Ethnic Differences in Achievement Flashcards

1
Q

Ethnicity & Low Edu Achievement

A

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

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2
Q

What do the main stats tell us?

A

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

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3
Q

Hastings (2006)

A

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

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4
Q

Intellectual & Linguistic Skills

Cul Dep

A

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

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5
Q

Support for Intellectual & Linguistic Skills

A

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

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6
Q

Evaluation of Intellectual & Linguistic Skills

A

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

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7
Q

Attitudes & Values

Cul Dep

A

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

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8
Q

Family Structure & Parental Support

Cul Dep

A

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

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9
Q

Pryce (1979)

A

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

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10
Q

Sewell, fathers, gangs & culture

A

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

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11
Q

Asian Families

A

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

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12
Q

White Working Class Families

A

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

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13
Q

Criticisms of Cultural Deprivation Theory

A

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

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14
Q

Studies Criticising Cul Dep

A

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

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15
Q

Palmer (2012)

Material Deprivation Figures

A

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

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16
Q

Material Deprivation Reasons

A

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

17
Q

Racism in Wider Society

A

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

18
Q

Burgess et al (2014)

A

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

19
Q

Challenging Cultural Deprivation

A

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

20
Q

Labelling & Teacher Racism

A

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

21
Q

Black Pupils & Discipline

Glibourn & Youdell

A

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

22
Q

Black Pupils & Streaming

Foster

A

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

23
Q

Asian Pupils

Wright

A

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

24
Q

Pupil Identities

A

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

25
Ideal Pupil Identity | Archer
white MC masculinised iden & hetero viewed as achieving right way - natural ability & initiative
26
Pathologized Identity | Archer
asian deserving poor fem iden either asexual / oppressed sexuality seen as plodding, conformist, cul-bound overach = hard work X natural ability
27
Demonised Identity | Archer
white/ black WC hyper sexualised iden = unintelligent peer led cul deprived under ach
28
Rejection of Negative Labels | Pupil Responses & Sub Cultures
Fuller - black girls conformed to school work but rejected school culture Mac & Ghail - asian girls commit to academic success to prove teachers wrong
29
Failed Strategies for avoiding racism | Pupil Responses & Sub Cultures
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
30
Variety of Boys Responses | Pupil Responses & Sub Cultures
Sewell - either rebellion, conformity, retreatism, innovation
31
Evalutation Labelling & Pupil Responses
looking at indu teacher racism ignores struc racism of system labelling theory suggests labels will always lead to SFP & therefore failure but X case
32
Locked in Inequality
critical race theory - racism built into soc in edu discrimination = deep rooted, prac inevi & often unconcious
33
Marketisation & Segregation
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
34
Ethnocentric Curriculum
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
35
Assessment
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
36
Access to Oppurtunities
Gifted & Talented - W 2x m likely to = iden as G&T Exam Tiers - B m likely to be entered for lower tiers
37
The New IQ-ism
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
38
Evaluation of Gillbourn
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
39
The Interactions Effect
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