Ethinic differences in achievement Flashcards
cultural deprivation
sees the underachievement of some ethnic groups as the result of inadequate socialisation in the home.
what are the three main aspects of cultural deprivation
intellectual and linguistic skills
attitudes and values
family structure and parental support.
intellectual and linguistic skills.
cultural deprivation theorists see the lack of intellectual and linguistic skills as a major cause of underachievement for many minority children.
what do cultural deprivation theorist argue about children from low income black families.
they argue that low income black families lack intellectual stimulation and enriching experiences. this leaves them poorly equipped for school because they have not been able to develop reasoning and problem solving skills
Bereiter and Engelmann
they argue that black American language is disjointed/ungrammatical.
what do cultural deprivation theorist believe about the attitudes and values of black children
fatalistic attitudes
Murray
argues that a high rate of lone parenthood and a lack of positive male role models lead to underachievement of some minorities.
Sewell
Sewell sees the problem as a lack of fatherly nurturing or “tough love” (firm, fair, respectful and non-abusive discipline).
in Sewell view what do Indian and Chinese pupils benefit from supportive parents who have what?
“Asian work ethic” and place high value on education.
Lupton
argues that adult authority in Asian families is similar to the model that operates in schools. she found that respectful behaviour towards adults is expected from children.
AO3 of external cultural deprivation
Driver critics the CDT for ignoring positive affects of ethnicity on achievement.
Lawrence argues that black pupils underachieve not because of self-esteem, but because of racism.
Material Deprivation
means lack of those physical necessities that are seen as essential or normal for life in today’s society.
why does palmer believe ethnic minorities are more likely to experience substandard housing and low income.
Almost half of ethnic minority children live in low income households.
some cultures prevent women from working outside the home
A03 for external material deprivation
deprived Asian families still do better.
Wood
CV’s for white names more likely to get interviews and experience housing discrimination.
Gillborn and youdell
they found that teachers were quicker to discipline black students. black students are labelled as disruptive and more likely to be put in lower streams.
racialised expectations
they immediately expect a higher level of behavioural issues with black children.
archer
defines ethnic minority pupils identities as lacking the favoured identity of the ideal pupil
what are the three different pupil identities that archer identified
ideal pupil
pathologized pupil identity
demonised pupil identity
the ideal pupil identities
A white, middle-class, masculinised identity, with a normal sexuality. this pupil is seen as achieving the “right” way, through natural ability and initiative.
pathologized pupil identity
an Asian, “deserving poor” , feminised identity either asexual or with an oppressed sexuality. this pupil is seen as an over achiever
demonised pupil identity
a black or white, working class- hypersexualised identity. this pupil is seen as unintelligent, peer led, culturally deprived under-achiever.
fuller and Mac and Ghalil
black girls rejected labels and determined to succeed for themselves.
Sewell
Sewell notes black boys responses to schooling, including racist stereotypes by teachers
what four responses does Sewell identity to schooling.
rebels
the conformists
the retreatist
the innovators.
the rebels
most visible and influential group but they were only a small minority of black pupils. often excluded from schools.
the conformists
were the largest group. these boys were keen to succeed , accepted school goals
the retreatist
were minority of isolated individuals who were disconnected from both school and black subcultures and were despised by the rebels .
the innovators
were the second largest group. They valued success but did not seek approval from teachers.
A03 for labelling
pupils don’t always respond to racism.
institutionalised racism
discrimination that is built into the way institutions such as schools and colleges operate.
critical race theory
sees racism as ingrained feature of society. this means that it involves not just the intentional actions of individuals but, more importantly, intuitional racism.
locked in inequality
the scale historical discriminations is so large that there is no longer needs to be any conscious intent to discriminate- the inequality becomes self- perpetuating it feeds on its self
ethnocentric curriculum
curriculum that reflects the culture of one ethnic group usually the dominant culture.
Ball
criticises the national curriculum for ignoring ethnic diversity and for promoting an attitude of “little Englandism”
little Englandism
the history curriculum tries to recreate a “mythical age of empire and past glories”, while ignoring the history of black and Asian people.
Tikely et al (2006)
found that in 30 schools in the “aiming high” initiative to raise black Caribbean pupils achievement, blacks were nevertheless more likely than whites to be entered for lower tier GCSE exams.
new Iqism
put into sets based on behaviour
AO3 institutionalized racism
doesn’t explain why Asian pupils outperform black pupils.
