Educational achievemnet-Ethnic differences

Question 1

outline the differences in educational achievement between ethnic groups

Answer 1

White & asians on average do better than blacks
indians do better than pakistani & bangladeshi

Question 2

External factors on ethnic differences in achievement

Answer 2

• Cultural deprivation
• Material deprivation
• Racism in wider society

Question 3

3 Reasons why Certain Ethnic Groups Underachieve -according to CDT

Answer 3

Cultural deprivation theorists see underachievement of some ethnic groups as result of inadequate socialisation in the home focusing on differences in:
* Language
* Family Structure
* Attitudes and Values

Question 4

Why is Language a reason Certain Ethnic Groups Underachieve?

Answer 4

CDT argue BAME (Black, Asian and Minority Ethnic) lack stimulation & linguistic development through their socialisation.
leaving them poorly equipped for school-not developed reasoning & problem solving skills

Question 5

Who are Language Deprivation Theorists

Ethnic differences in achievement

Answer 5

> Bereiter and Engelmann (Language of Low-Income Blacks)
Bowker-children who not speak english at home will be held back educationally

Gilbourn & Mirza (Indian Kids)

Question 6

Bereiter and Engelmann on Language of low-income black families?

Answer 6

> Language of low-income black-american families is inadequate for educational success.
It’s ungrammatical, disjointed and unable of expressing abstract ideas.

Bowker-concerns that children who do not speak english at home will be held back educationally

Question 7

How do Gilbourn & Mirza outline that concern some kids don’t speak English at home may be held back is a myth?

Answer 7

Mizra- Indian students do well even without English as a 1st language.
In 2010 those without English as 1st Language were only 3.2 points ahead those without English as a 1st language, in terms of getting 5+ GCSES.

Question 8

A03 Criticisms of Language Deprivation Theorists

Answer 8

> Swann Report-found language differences had little impact on achievement.

Question 9

CDT - attitudes & values cause of BAME underachievement

Answer 9

CDT see lack of motivation as major cause of failure of black children
most children socialised into mainstream culture-instils ambition,competitiveness & delayed gratification to achieve long term goals
CDT say subculture BAME are socialised into subculture that is fatalistic and focused on immediate gratification, resulting in lack of motivation to succeed.

Question 10

A03 Criticisms of Attitudes and Values Theorists

Answer 10

> Connor-Found BAME placed higher value on education than white.

> Sewell-Only minority of black boys were in anti-school subcultures

Question 11

CDT Family Structure/Support impact on Black Pupils Sociologists

Answer 11

> Moynihan (Absence of Male Role Model)

> Murray (Problem with Lone Parent Families)

> Sewell (Lack of Fatherly Nurturing and Gangs)

Question 12

Explain Moynihan’s view in relation why Blacks underachieve?

Family structure

Answer 12

> Absence of male role model, in female headed black Lone Parent Families, produces inadequately socialised children who fail at school.
And become inadequate parents themselves perpetuating culture of poverty.

Question 13

New right view

Explain Murray’s view in relation why Blacks underachieve?

Family structure

Answer 13

> argues high rate of lone parenthood & lack of male role models lead to underachiveemnt of minorities
Afro-Caribbean Lone Parent Families is to blame and lack of male role-models means mums struggle to socialise children well.

Question 14

Explain Sewell’s view in relation why Blacks underachieve?

Family structure

Answer 14

> Disagrees with Murray, arguing lack of fatherly nurturing leads to black boys underachieving.
Gangs offer them perverse loyalty and love presenting boys with media-inspired role of anti-school black masculinity.
Medias created negative antischool role model for black pupils in e.g. Ultra-Tough Ghetto Superstar through rap & MTV videos.
Black students do worse than Asian peers, as whilst 1 group is nurtured by MTV, other is clocking up educational hours.
Academically successful black boys felt biggest barrier to success was pressure, doing well at school was seen as selling out.

Question 15

A03 Criticisms of CDT

ALL critcis of CDT oppose compensatory education see it as attempt to impose dominant white culture on children who already have culture of their own

Answer 15

> Gilbourn (Sewell )
Driver (Murray)
Keddie
Ball

Question 16

Keddie on Criticisms of CDT

Answer 16

CDT-victim blaming explanation
BAME students are culturally different not deprived.
- Fail due to ethnocentric curriculum being in favour of the Whites.

Question 17

How does Driver criticise CDT (Murray)

Answer 17

Black families not dysfunctional, provides girls with positive role models of strong independent women, so do better in education
is why black girls more successful than black boys

Question 18

Ball on Criticisms CDT

Answer 18

Argues BAME fail as parents less aware of to manipulate system, so it’s rather due to cultural exclusions.

Question 19

How does Gilbourn criticise Sewell view on why Blacks underachieve?

Answer 19

Not peer pressure, but Institutional Racism in education producing failure of large number of Black Boys.

Question 20

Explain how Family Structure impacted Asian Pupils

Answer 20

> Sewell
Indian and Chinese pupils benefit from supportive families who have an ‘Asian work ethic’ placing high value on education.

Lupton (Adult Authority) Asian families have more ‘Pro-School’ attitude than blacks.
>Asian families rarely lone parents so offer bigger support network for children.

Question 21

Material Deprivation and Racism in Society Theorists

Material deprivation see educational failure as resulting from factors -substanard housing/low income

Answer 21

> Palmer (Stats on BAME in Poverty)
-half of ethnic minorities live in low income households as against quarter of whites
ethnic minorities-twice likely unemployed compared to whites
more likely to be homeless
earn less than whites
ethnic minorities likely engaged in shift work
pakistani & bangladeshi women -more likely engaged in low paid work

Rex-(racism)

Question 22

3 Reasons why BAME are at greater risk of material deprivation?

Answer 22

> Live in areas with high unemployment rate and low wage rates.

> Lack of language skills & foreign unrecognised qualifications.

> Racial discrimination in the labour market & housing market.
Ethnic groups on FSM-less likely British & Indian
More likely Bangladeshi & Black african

Question 23

Rex -Racism in Wider Society?

Answer 23

While MD & poverty impact educational achievement on ethnic minorites -some argue poverty is product of racism

REX Explains how Racism leads to social exclusion and poverty.
- e.g. In housing BAME more likely to be forced into substandard accommodation than white of the same class.
- more likely to face unemployement & low pay

Question 24

What are the trends for Indian and Chinese Pupils who’re materially deprived?

Answer 24

Indian and Chinese pupils who’re materially deprived still do well

e.g. Chinese girls who are on FSM achieved more 5+ GCSEs compared to white girls not on FSM.

Question 25

Internal factors

Answer 25

• Labelling & teacher racism
• Pupil identities
• Pupil responses & subcultures

Question 26

Labelling and Teacher Racism Theorists
Internal Factors

Answer 26

> Gilbourn and Mirza (Black when starting school compared to GCSE)

> Gilbourn and Youdell (Racialised Expectations)

> Wright (Asian Pupils in Primary School)

> Archer (Pupil Identities)

> Archer and Francis (Chinese Pupils)

> Fuller (Black Girls)

Question 27

What were Gilbourn and Mirza’s findings on Black Kids achievement on entry to Primary School compared to at GCSE?

Answer 27

Found in 1 area black children were the highest achievers on entry to primary school but at GCSE, they had lowest results
Fact that blck children can begin school as top achievers and finish lowest
Challenges CDT assumptions that black children start school unprepared
instead shows internal factors are to blame

Question 28

Labelling & teacher racism

Teachers view on Black and Asian students in relation to the ideal pupil?

Internal

focusing on labels teachers give to children from diff ethnic background

Answer 28

Teachers see Black and Asian pupils far from ‘ideal pupil’
Black pupils seen as aggressive, and Asian seen as passive.
negative labels Leads teachers to treat BAME differently, disadvantaging them & failing

Question 29

Labelling & teacher racism

Explain Gilbourn and Youdell’s idea of Racialised Expectations?

Internal

Answer 29

> found Teachers were quicker to discipline blacks than others for similar behaviour.
argue this is a result of ‘racialised expectations’

> Teachers expected blacks to present more discipline problems misinterpret their behaviour as threatening

> Blacks felt teachers underestimated their ability and picked on them-SFP

> Leads to Higher number of exclusions and them being put in lower sets, leading to underachievement.
argue conflcit between white teachers & black pupils stemj from racial stereotypes teachers hold rather than pupils behaviour

Question 30

Explain Wright’s Study of Asian Pupils in Multi-Ethnic Primary Schools

Answer 30

> found Asians were victims of teacher labelling- were stereotyped by teachers &treated differently
Techers held ethnocentric views(believed british culture-superior)

> They assumed they had poor grasp of English, using childish language when speaking to them, leaving them out of discussions

> Mispronounced their names, seeing them as problem they could ignore.

> So Asians, especially girls, were marginalised affecting their self esteem.

Question 31

Labelling & teacher racism

Archer(pupil identities)

Internal

Answer 31

Teachers defined etnic minorities identities far from ideal pupil
archer described how teachers discource(way of seeing something) defines ethnic minorities identities

Ideal Pupil Identity-White middle class masculine identity -achives through natural ability

Pathologised Pupil Identities-asian -> ‘Deserving poor’Feminine identity Either asexual/oppressed sexuality, Conformist, Over achiever, succeeds through hard work more than natural ability.

Demonised Pupil Identities-black or white WC hyper heterosecualised identity-pupil seen as unintelligent ,pree-led, CD underachiever

For Archer BAME likely to be seen as demonised/pathologised pupils
from interviews with teacher & students shows how black students are demonised as loud,challenging & with unaspirational home cultures

found that teachers saw asian girls-passive but when misbehaved delt with more harsly

Question 32

What did Archer find on how Teachers treated and viewed Chinese Pupils?

Answer 32

> Were given ‘’negative-positive stereotype’’ could never be viewed as ideal pupil, were wrongly seen as MC.

> As they achieved from hard work, passive conformism not natural ability

> Natural achievement only seen available to White MC

> Teachers saw their families as ‘tight’ ‘using this to explain girls’ passivity

Question 33

2 Criticisms of Sewell Study

Answer 33

> Doesn’t tell us why boys chose different responses.

> Despite this teachers saw them all the same and Sewell still feels external factors are more important.

Question 34

Labelling & teacher racism

Explain Fuller Study of Black Girls

Answer 34

Fullers study of group of black girls
High achieving black girls, rejecting teachers labels.
Determined to do well, by challenging their anger about labelling into educational success
but only conformed as far as completing school work.
They did not seek teachers approval and maintaining friendships with girls in lower streams.
relied on own efforts to do well rather than accepting teachers negative stereotype

Question 35

Explain how Fuller Study of Black Girls showing Labelling Theory is too deterministic?

Answer 35

High achieving black girls, rejecting teachers labels.
Determined to do well, but only conformed as far as completing school work.
Not seeking teachers approval and maintaining friendships with girls in lower streams.
shows pupils still even when refused to conform & negative labelling does not lead to failure

Question 36

3 Criticisms of Labelling on Ethnicity

Answer 36

> Rather tha blaming home background like CDT do labelling theory shows teachers stereotypes can be cause of failure

> Assumes racist stereotypes are product of a teachers view, not way education system operates. e.g Gilborn & youdell policy of publishing league tables creates A-to-C economy leads to large number of blacks & WC placed in lower streams

> r.assumes once labelled pupils full victim to SFP & fail
Deterministic e.g. Fulle

Question 37

Institutional Racism and Marketisation Theorists

Answer 37

> Troyna and Williams (Types of Racism)

> Critical Race Theory

> Gilbourn (Locked In Inequality)

> Gilbourn (Marketisation and Segregation)

Question 38

Institutionalised racism

Troyna and Williams-instituational racism

Internal factor

Answer 38

Explain how school discriminates against ethnic minorities through:

Individual Racism: Result from prejudice views of individual teachers &others.
Institutional Racism: Discrimination built into way institutions school and college operate.

Question 39

Define Critical Race Theory

Answer 39

See racism as deep-rooted ingrained feature of society.

Question 40

Marketisation & segregation

Gilbourn view on how Institutional Racism Locked in Inequality

Answer 40

• Racism so ingrained in education it’s inevitable
• Argues marketisation gives schools scope to select pupils allows negative stereotypes to influence decisions about schools leading to ethnic segregation
  >with minority pupils failing to get into better secondary schools due to discrimination
  >found primary school reports used to screen out pupils with languagee difficulties
  > comission for racial equality identified that racism in school admissions meant ethnic minority children more likely to end up in unpopular schools

Question 41

According to Foster how does the concept of Educational Triage negatively affect black pupils?

Answer 41

Teachers stereotypes blacks as badly behaved, so they’re put in lower sets than other pupils of same ability, leading to self-fulfilling prophecy

Question 42

Institutional Racism and Ethnocentric Curriculum Theorists

Answer 42

> Troyna (Language - Ethnocentric)

Question 43

What are examples of how UK curriculum is Ethnocentric?

Answer 43

> Language: Troyna

> Literature: Don’t include non-british writers

> School Holidays: Holidays fall in line with Christian Traditions

> Uniform: Might conflict with people’s cultural dress, Girls permitted to wear skirts, may not be appropriate in some cultures.

Question 44

What was Troyna’s study relating to the Ethnocentric Curriculum?

Answer 44

Curriculum is British, focusing on white culture, ignoring non-European language, literature and music, lack of teaching of Asian Languages.

Question 45

Criticism of Ethnocentric Curriculum

Answer 45

Doesn’t explain how Indian and Chinese achievement is above national average.

Question 46

Institutional Racism and Assessment Theorists

Answer 46

> Gilbourn (Assessment)

Question 47

What was Gilbourn’s view on Assessment?

Answer 47

> Systems rigged to validate dominant culture superiority

> Baseline assessments showing BAME were ahead of white was replaced in 2003, with FSP (Foundation Stage Profile), based on teacher judgements, given wide scope for stereotyping.

> So blacks appeared to be doing worst than whites.

Question 48

Explain Gilbourn’s findings on how their inequalities to Access to Opportunities in relation to G&T?

Answer 48

In Gifted and Talented programs Whites are twice as likely to be identified as G&T over BAME.

Question 49

Explain Gilbourn’s study on New IQism

Answer 49

Access to opportunities such as higher sets/Gifted & taleneted programme depend heavily on teachers assessments of pupils ability
teachers place students in sets on attainment but also disciplinary conerns of pupils attitude
he argues Teachers & Policymakers make false assumptions about students’ ability or potential.
one pupils ‘potential’has been measured they put them in stream on gifted & talented programme
Tests are rigged to dominant culture, so BAME more likely to be put in lower streams.

Question 50

Critics of Institutional racism
sewell criticises gilborn on institutional racism

Answer 50

> If there’s institutional racism, how comes Indian and Chinese students still perform well.
Black boys underachievement- critcial race theorists such as gilbron argue institutional racism is main cause of underachievement
argue internal factors within education system -such as assessment & setting produce the failure of large number of ethnic minority pupils (black boys)
sewel rejects this view we need to focus on external factors such as boys anti school subcultures , the peer group & nurturing role of the father
argues there is also overachievement by ‘model minorities’ e.g indian & chinese pu[ils peeform better than white majority -if both groups achieve so well how can there be institutional racism