Ethnic Differences in Achievement

Question 1

Ethnicity & Low Edu Achievement

Answer 1

white brit & Black Carib boys & girls from low SES = lowest ach
low SES boys from pakistani, White other & any other EMGs also score below av but = sig higher than WB & BC
at av SES = only WB & BC who score substan below av
why are m groups m resiliant than WB & BC

Question 2

What do the main stats tell us?

Answer 2

DfES (2010)
only 23% white males on FSM got 5 A-C grades
White & Asian pupils on av ach higher than Black pupils
Indians do better than Pakistanis & Bangledeshis

Question 3

Hastings (2006)

Answer 3

white pupils make less progress between 11-16 than Black/Asian - if continues will be lowest achieving group

Question 4

Intellectual & Linguistic Skills

Cul Dep

Answer 4

suggest many min ethnic groups (partic B lower income) lack adequate stimulation & linguistic development through their soc but = heavily crit & old theories

Question 5

Support for Intellectual & Linguistic Skills

Answer 5

Bowker (1968) ‘Education of coloured immigrants - ‘lack of standard Eng creates barrier to UK edu
Bereiter & Engelmann (1966) lang spoken in low income Black US fams = inadequate for edu success

Question 6

Evaluation of Intellectual & Linguistic Skills

Answer 6

Swan Report (1983) lang difs have little impact on edu achievement
doesn’t explain why Indian pupils do so well

Question 7

Attitudes & Values

Cul Dep

Answer 7

Dif EGs = Soc/inherit dif a’s & v’s - includes lack of motiv
CD theorists claim Black children have fatalistic attitudes

Question 8

Family Structure & Parental Support

Cul Dep

Answer 8

dysfunc fam types are to blame for underach
Murray (1984) = old - A-C lp fams to blame - lack male role model - mothers struggle to Soc adequately
Scruton (1968) = old - low ach = result of ethnic minorities failing to embrace & conform to Brit cul

Question 9

Pryce (1979)

Answer 9

Comp achievement of BC & Asian pupils
As = higher bc their cul = m resistant to racism - bc of dif impact of colonialism
B ppl exper transport & slavery - lost lang, relig & fam system - some have low self esteem & underach
As lang, relig & fam strucs remained intact so cul gives these pupils sense of self worth

Question 10

Sewell, fathers, gangs & culture

Answer 10

Absent fathers X issue for black boys = lack of tough love - firm fair respectful discipline
Turn to street gangs for role model - leads to anti Soc peer pressure - wanting to do well seen as selling out - can be overcome by raising expectations & aspirations

Question 11

Asian Families

Answer 11

Drive & Ballard (1981) Asian families bring edu benefits - pos attitude to edu & high aspirations
Lupton (2004) adult auth in Asian fams = sim to model in schools - expec of respect towards adults

Question 12

White Working Class Families

Answer 12

80% of 11-16 yr old EM ps aspireto uni = 68% of white
Lupton - lower level of aspir & ach may = due to lack of parental support
Evan’s (2006) street cul in white WC areas = to blame for underachievement

Question 13

Criticisms of Cultural Deprivation Theory

Answer 13

relies on gens
compen also crit bc attempts to impose dom white cul on those w/ dif cul = alts - multi cul edu - recog value of all culs, anti racist edu - actively challenging prejudice and discrim

Question 14

Studies Criticising Cul Dep

Answer 14

Driver (1977) ethn can be advantage in edu - AC girls do v well in school
Lawrence (1982) under ach not due to low esteem - it’s due to racism
Keddie (1973) says that to blame cul = to blame victims of edu failure

Question 15

Palmer (2012)

Material Deprivation Figures

Answer 15

almost 1/2 EM children live in low income households
= 2x likely to = unemploy & 3x m likely = homeless as w
almost 1/2 P & Bangledeshi earn under £7 hr = 1/4 W
Swan Report (1985) soc class difs account for a high proportion of difs in ach between eth groups

Question 16

Material Deprivation Reasons

Answer 16

many EMs live in econ dep areas
Purdah may prevent Muslim women from working
may lack recog skills if recently arrived in UK - refugees - may be prev from seeking work
racism in work & housing may prev gaining jobs & homes

Question 17

Racism in Wider Society

Answer 17

discrim = contin & persis fea of Brits EM exper
leads to soc exclusion - housing & employ & edu - also leads to discrim in&out classroom
sent iden letters to 100 top comps - alt names - evans & patel - replies to white name = m helpful & info

Question 18

Burgess et al (2014)

Answer 18

ethn diversity boosts GCSE results
schools in London & Birmingham do better bc have EM students who work harder & have greater expecs - m likely to = engaged
Hungarian comp suggested that Brit workers not prep to stand in factory for 8-12 hrs = easier to be on benefits

Question 19

Challenging Cultural Deprivation

Answer 19

Gilbourn & Mirza (2000) = actions of schools X cul background - 1 LEA black pupils = highest ach at primary but lowest at GCSE
cul doesn’t change overtime - must = schools actions shaping pupils performance

Question 20

Labelling & Teacher Racism

Answer 20

interacs focus on understanding edu ach thro f2f interacts - teachers see white pupils as having m ideal charas - treat EMs dif

Question 21

Black Pupils & Discipline

Glibourn & Youdell

Answer 21

teachers have neg racialised expecs of Black pupils - m likely to be seen as threat & students report feeling under esti & picked on m - m likely to be excluded / iso - limits access to cur

Question 22

Black Pupils & Streaming

Foster

Answer 22

m likely to be streamed low - neg perception of behav/ ability

Question 23

Asian Pupils

Wright

Answer 23

cul regarded as inferior teachers assume suffer lang barriers - many feel iso when teachers express disapproval of cul / mispronounce names

Question 24

Pupil Identities

Answer 24

Archer - teachers often stereo pupils according to ethn background - see EMs as lacking ideal quals - even EMs who are successful can be regarded negatively

Question 25

Ideal Pupil Identity

Archer

Answer 25

white MC masculinised iden & hetero viewed as achieving right way - natural ability & initiative

Question 26

Pathologized Identity

Archer

Answer 26

asian deserving poor fem iden either asexual / oppressed sexuality seen as plodding, conformist, cul-bound overach = hard work X natural ability

Question 27

Demonised Identity

Archer

Answer 27

white/ black WC hyper sexualised iden = unintelligent peer led cul deprived under ach

Question 28

Rejection of Negative Labels

Pupil Responses & Sub Cultures

Answer 28

Fuller - black girls conformed to school work but rejected school culture
Mac & Ghail - asian girls commit to academic success to prove teachers wrong

Question 29

Failed Strategies for avoiding racism

Pupil Responses & Sub Cultures

Answer 29

Mirza - dif types of teacher racism - colour blind, liberal chauvinists, overt racists - girls in partic try to avoid racist teachers but cuts off from resources so under ach still

Question 30

Variety of Boys Responses

Pupil Responses & Sub Cultures

Answer 30

Sewell - either rebellion, conformity, retreatism, innovation

Question 31

Evalutation Labelling & Pupil Responses

Answer 31

looking at indu teacher racism ignores struc racism of system
labelling theory suggests labels will always lead to SFP & therefore failure but X case

Question 32

Locked in Inequality

Answer 32

critical race theory - racism built into soc
in edu discrimination = deep rooted, prac inevi & often unconcious

Question 33

Marketisation & Segregation

Answer 33

Gillbourn - school selection = m scope to select pupils - neg stereos can affect admission decisions
Moore & Davenport - US research sups - primary reports impact 2ndary decision = ethn strat edu system
CRE (1993) Brit sim min m likely in poorer schools - racist reports from prim schools - min p’s X aware of waiting list - lack of access to admissions info in min coms

Question 34

Ethnocentric Curriculum

Answer 34

lang, lit & music - Troyna & Williams - lack of access to Asian langs in pref to Eur langs - ignores culs lit & music
History - Ball crits nat cur for ignoring ethnic diversity - history views Brits as bringing civ to prim ppl - B ppl as inferior - undermines self esteem

Question 35

Assessment

Answer 35

Gillborn = rigged if B children succeed rules = re-engin eg baseling test (B did better) replaced 2003 by foundation stage profile (FSP) - overnight B pupils = worst - based on teacher assessment - at end of yr - baseline = beginning

Question 36

Access to Oppurtunities

Answer 36

Gifted & Talented - W 2x m likely to = iden as G&T
Exam Tiers - B m likely to be entered for lower tiers

Question 37

The New IQ-ism

Answer 37

Gillbourn - access to ops & higher sets depends of teacher assessment - B pupils percieved lower ability put in lower sets based on disci - tests measure to ability X potential but previous ach - system = IR

Question 38

Evaluation of Gillbourn

Answer 38

Sewell - racism in schools X whole explan - external f’s
model mins - if IR = prob why do high ach model groups - Is & Cs do better than W pupils - create false impression of the system as fair - used to justify fails of others = less aspirational - ignores racism exper by I & C

Question 39

The Interactions Effect

Answer 39

class & gender interact dif w/ dif ethn groups
B girls v black boys - Fuller
Muslim Girls & Roma Gypsy Girls
asian boys - seen as fem vuln & in need of protection
w/c & m/c pupils treated m dif in W groups