2011, 86% of Chinese girls who received FSM achieved 5 or more higher grade GCSEs compared with 65% of White British girls not receiving FSM.
Bhatti- Asian families and cultural advantage
They found a relationship between home and school for Pakistani, Bangladeshi, Asian and Indian pupils. They found that parents are very supportive and had a high level of interest in their child’s education. However, they didn’t know much about the daily processes and organisation of schools, and didn’t know how to approach teachers, so avoided doing so unless it was essential.
Strand- Asian families and cultural deprivation
Indian students are most likely to complete homework 5 evenings a week. 32% vs 19% White British.
Modood- The White British Problem
Found that while children from low income families generally did less well, the effects of low income were much less for any ethnic group than for White pupils. Many ethnic minority families have more cultural capital than is typical for their income/ class position. This is because they might not be able to get jobs in the UK but because they are more highly educated than many White British parents of a similar social class, they can provide more help for their children.
Rayner- white british problem
Focus on girls and minority ethnic groups had a ‘negative impact’ on others. She believes that white British working class boys should be more aspirational.
Andrew McCulloch- white british problem
Studied 16,000 pupils and found that ethnic minority pupils are more likely to aspire to go to Uni than white pupils.
Kao and Thompson- white british problem
Recent immigrants devote themselves more to education that the native population because they lack financial capital and see education as a way out of poverty.
Gillborn and Mirza- Racism
Middle class black pupils (particularly boys) do comparatively poorer at GCSE because people still hold onto stereotypical views of the characteristics of a certain ‘race’ and see these as intrinsic to an individuals ethnic origin.
Mason- Racism
“Discrimination is a continuing and persistent feature of the experience of Britain’s citizens of minority ethnic origin.”
Rex- Racism
Racial discrimination leads to social exclusion which worsens the poverty faced by ethnic minorities. Eg in housing, racism means that minorities are more likely to be forced into substandard accommodation.
Wood- Racism
Evidence of direct and deliberate discrimination in the workplace when analysing job applications. Only 1 in 16 ethnic minority applicants were offered an interview, as against 1 in 9 white applicants.
Gillborn and Youdell (Teacher racism)
Teachers have racialised expectations of Black students- disciplined quicker, see behaviour as threatening, see behaviour as a challenge to their authority. Pupils respond negatively, which results in further conflict.
Based on only one school, so small scale sample- not representative. Outdated.
Bourne (Teacher racism)
Schools tend to see black boys as a threat, which can lead to exclusions which effects achievement. 1 in 5 excluded pupils achieve 5 GCSEs.
Foster (Teacher racism)
Teachers stereotype pupils and place them in lower sets and streams. Self fulfilling prophecy.
Osler (Teacher racism)
Black pupils are more likely to suffer from unofficial unrecorded exclusions, and to be placed in pupil referral units which exclude them from access to the mainstream curriculum.
Wright (Teacher racism)
Labelling led to Asian students underachieving as teachers assumed they had a poor grasp of English so left them out of class discussions and used simplistic language when speaking to them.
Archer (Pupil identities)
3 pupil identities: Ideal, demonised and pathologised. White, black, asian.
Shain (Pupil identities)
When asian girls challenged the view that they were quiet and passive, they were dealt with more severely than other pupils.
Archer and Francis (Pupil Identities)
Chinese students were praised and pathologised: yes, they were successful, but they did it in the wrong way. They worked excessively hard so were viewed as a ‘negative positive stereotype’.
Fuller (Pupil responses)
Y11 Black girls were pro-education but anti-school. In school, they were apathetic and didn’t try to reject their teacher labels, but worked hard at home to achieve high grades and prove the label wrong.
Mirza (Pupil responses)
3 types of teacher racism: Colour blind (all pupils are equal) Liberal Chauvinists (black students are culturally deprived, low expectations) Overt racists (discriminatory, sees black pupils as inferior). Black students had to be selective with which teachers they asked for help and what options they chose.
Wright (Pupil responses)
Studied 14-19 year old students who had been excluded from school, and found they actively resist their negative school experiences and work to transform their labelling as ‘failures’ into a ‘positive educational outcome’.
Sewell (Pupil responses)
- Sewell found that the biggest barrier for Black carribean boys was pressure from other boys. Educational success was seen as ‘selling out’ to the white middle class establishment.
- he identified 4 responses to black boys negative experience of schooling; the rebels (18% anti school subculture) the conformists (41% keen to succeed) the innovators (35% pro education but anti school) and the retreatists (6% disconnected from school and subcultures)
Generating Genius 2004
10 black boys aged 12-13 spent 3 or 4 weeks of their summer holiday working alongside scientists at some of Britain’s top universities. Sewell claims that these boys got amazing GCSE results, and at least 3 made it into Oxford or Cambridge.
Troyna and Williams (Political race theory)
We need to make a distinction between individualised racism and institutionalised racism.
Lawrence (Critical race theory)
Urged the need for
- Multicultural education; recognises and involves ethnic minorities in the curriculum.
- Anti racist education; challenges the prejudice and discrimination that exists in schools.
Roithmayr (Critical race theory)
Institutionalised racism is ‘locked in inequality’. There isn’t a conscious intent to discriminate, the equality has become self perpetuating and feeds on itself.
Gillborn (Critical race theory)
Ethnic inequality is so deep rooted that it is practically a feature of the education system.
Mirza (black teachers and teacher training)
Low number of black applicants, and their lack of success. 17% of pupils in the UK are from ethnic minority backgrounds vs 7% of teachers. Black and asian teachers are half as likely to become heads or deputy heads.
