ethnic differences

Question 1

external factors

Answer 1

cultural deprivation
material deprivation
racism in wider society

Question 2

3 main aspects of cultural deprivation

Answer 2

intellectual and linguistic skills
attitudes and values
family structure and parental support

Question 3

external - cultural deprivation - intellectual and linguistic skills

Answer 3

children from low income black families lack intellect; stimulation and enriching experiences = leaves the poorly equipped for school

language spoken in low income black families = ungrammatical

Question 4

external - cultural deprivation - intellectual and linguistic skills ao3

Answer 4

English not as a first language is not a major issue - pupils with English as their first language were only 3.2 points ahead

indian pupils do very well despite not having english as their home language

Question 5

external - cultural deprivation - attitudes and values

Answer 5

lack of motivation = major cause of failure

some black children are socialised into a subculture that instils a fatalistic attitude that does not value education

Question 6

external - cultural deprivation - family structure and parental support

Answer 6

failure to socialise children is a result of dysfunctional family structure

many black families are headed by a lone mother their children are deprived of adequate care because she struggles financially without the male breadwinner

fathers absence = boys lack a role model of educational achievement

aAsians are higher achievers because they are more resistant to racism

Question 7

external - cultural deprivation - family structure and parentla support - Sewell

Answer 7

black boys underachievement is a result of a lack of fatherly nurturing, ‘tough love’

this results in boys finding it hard to overcome emotional and behavioural difficulties

in the absence of a father, street gangs of other fatherless boys offer them loyalty and love - thus are subject to anti-school peer group pressure

Question 8

Sewell cultural deprivation ao3

Answer 8

gillborn argues its not peer pressure but institutional racism within the educational system that produces the failure

Question 9

cultural deprivation theory ao3 - Driver, positive

Answer 9

Driver criticises for ignoring the positive effects of ethnicity on achievement shows that black Caribbean family provides girls with positive role models of strong women

Question 10

cultural deprivation theory ao3 - Keddie

Answer 10

sees cultural d as victim blaming = ethnic minority children are culturally different not deprived

they under achieve because schools are ethnocentric

Question 11

external - material deprivation

Answer 11

see educational failure as resulting from factors such as poor housing and low income -ethnic minorities = more likely to face these problems

Question 12

material deprivation ao2

Answer 12

half of all ethnic minority children live in low income households

Question 13

material deprivation - reasons why ethnic minorities may be at greater risk of material d

Answer 13

• many live in economically depressed areas with high unemployment and low wage rates
• lack of language skills
• racial discrimination in the labour market

Question 14

External - material deprivation AO3

Answer 14

even Indian and chinese pupils who are materially deprived still do better than most
86% of chinese girls who received free school meals achieved 5 or more higher grade GCSE than whites without meals

Question 15

external - racism in wider society

Answer 15

racial discrimination leads to social exclusion and this worsens poverty

e.g in housing, minorities are more likely to be forced into poor accommodation

discrimination in employement
sent 3 matched job applicants to vacancies one from whit person, 2 minorities - 1/16. minorities got an interview. 1/9 white

Question 16

external - racism in wider society AO2

Answer 16

sent 3 simialr job applications to 1,000 job vacancies
one from wjite person
2 from minority groups
only 1 in 16 minority applicatioms were offered an interview
comapred to 1/9 white

Question 17

external - racism in wider society AO3

Answer 17

explains why members of ethnic minorities are more likely to face unemployment and low pay - in turn has a negative effects on their kids education

Question 18

internal factors

Answer 18

labelling and teacher racism
pupil identities
pupil responses and subcultures

Question 19

internal - 1. labelling and teacher racism

Answer 19

• see black and asian pupils as far from the ‘ideal pupil’
• negative labels = teachers treat them differently = disadvantages them = failure

Question 20

internal - labelling - black pupils and discipline and sociologists

Answer 20

gillborn and Youdell
- teachers were quicker to discipline black pupils = a result of ‘racialised expectations’
- teachers expected black pupils to present more discipline problems
- when teachers acted on this = pupils responded negatively = more conflict

Question 21

internal - labelling - black pupils and streaming, sociologists ao2

Answer 21

gillborn and Youdell
teachers focus on those students who they believe are most likely to achieve a grade C at GCSE - this is called educational triage

negative stereotypes teachers hold means they are more likely to be placed in lower sets

can result in a self fulfilling prophecy

Question 22

internal - labelling - asian pupils

Answer 22

teachers held ethnocentric views so they assumed asians have a poor grasp of English and left them out of class discussions

studnets felt excluded when the teachers mispronounced their name

Question 23

internal - 2. pupils identities and sociologist

Answer 23

archer
3 different pupil identities
1. the ideal pupil identity: white, MC, natural ability
2. pathologised pupil identity: asian, succeeds through hard work
3. demonised pupil identity: black, or white, WC, unachiever

ethnic minority pupils likely to be seen as demonised or pathologised - black students demonised as loud and challenging

Question 24

internal - pupil identities - archer’s 3 different pupil identities

Answer 24

1. the ideal pupil identity: white, MC, natural ability
2. pathologies pupil identity: asian, succeeds through hard work
3. demonised pupil identity: black, or white, WC, unachiever

Question 25

internal - pupil responses and subcultures - Fuller

Answer 25

study of black school girls - instead of accepting negative stereotypes they channelled their anger into educational success - they did not seek teacher approval - conformed only with school work = pupils can still succeed even why they refuse to conform = negative labelling doesn't always lead to failure

Question 26

internal - pupil responses and subcultures - Mirza

Answer 26

studied ambitious black girls racist teachers discouraged the black pupils from being ambitious 3 main types of teacher racism: 1. the colour blind: allows racism to go unchallenged 2. the liberal chauvinists: believe black pupils are culturally deprived and have low expectations if them 3. the overt racists: blacks are inferior the girls avoided the racism by selecting which teachers to ask for help but this disadvantaged them by restricting their opportunities

Question 27

internal - pupil responses and subcultures - mirza's 3 main types of teacher racism

Answer 27

1. the colour blind: allows racism to go unchallenged 2. the liberal chauvinists: believe black pupils are culturally deprived and have low expectations if them 3. the overt racists: blacks are inferior

Question 28

internal - pupil responses and subcultures - sewell 4 responses to tecaher racism

Answer 28

1. the rebels - small minority of blakc pupils, rejected the goals and rules of school 2. the conformists - largest group, keen to succeed, accepped schools rules 3. the retreatists 4. the innovators

Question 29

labelling and pupil responses ao3

Answer 29

rather than blaming the Childs background it shows how teachers stereotypes can be a cause of failure there's a danger of assuming that once labelled pupils automaticlaly fall victim to the self-fulfilling prophecy. But although pupils have strategies to avoid racism they can limit their opportunities

Question 30

internal factors - institutional racism (6 things)

Answer 30

critical racism theory marketisation and segregation ethnocentric curriculum assessment access to opportunities new 'IQ ism

Question 31

internal factors - institutional racism - critical racism theory

Answer 31

sees racism as a feature of society Roithmayer - institutional racism is a locked in inequality so large and historical that it is no longer a conscious thought Gillborn - sees racism as so ingrained in education that it is now inevitable

Question 32

internal factors - institutional racism- marketisation and segregation

Answer 32

gillborn - marketisation allows selection of pupils and allows negative stereotypes to influence selection leads to ethnic segregation, either minority pupils failing to get into good schools due to discrimination moore and davenport - this leads to an ethnicallly stratified eductaion system commision for racial equality found minority more likely to end up in popular schools because lack of brochures in languages

Question 33

commission for racial equality

Answer 33

internal factors - marketisation and segregation selection procedures led to ethnic minority students more likely to be in unpopular schools

Question 34

internal factors - institutional racism- ethnocentric curriculum

Answer 34

a curriculum which reflects the culture of one ethnic group - the dominant culture prime example of institutional racism examples: lack of teaching asian languages

Question 35

internal factors - institutional racism- assessment

Answer 35

gillborn - the assessment game is rigged to validate the dominant culture's superiority the introduction of the FSP meant that overnight black pupils appeared to be doing worse - FSP are based on teacher's judgements this led to black students underachieving

Question 36

internal factors - institutional racism- access to opportunities

Answer 36

gifted and talented programme - aim to meet the needs of more able pupils - might seem benefit bright minorities but white are 2x likely to be identified at gifted than blacks exam tiers - EMs are less likely to be entered for higher tier exams despite policies - due to teacher labelling and self fulfilling prophecy

Question 37

internal factors - institutional racism- new IQism

Answer 37

teachers place students in sets not one yon attainment but also disciplinary concerns and their attitude teachers have 'racialised expectations' they make false assumptions about the nature of pupils ability or potential potential is seen as fixed and can be measured with but Gillborn says there's no genuine measure of 'potential' so EM are disadvantaged from the system

Question 38

internal factors - institutional racism ao3

Answer 38

Sewell rejects the view that internal factors cause failure. he says it's not powerful enough to prevent success. rather we need to focus on external factors such as peer groups there is underachievement but also overachievement - Indian and Chinese perform better than white majority. if they can do well how can their be institutional racism? Gillborn responds: the image of Chinese and Indians as hardworking performs an ideological function - makes the system seem fair and meritocratic and justifies the failure of other minorities