Ethnic Differences In Achievement

Question 1

What are 3 aspects of cultural deprivation that lead some ethnic groups to underachieve ?

Answer 1

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

Question 2

What do cultural deprivation theorists argue about intellectual and linguistic skills from low income black families and what does this leave them ?

Answer 2

Cultural deprivation theorists argue that many children from low income black families lack intellectual stimulation and enriching experiences which leaves them poorly equipped for school because they have not been able to develop reasoning and problem solving skills

Question 3

What do berieter and Engelmann argue about language of low income black American families ?

Answer 3

Bereiter and Engelmann consider the language that is spoken by low income black American families as inadequate for educational success as they see it as ungrammatical , disjointed and incapable of expressing abstract ideas

Question 4

What is evidence by Gillborn and Mirza that it’s not true that children who don’t speak English at home may be held back educationally ?

Answer 4

Gillborn and Mirza note that Indian pupils do very well despite not having English as their first or home language

Question 5

How do black children’s attitudes and values lead them to underachieve in education compared to mainstream culture ?

Answer 5

Black children are socialised into a subculture that instils a fatalistic live for today attitude that doesn’t value education and leaves them unequipped for success . Whereas most children are socialised into the mainstream culture that instils ambition , competitiveness and willingness to achieve long term goals which equips them for success in education

Question 6

How does Moynihan argue dysfunctional family structure leads to the underachievement of black pupils and what does she see cultural deprivation as ?

Answer 6

Moynihan argues that because many black families are headed by a lone mother , their children are deprived of adequate care because she has to struggle financially in the absence of the male breadwinner , the fathers absence also means that boys lack an adequate role model of male achievement . Moynihan sees cultural deprivation as a cycle where inadequately socialised children from unstable families go on to fail at school and become inadequate parents themselves

Question 7

How does new right Murray argue that family structure leads to under achievement of some minorities ?

Answer 7

New right , Murray argues that a high rate of lone parenthood and lack of positive male role models leads to the underachievement of some minorities

Question 8

What does Sewell argues leads to black boys underachievement ?

Answer 8

Sewell argues it is not the absence of fathers as role models that leads black boys to underachieving but the problem is the lack of father tough love which results in black boys finding it difficult or hard to overcome the emotional and behavioural difficulties of adolescence

Question 9

Why does Sewell argue black pupils do worse than Asian ?

Answer 9

Sewell argues that black students do worse than their Asian counterparts because of their cultural differences in socialisation and attitudes to eduction , Sewell argues black children especially the boys need to have greater expectations placed on them to raise their expectations

Question 10

What is a criticism of cultural deprivation leading to black boys underachievement put forward by Gillborn ?

Answer 10

Gillborn argued that it is not peer pressure but institutional racism within the education system itself that systematically produces the failure of large numbers of black boys

Question 11

How do Asian pupils do well In education according to Sewell ?

Answer 11

In Sewell view , Indian and Chinese pupils benefit from their supportive families that have an Asian work ethic and place a high value on education

Question 12

What does Lupton argue leads Asian pupils do well in education ?

Answer 12

Lupton argues that adult authority in Asian families is similar to the model that operates in schools , she found that respectful behaviour towards adult was expected from children and this had a knock on effect in school since parents were more likely to be supportive of school behaviour policies

Question 13

What did MCculloch find about who aspires go to university ?

Answer 13

McCulloch found that ethnic minority pupils are more likely to aspire to go to university than white pupils

Question 14

What is a reason for white working class pupils to have low level of aspiration and therefore not go to university ?

Answer 14

White working class pupils may have low levels of aspiration because of lack of parental support

Question 15

What did Luton find about white working class parents lack of parental support and how this led their children’s underachievement ?

Answer 15

Lupton studied 4 mainly working class schools and 2 were white , one Pakistani and one ethnically mixed community . She found that teachers reported poorer levels of behaviour and discipline in the white school despite the fact they had fewer children on free school meals , teachers blamed this on lower levels of parental support and the negative attitude that white working class parents had towards education , by contrast ethnic minority parents were more likely to see education as a way up in society

Question 16

How does Driver criticise the cultural deprivation theory ?

Answer 16

Driver criticised the cultural deprivation theory for ignoring the positive effects of ethnicity on achievement , he shows that the black Caribbean family are far from being dysfunctional and provide girl with positive role models of strong and independent women . Driver argue that this is why black girls tend to be more successful in education than black boys

Question 17

How does Lawrence criticise the cultural deprivation theory and challenge pryces view ?

Answer 17

Lawrence challenges pryces view that black pupils fail because their culture is weak and they lack self esteem . He argues that black pupils underachieve not because of low self esteem but because of racism

Question 18

Why does pryce argue black pupils fail ?

Answer 18

Pryce argues that black pupils fail because their culture is weak and they are less resistant to racism

Question 19

How does keddie criticise the cultural deprivation theory ?

Answer 19

Keddie sees the cultural deprivation theory as a victim blaming explanation and she argues that ethnic minority children are culturally different and not culturally deprived . They underachieve because schools are ethnocentric - based in favour of white culture and against ethnic minorities

Question 20

How do critics of cultural deprivation theory criticise the idea of compensatory education ?

Answer 20

Critics of cultural deprivation theory criticise compensatory education because they see it as an attempt to impose the dominant white culture on children who already have a coherent culture of their own

Question 21

What are the 2 main alternatives that critics of cultural deprivation theory give for compensatory education ?

Answer 21

• multicultural education - a policy that recognises and values minority cultures and includes them in the curriculum
  -anti racist education - a policy that challenges the prejudice and discrimination that exists in schools and wider society

Question 22

What is multi cultural education ?

Answer 22

Multi cultural education is a policy that recognises and values minority cultures and includes them in the curriculum

Question 23

What is anti racist education ?

Answer 23

Anti racist education is a policy that challenges the prejudice and discrimination that exists in schools and wider society

Question 24

What is material deprivation ?

Answer 24

Material deprivation refers to the lack of physical necessities that are seen as essential or normal for life in todays society

Question 25

What are some reasons according to Palmer that shows ethnic minorities are more likely to face material deprivation?

Answer 25

Palmer argues ethnic minorities are more likely to face material deprivation ;
- almost half of all ethnic minority children live in low income households as against a quarter of all white children
- ethnic minorities are almost twice as likely to be unemployed compared with whites
- ethnic minority households are around 3 times more likely to be homeless

Question 26

What are some reason why some ethnic minority may be at greater risk of material deprivation that results from unemployment , low pay and overcrowding ?

Answer 26

• many live in economically depressed areas with high unemployment and low wage rates
• cultural factors such as the tradition of purdah in some Muslim
  Households , which prevents women from working outside of the home
• a lack of language skills , and foreign qualifications not recognised by uk employers
• asylum seekers may not be allowed to take work
• racial discrimination in the labour market and housing market

Question 27

How does Rex argue racism in wider society leads to ethnic minority material deprivation such as poverty and give an example for the housing market ?

Answer 27

Rex shows how racial discrimination leads to social exclusion and how this worsens the poverty faced by ethnic minority . For example in housing discrimination means that ethnic minorities are more likely to be forced into not up to standard accommodation than white people of the same class

Question 28

Evidence from woods study that shows ethic minority are more likely to face unemployment and low pay because of racism in wider society similar to Rex’s view ?

Answer 28

Wood sent out 3 closely matched job applications to aprons 1,000 job vacancies , for each one application appeared to come from a white person and 2 from members of minority groups . Wood found that only one in 16 ethnic minority applications were offered an interview compared to one in 9 white applications

Question 29

What did gillborn and Mirza find out about black children’s achievement in primary school compared to secondary which shows that their underachievement is a result of internal factors within the education system ?

Answer 29

Gillborn and Mirza found that in one local education authority, black children were the highest achievers on entry to primary school yet by the time it came to GCSE they had the worst results of any ethnic group.

Question 30

How do teachers label black and Asian pupils?

Answer 30

Studies show teachers often see black and Asian pupils as being far from the ideal pupil such us seeing black pupils as disruptive and Asians as passive, these labels lead teachers to treat ethnic minority pupils differently. This disadvantages them Ana may result in their failure

Question 31

What did gillborn and youdell find out about black pupils and discipline?

Answer 31

Gillborn and Youdell found that teachers were quicker to discipline black pupils than others for the same behaviour. Gillborn and louden found this as a result of racialised expectations, they found teachers expected black pupils to present more discipline problems and misinterpreted their behaviour as threatening or as a challenge to authority, this led black pupils to feel picked on resulting in further conflict

Question 32

What is Bourne’s explanation for higher levels of exclusions for black boys?

Answer 32

Bourne found schools, tend to see black boys as a threat and to label them negatively, leading eventually to exclusion.

Question 33

What did osler also find black boys are more likely to suffer from as well as official exclusions ?

Answer 33

Osler found in addition to higher rates of official exclusions, black pupils appear more likely to suffer from unrecorded unofficial exclusions and from internal exclusions where they are sent out of class. They are also more likely to be placed in pupil referral units that exclude them from access to mainstream curriculum

Question 34

What did foster find out about black pupils and streaming?

Answer 34

Foster found that teachers’ stereotypes of black pupils as badly behaved could result in them being placed in lower sets than other pupils of similar ability anx this often results in the self fulfilling prophecy of underachievement

Question 35

How did wright’s study show Asian pupils are labelled ?

Answer 35

Wrights study of a multi ethnic primary school shows that Asian pupils can also be victims of teacher labelling. She found that despite the schools apparent commitment to equal opportunities, the teachers took ethnocentric views this affected to how teachers related to Asian pupils, for example teachers assumed they would have a poor grasp of English and left them out of class discussions or used simplistic Childish language when speaking to them. Asian pupils felt isolated when teachers mispronounced their names.

Question 36

What is meant by an ethnocentric view ?

Answer 36

. Ethnocentric view refers to taking for granted the British culture and see English as superior.

Question 37

What are the 3 types of pupil identity that archer identifies?

Answer 37

The ideal pupil identity.
The pathologised pupil identity
The demonised pupil identity

Question 38

What does Archer see the ideal pupil identity as ?

Answer 38

Archer sees the ideal pupil identity as a white , middle class , masculinised identity , with a normal sexual identity . This pupil is seen as achieving in the right way through natural ability

Question 39

What does Archer see the pathologised pupil identity as ?

Answer 39

Archer sees the pathologised pupil identity as an Asian deserving poor , feminised identity , either asexual or with an oppressed sexuality this pupil is seen as an overachiever who succeeds through hard work rather than natural ability

Question 40

What does Archer see the demonised pupil identity as ?

Answer 40

Archer sees the demonised pupil identity as a black of white , hyper sexualised identity , this pupil is seen as unintelligent , peer led and culturally deprived

Question 41

What did archer and Francis find about how teachers label Chinese pupils?

Answer 41

Archer and Francis sum up the teachers view of Chinese pupils as a negative positive stereotype, because Chinese students were seen as having achieved success in the wrong way, through hardwork rather than natural ability.and were often seen to have overachieved.

Question 42

Fuller’s study on rejection of negative labels?

Answer 42

Fuller’s study of a group of black girls in a year II school. The girls were untypical because were high achievers in a school where most girls were placed in low streams. Fuller describes how instead of accepting negative stereotypes of themselves, the girls challenged their anger about being labelled into the pursuit of educational success - however unlike other successful pupils, they didn’t seek the approval of teachers, many of whom they regarded as racist nor did they limit their choice of friends to other academic achievers. Instead, they were friends with other black girls from low streams. Also, unlike other successful pupils. They conformed only as far as schoolwork itself was concerned, they had a positive attitude to academic success but rather than seeking the approval of teachers , they preferred to rely on their own efforts

Question 43

What was Mirza’s study on failed strategies for avoiding teacher racism?

Answer 43

Mirza found teachers discouraged black pupils from being ambitious through the kind of advice they gave them about careers and option choices. Much of the girls time at school was spent avoiding the effects of teachers negative attitudes, the strategies they employed to do so included being selective about which staff to ask for help, getting on with their own work in lessons without taking part and not choosing certain option so as go avoid teachers with racist attitudes. However, although the girls had high self esteem, these strategies put them at a disadvantage by restricting their opportunities, unlike the girls in fuller’s study, their strategies were unsuccessful. -

Question 44

What were the 3 types of teacher racism that Mirza identified ?

Answer 44

The colour blind,
Liberal chauvinists,
Overt racists.

Question 45

What did Mirza believe teacher racism - the colour blind is?

Answer 45

Colour blind - teachers who believe all pupils are equal but in practice allow racism to go unchallenged.

Question 46

What did Mira believe about teacher racism - liberal chauvinists is?

Answer 46

Liberal chauvinists - teachers who believe black pupils are culturally deprived and who have low expectations of them.

Question 47

What did Mirza believe about teacher racism - the overt racists?

Answer 47

Overt racists - teachers who believe black pupils are inferior and actively discriminate against them.

Question 48

What are the 4 different responses, Sewell identifies black boys do because of racist stereotyping by teachers ?

Answer 48

The rebels, the conformists, the retreatists, the innovators

Question 49

Who were the rebels identified by Sewell?

Answer 49

The rebels were the most influential group, but were only a small minority of black pupils, they were often excluded from school, they rejected both the goals and the rules of the school and expressed their opposition through peer group membership.

Question 50

Who were the conformists identified by Sewell?

Answer 50

The conformists were the largest group, these boys were keen to succeed, accepted the schools goals and had friends from different ethnic groups they were not part of a subculture and were anxious to avoid being stereotyped either by teachers or their peers.

Question 51

Who were the retreatists identified by Sewell?

Answer 51

The retreatists were a tiny minority of isolated individuals who were disconnected from both school and black subcultures, and were despised by the rebels.

Question 52

Who were the innovators identified by Sewell?

Answer 52

The innovators were the second largest group, they were pro education but anti school. They vailed their educational success, but did not seek the approval of teachers and conformed only as far as school worn itself was concerned.

Question 53

Evaluation of labelling theory - how is it better than cultural deprivation theory.?

Answer 53

Rather than blaming the child’s home background like the cultural deprivation theory does the labelling theory shows how teachers stereotypes can be a cause of failure.

Question 54

Evaluation of the labelling theory - what is a danger of the theory?

Answer 54

There is a danger of assuming that once pupils have been labelled , they automatically fall victim to the self fulfilling prophecy and fail.

Question 55

What are the 2 types of racism that troyna and Williams identify ?

Answer 55

Individual racism - results from prejudiced views of individual teachers and others.
institutional racism - discrimination that is built into the ways institutions such as schools operate.

Question 56

What do troyna and Williams mean by individual racism?

Answer 56

Individual racism refers to prejudiced views of individuals such as teachers.

Question 57

What do troyna and Williams mean by institutional racisms?

Answer 57

Institutional racism is discrimination that is built into the ways institutions such as schools and colleges operate.

Question 58

What is the critical race theory?

Answer 58

The critical race theory sees racism as an ingrained feature of society. This means it involves not just the intentional actions of individuals but more importantly institutional racism.

Question 59

What does critical race theorist Roithmayr refer to institutional racism as and what does this mean ?

Answer 59

Roithmayr refers to institutional racism as a locked in inequality because the scale of historical discrimination is so large that there no longer needs to be any conscious intent to discriminate.

Question 60

How does Gillborn apply the concept of locked in inequality to education ?

Answer 60

Gillborn applies the concept of locked in inequality to education. He sees ethnic inequality as so deep rooted and so large that it is a practically inevitable feature of the education system.

Question 61

How does gillborn argue marketisation and segregation is institutionally racist in school ?

Answer 61

Gillborn argues that because marketisation gives schools more scope to select pupils - it allows negative stereotypes to influence decisions about school admissions.

Question 62

How is Gillborns view supported by Moore and Davenport’s research about marketisation and segregation?

Answer 62

Moore and Davenport show how selection procedures lead to ethnic segregation, with minority pupils failing to get into better secondary schools due to discrimination, for example, they sound that primary school reports were used to screen out pupils with language difficulties, while the application process was difficult for non English speaking parents to understand. These procedures favour white pupils and disadvantage those from ethnic minority backgrounds leading to an ethnically stratified education system.

Question 63

Reasons that racism in school admission procedures means that ethnic minority children are more likely to end up in unpopular schools?

Answer 63

• Report from primary schools that stereotype minority pupils.
• racist bias in interviews for school places.
• lack of information and application forms in minority languages.
• ethnic minority parents are often unaware of how waiting list systems work and the importance of deadlines.

Question 64

What is meant by the term ethnocentric ?

Answer 64

The term ethnocentric descibes an attitude or policy that gives priority to the culture and viewpoint of one particular ethnic group , while disregarding others

Question 64

What is meant by ethnocentric curriculum ?

Answer 64

Ethnocentric curriculum refers to a curriculum that reflects the culture of one ethnic group - usually the dominant culture

Question 65

How do many sociologists see the ethnocentric curriculum as a prime example of institutional racism ?

Answer 65

Many sociologists see the ethnocentric curriculum as a prime example of institutional racism because it builds a racist bias into the everyday workings of schools and colleges.

Question 66

How does Ball criticize the history that is taught through the national curriculum ?

Answer 66

Ball criticizes the national Curriculum for ignoring ethnic diversity and for promoting an attitude of little Englandism .

Question 67

How does Coard argue that the ethnocentric curriculum may lead to ethnic minorities educational underachievement ?

Answer 67

Coard explains how the ethnocentric curriculum may produce underachievement , for example by ignoring ethnic minorities history may lead them to feel inferior and lead them to lack self esteem which will lead to their failure.

Question 68

Stone’s view that the ethnocentric curriculum does not lead to to black and ethnic minorities underachievement ?

Answer 68

Stone argues that black children do not in fact suffer from low self esteem because of the ethnocentric curriculum.

Question 69

What did Gillborn argue about the assessment game ?

Answer 69

Gillborn argues that the assessment game is rigged so as to validate the dominant cultures superiority , if black children succeed as a group , the rules will be changed to re engineer failure . For example in the past , primary schools used baseline assessments which tested pupils when they started compulsary schooling. However these were replaced in 2003 by a new way of measuring pupils abilitiy , the foundation stage profile (FSP)

Question 70

What were the results when the assessment scheme changed from baseline assessments to the foundation stage profile (FSP) IN 2003 ?

Answer 70

The results of this change were that overnight black pupils now appeared to be doing worse than white pupils . For example in one local authority , where black children had been the highest achievers on entry yo school by 2003 the new FSP had black children ranked lower than whites across all 6 developmental areas that it measured

Question 71

What are the 2 institutional reasons that Gillborn gives for the FSP assessment meaning black pupils now look like they are doing really bad compared to when baseline assessments were used ?

Answer 71

-The FSP is based entirely on teachers judgements , whereas baseline assessments often used written tests as well.
-A change in timing - the FSP is completed at the end of the reception year , whereas baseline assessments were done at the start of primary school

Question 72

What were Gillborn’s findings on who were likely to be used for the gifted and talented programme ?

Answer 72

Gillborn points out that whites are over twice as likely as black Caribbean’s to be identified as gifted and talented and 5 more times likely than Black Africans

Question 73

What did Tikly find about entrance to different tier exams ?

Answer 73

Tikly found that blacks were more likely than white pupils to be entered for Lower tier GCSE exams . this was often because black pupils had been placed in lower sets where they could only get a grade C at best.

Question 74

What does Gillborn mean by the New IQ ism ?

Answer 74

In what Gillborn calls the new IQ ism , he argues that teachers and policy makers make false assumptions about the nature of pupils ability or potential .
They see potential as a fixed quality that can be easily measured , then placed in the right stream or set

Question 75

How does Gillborn argue that using IQ tests to see pupils potential is a bad way of putting pupils into streams ?

Answer 75

IQ tests don’t measure an individuals potential , only measure what an individual can do now not what they will be able to do so IQ tests aren’t good for putting pupils into streams or sets.

Question 76

What are 2 criticisms of Gillborn’s view that ethnic differences in achievement are the result of institutional racism ?

Answer 76

• The underachievement of some minority groups such as black boys
  -The overachievement of Indian and Chinese pupils

Question 77

How does Gillborn respond to the criticism that school cant be institutionally racist because of the overachievement of Indian and Chinese pupils ?

Answer 77

Gillborn responds by arguing that the image of Indians and chinse as hardworking model minorities performs an ideological function because it conceals the fact that the education system is institutionally racist :
-It makes the system appear fair and meritocratic - Indian and chinse pupils succeed because they make the effort and take advantage of the opportunities offered to them
-It justifies the failure of other minorities - such as blacks that if they fail it is because they are unable or unwilling to make the effort due to their un aspirational home culture
-it ignores the fact that model minorities still suffer racism in schools