Ethnic differences in achievement Flashcards
cultural deprivation- under achievement of some ethnic groups caused by inadequate socialisation in the home- give examples
Intellectual and language skills:
-children from low-income black families lack intellectual stimulation
attitudes, values and family structure:
- less resistance to racism because of the experience of slavery, leads lack of culture and self-esteem(ken pryce)
- Toney Sewell(2009) chinese and indian benefit from familiy with an ‘asian work ethic’, high value on education
white-working class pupils, what does Gillian Evans(2006) argue?
street culture in white W.C area can be brutal and brought to school. Result to a strong pressure to reject education
What is Compensatory education
an educational policy that aims to counter the effects of culture deprivation, e.g. Sure start- support development of pre-school children in deprived areas
Criticism of Cultural of Deprivation
- same as nell keddie but with ethnicity
- -Lawrence argues pryce and says pupils fail school because of racism not becaucse they lack self-esteem/lack strong culture.
Material deprivation and class, name some facts
- Half of ethnic minority children live in low-income households
- minorities face discrimination in the housing and labour market
Racism in wider society, name the cycle
racial discrimination in job and housing -> social exclusion -> unemployment, low pay, inadequate housing ->affects children’s education
Labeling and teacher racism: black pupils, explain Gilliam and Youdell study/findings
-teachers had ‘racialised expectations’ about black pupils and expected more discipline problems. more punished for the same behaviours as other, felt teachers underestimated them and picked on them.
Labeling and teacher racism: asian pupils explain Cecile Wright study/findings
- teachers assumed the children had a poor grasp of english, used simplistic lang. (misprenounced names)
- saw them as problems they could avoid
- as a result they esp girls were marginalised, effecting their self-esteem
Pupil subculture: which sociologists found the black boys responses to teacher labeling(anti-school) and what were they
Toney Sewell
- conformists, largest group(keen to succeed, accepted schools values)
- Innovators, 2nd largest group(pro-education, anti-school, valued success but not teachers approval
- Retreatists, tiny minority(isolated, disconnected from both schools and black sub-culture)
- Rebels, small but highly visible group(rejected schools values and goals, confirmed to the stereotype of ‘black macho lad’. hated white boys and conformists black boys, achieve status of ‘street hood’
despite only a small amount fitting the ‘black macho lad’…
teachers seemed to see all of them this way. resulted in under-achievement due to discrimination
Rejecting negative Labels: give some sociologists and their studies.
- Mary Fuller, high-achieving black girls in year 11, maintained positive self-image by rejecting teachers’ stereotypes of them. they didn’t need teachers’ approval.
- Mac an Ghail(1992) study of Black and Asian ‘A’level students found they didn’t necessarily accept teachers’ negative labels.
- Mirza found black girls’ stategies for dealing with racist labeling restricted their opportunites(not asking staff for help)
What is institutional racism?
discrimination against ethnic minorities that is built into the way institutions(school) operate on a routine, rather than the conscious intentions of individual teachers
what is Critical Race theory(CTR) give examples.
sees institutional racism as a ‘locked on’ feature of the education system
- the ethnocentric curriculum(attitudes and or policy that prioritise the culture one one ethnic group)
- selection and segregation(market i stations give schools more scope to select pupils, negative stereotypes can influence this)
