Ethic Differences In Achievement

Question 1

Which ethnic groups perform worst and best in education?

Answer 1

Black and Pakistani Pupils perform worst and Chinese and Indian Pupils perform best by huge margins, Whites perform around average and WC Whites perform well below average

Question 2

What Are The main external factors affecting ethic differences in achievement (3)

Answer 2

Cultural Deprivation, Material Deprivation and racism

Question 3

What Are The two main factors in ethic cultural deprivation?

Answer 3

Intellectual and language skills And Attitudes and values

Question 4

How do CD theorists claim Intellectual and language skills affect ethic achievement?

Answer 4

They claim that AS ethic minority parents are more likely to be in poverty than whites meaning they are on low income where trips to the museum and educational toys are a non-necessary item meaning they fail to develop required skills, they also claim that kids who don’t speak English at home are held back educationally however according to the Swann report Language is not a major factor as a majority of Indian and Chinese pupils don’t speak English at home but skill perform best in education
+ Engelman in the USA

Question 5

How do Cd theorists claim that Attitudes, values and family structure Effects ethic achievement?

Answer 5

Theorists claim that because of different socialisation occurring em kids are socialised in a way that means they lack the required skills and values to succeed in U.k schools who have a culture of competition, Connor however found that em parents actually value education higher than white ones

Question 6

How do cd theorists claim that a lack of a male role model affects education?

Answer 6

New right thinker Murray claims that because of black Pupils having above average female headed one parent families without a male role model, this means that for some black boys street gangs offer them alternative male loyalty and support, it is within these gangs can offer drugs and other deterrents from success as well as a belief that doing well is seen as selling out . Evidence for the damaging effect of this can be found in his report he found black boys found peer pressure to be the biggest barrier to success

Question 7

What does Sewell argue about Asian family structures?

Answer 7

Sewell argues that because Chinese and Indian people are more likely than anyone else to be part of a nuclear family they receive lots of support with an ‘Asian work ethic’ contrasting with blacks

Question 8

What Did Lupton find in his study?

Answer 8

He studied 4 mainly WC schools of different ethnic make ups and found that teachers in reported worse behaviour in white schools because of low levels of white WC parental support and negative parental views of education

Question 9

What does compensatory education hope to do?

Answer 9

Compensatory education aims to reduce the impact of cultural deprivation, such as sure start which helps poor areas and areas with high amounts of em pupils learn the required skills and values to do better in education, critics argue that it’s based on the assumption that cd causes UA rather than any other factors

Question 10

What are some of the criticisms of cd theory?

Answer 10

That it is victim blaming due to the fact that em kids are affected by an ethnocentric curriculum that dominates its culture as superior to others

Question 11

Make clear that not all ethnic minorities are the same class but…

Answer 11

They are more likely to be living in poverty at around 50% living in low-income houses, Em are 2x more likely to be unemployed as well as facing housing and job discrimination increasing material deprivation and fatalism, class doesn’t override all influence of ethnicity as White MC Pupils do better in GCSEs than Em middle class students

Question 12

What are 3 Internal factors in ethic differences in education?

Answer 12

Labelling, Pupil Subculture and ethnocentrism and racism, don’t forget to link together

Question 13

How are different ethnicities labelled?

Answer 13

Black pupils are labelled as disruptive

Asian pupils are labelled smart and passive, explain how labelling leads to SFP leads to underachievement

Question 14

What do interactionists Argue happens as a result of negative racist labelling?

Answer 14

Teachers treat em pupils differently disadvantage gender them causing SFPs and UA

Question 15

What did Gillborn and Youdell (2000) discover?

Answer 15

They found that in one area black pupils were the highest achievers in primary school at 20% above average but when it came to GCSEs they were 21% behind suggesting strongly that schooling and not background was to blame

Question 16

What else did Gillborn and Youdell Argue?

Answer 16

That teachers had racialised expectations about black pupils and experienced more discipline and saw their black pupils as threatening, Black pupils were more likely to be punished for similar behaviour and be expelled than any other race, black pupils said teachers underestimated their abilities resulting in teacher vs pupil conflict behaviour that is perceived as bad, critics argue that Gillborn and Youdell cannot be sure whether the behaviour actually was perceived

Question 17

Who studied Pakistani pupil labelling? And what did they find out?

Answer 17

Wright (1992) found that teachers assumed pupils would have poor English so talked to them simplistically reducing their confidence and vocab, he found that they mispronounced names and they saw them as ignorable problem this meant that they were marginalised and alienated stopping them from participating affecting confidence all leading to UA although critics argue that Chinese and Indian students are treat similarly and perform well suggesting external factors factirs are more to blame

Question 18

Who studied pupil subcultures and what did they find?

Answer 18

Sewell (1998) found that as a result of racist labelling black students adapted into four Subcultures which affected Achievement

Question 19

What were the 4 black pupil Subcultures?

Answer 19

Conformists, who are the largest group and are keen to succeed and accept school goals
Innovators, valued Education but are anti-school, value successes but not teachers approval due to rejecting labels
Retreatists, a quiet and isolated group of pupils who are disconnected from school and outside black pupil culture
And finally Rebels who are a small but very noticeable who reject the schools that rejects them and as a result make the problem of labelling worse for all black students

Question 20

What did Mac an Ghaills (1992) research?

Answer 20

Mac and Ghaills studied a group of em A level students and found that they rejected the labels given to them, much like the innovators in Sewells report, they were successful despite some restrictment due to low se, this shows that the theory of labelling is Too Deterministic as not all labelled students adapt and fail and responded to racism in different ways

Question 21

What is institutionalised racism ?

Answer 21

Racism that is built in to the structure of education that affects em achievement as well as individual racism

Question 22

What does the Critical race theory argue?

Answer 22

That racism is deep rooted and Locked in to education such as ethnocentric curriculums which means that white MC culture is superior in education and dominated amongst all pupils at expense of WC and em motivation and self esteem

Question 23

What does the crt argue about marketisation?

Answer 23

As it continues and becomes more common in uk education racial stereotypes drives decisions more than performance restricting em kids from the best schools and forcing them into lower sets and lower status exams resulting in worse em results becoming a sfp of teachers expectations