ethnic differences in achievement

Question 1

what are the three external factors?

Answer 1

cultural deprivation
material deprivation
racism in wider society

Question 2

what are the 3 main aspects in cultural deprivation?

Answer 2

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

Question 3

Bereiter and Englemann - intellectual and linguistic skills

Answer 3

language spoken but low income, black American families inadequate for educational success

Question 4

AO3 - Gillborn and Mirza reject intellectual and linguistic skills affecting success

Answer 4

Indian pupils achieve the highest despite English not being their first language

Question 5

what do CD theorists blame failure of black children on?

Answer 5

lack of motivation

most pupils socialised into mainstream culture instilling ambition, competitiveness and willingness to make sacrifices for long term goals

say black children in subculture that says live for today

Question 6

family structure and parental support - Moynihan

Answer 6

many black families have lone mother
struggles financially as no male breadwinner
boys don’t have male role model

Question 7

family structure and parental support - Pryce

Answer 7

black caribbean culture less resistant and cohesive to racism so leads to low self esteem and underachievement

Question 8

Sewell - fathers, gangs and culture

Answer 8

no father means no tough love

black boys subject to anti educational peer group pressure (doing well at schools and speaking standard English seen as suspicious)

blacks do worse than asians due to cultural differences in socialisation and attitudes towards education (black children need higher expectations on them)

Question 9

AO3 - Gillborn - not peer pressure (what causes failure of black boys)

Answer 9

institutional racism within system leads to failure of black boys

Question 10

Sewell - Asian families

Answer 10

benefit from supportive families having ‘asian work ethic’ and place high emphasis on education

Question 11

Lupton - asian families

Answer 11

adult authority in asian family are similar to model in school
more likely for asian parents to support schools behaviour policies

Question 12

McCullock - white w/c families survey

Answer 12

surveyed 16,000 pupils and found ethnic minority pupils were more likely to aspire going to uni than white w/c

Question 13

Lupton - why might ethnic minorities aspire going to uni

Answer 13

see education as a ‘way up’ in society

Question 14

how to overcome social class factors

Answer 14

compensatory education

Question 15

AO3 - some reject compensatory education as an attempt to impose dominant white culture (two alternatives)

Answer 15

multicultural education

anti racist education

Question 16

AO3 - criticism of cult dep theory - Driver

Answer 16

ignores that ethnicity can have positive effects on education
in black caribbean families black girls have positive role models of strong independent women

Question 17

AO3 - Lawrence - why black pupils underachieve

Answer 17

not because of low self esteem but because of racism

Question 18

AO3 - Keddie - why do they underachieve at school

Answer 18

not culturally deprived but culturally different
underachieve as school is ethnocentric

Question 19

Palmer - material deprivation - stats

Answer 19

ethnic minorities 3x more likely to be homeless

ethnic minorities 2x more likely to be unemployed than whites

Question 20

Why are ethnic minorities more likely to be culturally deprived?

Answer 20

many live in economically depressed areas

cultural factors prevent women working

lack of language skills which UK employers don’t recognise

racial discrimination

etc

Question 21

AO3 - who achieves better even with mat dep

Answer 21

chinese and indian in mat dep still do better than most
shows mat dep and class don’t completely override influence of ethnicity

Question 22

Madood - white children from low income families

Answer 22

generally did less well

effects of low income much less than effect of ethnicity

Question 23

racism in wider society - Wood et al study

Answer 23

sent 3 closely matched job applications to 1000 job vacancies
each had name linked to different ethnic groups
found only 1 in 16 ethnic minorities received interview compared to 1 in 9 white

Question 24

What are the three internal factors?

Answer 24

labelling and teacher racism
pupil identities
pupil responses and subcultures

Question 25

Gillborn and Youdell - black pupils and discipline

Answer 25

teachers quicker to discipline black pupils teachers expect behaviour problems conflict result of racial stereotypes not behaviour

Question 26

Gillborn and Youdell - black pupils and streaming

Answer 26

result of A-C exonomy and educational triage negative stereotypes about black pupils abilities meant they were places in lower sets so underachieve and self fulfilling prophecy

Question 27

Wright - asian pupils - teachers views

Answer 27

teachers held ethnocentric views teachers assume asian pupils would have poor grasp at english language so left them out of discussions felt isolated when teachers mispronounced names or disapproved of their customs etc not seen as threat but to be ignored

Question 28

Archer - 3 different pupil identities

Answer 28

ideal- white, m/c, masculine, normal sexuality, achieve in right way pathologised- asian, feminised identity, oppressed sexuality, succees through hard work demonised- black or white w/c, hyper sexualised identity, unintelligent

Question 29

Archer- chinese pupils - how they achieve

Answer 29

seen to achieve in wrong way through hard work not natural ability seen as overachievers

Question 30

different ways pupils respond to racism and labelling

Answer 30

may become disruptive or withdrawn may refuse label and work harder

Question 31

AO3 - Fuller’s study - pupil responses and subcultures

Answer 31

studied group of yr11 black girls they were high achievers they worked hard instead of accepting label shows they can reject labels and may still succeed when they don’t conform

Question 32

Who also found results that showed black and asian pupils don’t always accept labels

Answer 32

Mac an Ghaill

Question 33

Sewell - variety of boy’s responses (4)

Answer 33

rebels - reject school conformists - keen to succeed retreatists - disconnected from both school and black subcultures innovators - pro education but don’t seek teachers approval

Question 34

Who made distinction between individual and institutional racism?

Answer 34

Troyna and Williams

Question 35

What is the difference between individual and institutional racism?

Answer 35

individual- prejudiced views of individual teachers institutional- racism built into way school runs

Question 36

what is the critical race theory? plus Gillborn

Answer 36

racism is an ingrained feature in society Gillborn- deep rooted so inevitable in education

Question 37

Moore and Davenport - ethnically stratified education system through selection procedures

Answer 37

selection procedure leads to ethnic segregation so white pupils get in better secondary schools

Question 38

marketisation and segregation- Gillborn

Answer 38

marketisation allows negative stereotypes to influence school admissions

Question 39

Commission for racial inequality - ethnic minorities more likely to end up in worse schools due to…

Answer 39

primary school reports stereotyping minority pupils bias in interviews for school places lack of information/ application forms in minority language parents unaware of how waiting list system works

Question 40

ethnocentric curriculum- David

Answer 40

lang, lit and music specifically British

Question 41

ethnocentric curriculum- Ball

Answer 41

history promote ‘little Englandism’ and ignore ethnic minorities history

Question 42

Coard - how ethnocentric curriculum effects minorities

Answer 42

can lead to low self esteem as it shows how British brought civilisation to ‘primitive people’

Question 43

AO3 - ignore asian culture

Answer 43

they ignore asian culture but they still achieve highly so disputed claim ethnocentric curriculum leads to failure

Question 44

Assessments - Gillborn

Answer 44

fixed to maintain dominant culture’s superiority

Question 45

baseline assessments changed to foundation stage profile (FSP)

Answer 45

baseline assessments done before going to school to measure ability changed to FSP in 2003 black students appeared to do worse after the change

Question 46

Gillborn- baseline change to FSP due to two factors

Answer 46

FSP based on teachers judgement (baseline assessments based on written tests too) change in timing - FSP at end of assessment whereas baseline done before going to school

Question 47

access to opportunities - Gillborn - gifted and talented

Answer 47

whites over 2x more likely than black caribbean and 5x more likely than black africans to be identified as gifted and talented

Question 48

access to opportunities- exam tiers - Tikley et al

Answer 48

aiming high initiative introduced to raise black caribbean achievement despite this blacks more likely to be put in for lower tier exams at GCSE (often due to being in lower sets)

Question 49

Gillborn - New IQism

Answer 49

theories around natural intelligence now discredited but Gillborn argues there is new iqism where teachers make false assumptions about nature of pupils ability or potential believe potential can be fixed and measured and use this to put pupils into right set

Question 50

Gillborn - no genuine measure of potential

Answer 50

test only measure what they have learnt so far not what they are able to do in the future

Question 51

AO3 - Sewell rejection of Gillborn (internal or external)

Answer 51

Sewell argues we should focus on external factors such as boys anti school attitudes, peer groups etc says racism in school not powerful enough to stop achievement

Question 52

AO3 - asian overachieving

Answer 52

how is there institutional racism when some ethnic groups overachieve

Question 53

Gillborn response to why some ethnic minorities overachieve

Answer 53

argue image of Indian and Chinese pupils as model minorities is an ideology which hides institutional racism-ideology suggests: argues system is meritocratic justifies failure of other groups ignore model minorities still suffer racism in school despite success

Question 54

Evans - intersectionality

Answer 54

need to look at how ethnicity interacts with class and gender

Question 55

Connolly - intersectionality multi ethnic primary school study

Answer 55

studied 5 and 6 year olds teachers saw black boys as disruptive asians seen as passive (if they did misbehave it was seen as immature not a threat)-seen as feminine so need protection