education topic 3C - ethnicity and achievement

Question 1

gillborn and mirza findings on the development of black pupils academic achievement

Answer 1

gillborn and mirza found that in one local authority, black children were the highest achievers on entry to primary school (20% points above the local average) yet by the time GCSEs came, they had the worst results of ethnic group- 21 points below the average

Question 2

strands findings on black pupils academic success

Answer 2

strand found that black Caribbean boys not entitled to FSM, especially more able pupils, made significantly less progress than their peers. strands analysis of the entire national cohort of over 530,000 7-11-year-olds shows how quickly many black pupils fall behind after starting school

Question 3

suggest how the development of ethnic groups academic achievement contrasts with the assumptions made by cultural deprivation theorists

Answer 3

if a group is able to start their compulsory schooling as the highest achievers and yet finish it as the lowest, this challenges the assumption made by cultural deprivation theorists that black children enter school unprepared. instead, it suggests that internal factors may be playing a part in producing ethnic differences in achievement. these internal factors include labelling, and teacher racism, pupil identities and pupil responses and subculture

Question 4

wrights findings on Asian pupils stereotypes by teachers

Answer 4

wright studied at a multi-ethnic primary school. this study showed Asian pupils can also be victims of teacher labelling. teachers seemed to expect Asians to have a poor grasp of English. teachers left them out of class discussions
Asian pupils felt isolated when teachers expressed disapproval of their customs or mispronounced their names

Question 5

archer findings on Chinese pupils stereotypes by teachers

Answer 5

archer argues that those of even minority pupils who perform successfully can be pathologised (seen as abnormal) eg- Chinese pupils are simultaneously praised and viewed negatively by their teachers- even if successful, c pupils are seen as getting this in the wrong way- through hardworking, passive conformism, rather than natural individual ability. this means that they could never legitimately occupy the identity of the ideal pupil

Question 6

Gillborn and youdell findings on black pupils and discipline

Answer 6

Gillborn and youdell found that teachers were quicker to discipline black pupils than others for the same behaviour, due to teacher labelling.
they argue this is a result of teachers “radicalised expectations” - teachers expected black pupils to raise more problems and misinterpreted their behaviour as a challenge to authority. when teachers

Question 7

black students response to discipline (gillborn and youdell)

Answer 7

gillborn and youdell found that when teachers acted on this misperception, the pupils responded negatively and further conflict resulted. black pupils felt teachers underestimated them and picked on them. they conclude that much of the conflict between white teachers and black pupils stems from the racist stereotypes teachers hold rather than the pupil’s actual ability

Question 8

foster findings on black pupils and streaming as an effect on educational achievement

Answer 8

foster found that teacher stereotypes of black pupils as badly behaved could result in them being g placed in lower sets than of those of similar ability. streaming black pupils based on the negative stereotypes about their ability, or behaviour can lead to self-fulfilling prophecy or underachievement

Question 9

wright findings on black pupils setting and streaming as an effect on educational achievement

Answer 9

wright studied multi-ethnic primary school and found that Asian pupils can be victims of teacher labelling. she found that despite the school’s apparent commitment to equal opportunities, teachers held ethnocentric views: that is, they took for granted black or white worinnted that British culture and standard English were superior

Question 10

Archers 3 dominant pupil identities as a result of teachers stereotypical ethnic identities not matching the ideal pupil criteria

Answer 10

the ideal pupil identity
the pathologised pupil identity
the demonised pupil identity

Question 11

explain archers ideal pupil identity label

Answer 11

ideal pupil- teachers view this student as the model pupil,, characteristics include hardworking, participation, effort

Question 12

explain archers pathologised oupil isenity

Answer 12

pathologised pupil identity- an Asian “deserving poor” identity. this pupil is seen as a plodding conformist and culture-bound “overachiever”
a slagger who succeeds through hard work rather than natural ability

Question 13

explain archers demonised pupil identity

Answer 13

demonised pupil identity- a black or white, working-class, hypersexualised identity. this pupil is seen as an unintelligent, peer-led, culturally deprived underachiever

Question 14

Fuller findings on pupils responses and rejecting negative labels

Answer 14

fuller conducted a study of a group of black year 11 girls at a London comprehensive school
these girls all channelled their anger to teacher labels and put it into their educational success = why they were untypical as they were high achievers in a school where most black girls were in lower streams

however, they only conformed as far as schoolwork itself., unlike other successful pupils. they worked conscientiously but gave the appearance of not doing so and they showed a deliberate lack of concern about school routines. they had a positive attitude to academic success, but rather than seeking approval of teachers, they preferred to rely on their own efforts and the impartiality of external exams

Question 15

Mac and Ghaill findings on pupils rejecting negative stereotypes

Answer 15

mac and Ghalli studied black and Asian A level students ts at a sixth form college and reached similar conclusions to fuller. stun=denys who believed they had been negatively labelled did not necessarily accept the label as their ethnic group and gender and nature of their former schools. as with fillers research, this shows that labels do not inevitably produce a self-fulfilling prophecy

Question 16

fullers findings on why the year 11 students “conformed”

Answer 16

however, they only conformed as far as schoolwork itself., unlike other successful pupils. they worked conscientiously but gave the appearance of not doing so and they showed a deliberate lack of concern about school routines. they had a positive attitude to academic success, but rather than seeking approval of teachers, they preferred to rely on their own efforts and the impartiality of external exams

Question 17

mirzas findings on teacher racism on black ambitious girls

Answer 17

mirza studied ambitious black girls who faces teacher racism. mirza found that racist teachers discouraged black pupils from being ambitious, through the kind of advice they have them about careers and option choice l

Question 18

mirzas 3 types of teacher racism

Answer 18

the colour blind
the liberal chauvinists
the overt racist

Question 19

explain what mirzas colour blind teacher racism is

Answer 19

the colour blind = teachers who believe all students are equal but let racism go unchallenged

Question 20

explain what mirzas liberal chauvinists teacher racism is

Answer 20

librral chauvinists = teachers who believe black pupils are culturally deprived and who have low expectations of them

Question 21

explain mirzas overt racist teacher attitude

Answer 21

overt racist = teachers who believe black students are inferior and actively discriminate against them

Question 22

mirzas findings on how black ambitious girls acted as a result of teacher racism

Answer 22

much of the girls time at school was spent trying to avoid the effects of teachers negative attitudes. the strategies they employed to do this included being selective about which staff to ask for help, getting on with their work in lessons without taking part, and not choosing certain subjects to avoid racist teachers

Question 23

swells 4 findings of black boys responses to schooling

Answer 23

the rebels
the conformists
the retreatists
the innovators

Question 24

explain swells findings on black boys “the rebels” response to schooling and racist stereotypes

Answer 24

the rebels = most visable and influential group,,, small group, often rejected from school and peers, conforming to the stereotypes of the anti authority/school “black macho lad” believed in their own superiority based on the ideas that black masculinity equates with sexual experience and virility

Question 25

explain swells findings on black boys “the conformists” response to schooling and racist stereotypes

Answer 25

the conformists = largest group and keen to succeed accepted the school’s goals and had friends from different ethnic groups. they were part of a subculture and were anxious to avoid being stereotyped by their teachers and peers

Question 26

explain swells findings on black boys “the retreatists” response to schooling and racist stereotypes

Answer 26

the retreatists = tiny minority of isolated individuals who were disconnected from both school and black subcultures and were despised by the rebels

Question 27

explain swells findings on black boys “the innovators” response to schooling and racist stereotypes

Answer 27

the innovators = second largest group, like fillers girls they are pro-education but anti-school. they valued success but did not seek teacher approval

Question 28

troyna and williams argument on what needs to be done to explain ethnic differences in educational achievement

Answer 28

troyna and williams argued to explain ethnic differences in educational achievement we need to go beyond individual teachers to see how schools and colleges routinely and perhaps unconsciously discriminate against ethnic minorities. they distinguish between individual racism and institutional racism

Question 29

explain critical race theory

Answer 29

critical race theory argues racism is an ingrained feature of society, institutionally based as well as individually held but this makes it very difficult to stop as long as it is so ingrained in society

Question 30

explain how Carmichael and hamilton describe institutional racism

Answer 30

Carmichael and hamilton describe institutional racism as less overt, more subtle, difficult to identify specific individuals

Question 31

gilbourn argument on how the education system is racist

Answer 31

gillbourn argues schools use marketisation to target different pupils, allowing negative stereotypes to influence entry

Question 32

explain how gilbournes theory of marketisation linked with how the education system is racist is supported by Moore and davenports research

Answer 32

Moore and davenports American research = selection procedures furthered ethnic segregation with minority ethnic pupils failing to get into better secondary schools due to discrimination, eg they found primary school reports were used to screen out pupils who had language difficulties

Question 33

the commission for racial equality key findings about ethnic admissions into schools

Answer 33

the commission for racial equality identifued similar (more and devenports) biases in Britain. racism in admission policies often led to ethnic minority children going to unpopular, less effective schools

Question 34

key findings from the commission for racial equality findings from their commission report about ethnic school entries

Answer 34

key findings from the commission report:

• —reports from primary schools stereotypes minorities
• —racist bias in interviews for school places
• —a lack of info and application forms in minority languages

Question 35

explain the ethnocentric curriculum (internal factor)

Answer 35

the ethnocentric curriculum is used to describe an attitude or policy that gives priority to the culture and viewpoint of one particular ethnic group disregarding others

Question 36

explain david thoughts on language, literature and music as an internal factor affecting ethnic educational success

Answer 36

David (~93) describes how the national curriculum ignires non European languages lit and music

Question 37

explain ball thoughts on language, literature and music as an internal factor affecting ethnic educational success

Answer 37

ball (94) attacks the national curriculum for ignoring ethnic diversity and promoting “little englandism”

Question 38

explain coard thoughts on language, literature and music as an internal factor affecting the ethnic educational success

Answer 38

coard (05) argues the ethnocentric curriculum leads to underachievement due to how history sees black and Asian people as inferior

Question 39

gilbourn view on assessment as an internal factor affecting ethnic educational success

Answer 39

gillbourn (08) argues that the assessment game is rigged to validate the dominant cultures superiority. if black children succeed as a group the rules will be changed to engineer failure. how schools were required to redesign baseline tests in primary schools is an example to prove this; this meant overnight black kids went from the highest scoring pupils to the lowest

Question 40

acces to opportunities effect on ethnic educational achievement

Answer 40

gifted and talented programmes were created with the aim of meeting the needs of more able students in inner city schools

gilbourn pointed out the fact that whites were twice as likely to be on this list compared to black Caribbeans and six times more likely compared to black Africans

Question 41

tikely et al findings on exam tiers as a factor impacting ethnic educational achievement

Answer 41

tickely et al explained how in 30 schools the aiming high initiative was aimed at raising achievement in black carribbean pupils yet blacks were still far more likely to be entered for low tier gcse exams

Question 42

strand view findings on exam tiers as a factor influencing educational achievement

Answer 42

strand analysed large scale data from a longitudinal study of young people in England. this shows a white-black achievement gap in maths and science tests at the age of 14. he found this to be a result of black pupils being systematically underrepresented in the entry for higher-tier tests. such low expectations could lead to self-fulfilling prophecies

Question 43

explain gilbourns the new iQism as a factor effecting ethnic educational achievement

Answer 43

the new iQism = teachers placing pupils into sets based on attitudes of pupils, disciplinary concerns not just academic ability. Gbourn used the term the new iQQism to show teachers and policy makers make false assumptions about the nature of pupils ability/potential

gilbourn argued there’s no genuine way of measuring potential. tests cannot predict ability.

Question 44

swells arguement on institutional racism (assessment, new IQism, etc) as a factor affecting ethnic achievement

Answer 44

swell argues that institutional racism is not that strong, pupils can and do rebel against t. gilbourns ideas about racism fail to acknowledge how well indian and Chinese pupils do.

Question 45

evans argument on institutional racism as a factor effecting ethnic achievement

Answer 45

Evans argued it is important to look at the interaction of ethnicity, gender and social class

Question 46

cultural deprivation theorists argument about black pupils intellectual and linguistic skills

Answer 46

cultural deprivation theorists argue many children from black low-income families lack intellectual stimulation and enriching experiences, leaving them poorly equipped for school as they have not developed reasoning and problem-solving skills

Question 47

bereiter and engelmann view on the language spoken by low income black people and the effect it has on their educational success

Answer 47

Bereiter and Englemann view language spoken by low income black American families to be inadequate for educational success. they see it as ungrammatical, disjointed and incapable of expressing abstract ideas

Question 48

gillbourne and mirza evaluation on cultural deprevation linguistic and intellectual skills as an impact on educational achievement

Answer 48

gillborn and mirza found that statistics show that linguistic skills are not a major factor influencing underachievement, and many pupils do well despite not having english as their first language

Question 49

cultural deprevation: family structure and parental support as a factor affecting educational achievement

Answer 49

cultural deprivation theorists argue that failure to socialise children adequately is the result of a dysfunctional family structure

Question 50

murray view on family and structure affecting educational achievement

Answer 50

murray believes the high rate of lone parenthood (absent fathers) and a lack of positive role models lead to the underachievement of some minorities

Question 51

Sewell disagreement with Murray on lone parenthood and absent fathers affecting educational achievement

Answer 51

Sewell disagrees with Murray and believes the problem is a lack of fathering nurturing or the “tough love” approach. he also argues that black students face black peer pressure, and discourage each other

Question 52

Lupton view on cultural deprivation: family structure and parental support as a factor influencing achievement

Answer 52

Lupton argued that authority in Asian families is similar to the model that operates in schools. “Asian work ethic” - parents are supportive of school behaviour policies

Question 53

Moynihan view on cultural deprivation: family structure and parental support as a factor influencing achievement

Answer 53

Moynihan believes that inadequately socialised children from unstable families go on to fail at school and become inadequate parents – is it a cycle?

Question 54

driver evaluation on cultural deprivation as a factor influencing achievement

Answer 54

driver believes that cultural deprivation ignores the positive effects of ethnicity on achievement. he shows that the black Caribbean family, far from being dysfunctional, provides girls with positive role models of strong independent women

Question 55

what is material deprivation and who is most likely to suffer from material deprivation

Answer 55

material deprivation means a lack of physical necessities that are seen as essential or normal for life in today’s society. in general, working-class people are more likely to be materially deprived and face poverty

Question 56

palmer argument on material deprevation on ethnic minorities

Answer 56

palmer argued that almost half of all ethnic minority children live in low income households, against a quarter of white children. ethnic minorities are almost twice as likely to be unemployed

Question 57

what are the fsm statistics supporting palmers argument that ethnic minorities are likely to be a part of low-income families

Answer 57

different ethnic groups eligible for FSM support this idea of ethnic inequalities. 44% Bangladeshi, 36 black African, 31 Pakistani, 23 black Caribbean, 11% white British, 9% Indian

Question 58

5 reasons why ethnic minorities are at greater risk of material deprivation

Answer 58

many live in economically depressed areas with high unemployment and low pay rate

• cultural factors such as the tradition of purdah in some Muslim households, which prevents women from working outside the home
• a lack of language skills, and foreign qualifications not recognised by UK employers
• —asylum seekers may not be allowed to take work
• ——racial discrimination in the labour and housing market

Question 59

material deprivation evaluation

Answer 59

although ethnic minorities are increasingly a part of low-income families- even those Indian and Chinese pupils who are materially deprived still do better than most. for example, in 2011, 86% of Chinese girls who received FSM achieved 5 or more higher grade GCSEs, compared to 65% of whist girls not receiving FSM

Question 60

madood evaluation on material deprivation affecting educational achievemnt

Answer 60

madood found that while that low-income families generally did less well, the effects of low income were much less for other ethnic groups than for white pupils

Question 61

external racism: many sociologists argue poverty itself is the product of another factor- racism
mason quote to back this

Answer 61

mason- “discrimination is an continuing and persistant feature of the experience of britans citizens of minority ethnic origin

Question 62

wood et al findings on external racism

Answer 62

wood et al sent 3 closely matched job applications to 1000 job vacancies. these came from fictitious applicants using names associated with different ethnic groups. for each job, one applicant appeared to come from a white person and two from ethnic minority groups. only 1 in 16 ethnic minority applicants were offered an interview, against 1 in 9 white applicants

this explains why members of ethnic minorities are more likely to face unemployment or ,low pay, which has a negativeeffect on their children’s educational prospects