ethnic differences in achievement Flashcards
ethnic differences in achievement
Who talks about linguistic skills? EF
Bereiter and Engelmann
What do Bereiter and Engelmann? EF
Some pupils speak a different language and some pupils speak an informal version of language. Black Caribbean language is ungrammatical and disjointed, meaning they cannot convey abstract ideas.
Who talks about family structure? EF
Moynihan
What does Moynihan say about family structure? EF
Higher rates of lone parents in black ethnicities, mostly lone mothers which leads to lower achievement of black boys due to no male role model.
Explain attitudes and values, EF
Some sociologists argue that some black pupils have a fatalistic outlook on life, meaning they want immediate gratification and have limited motivation to achieve in the long term.
Explain material deprivation, EF
Many minority ethnic groups are victims of racism in wider society, subsequently they face direct or indirect discrimination at work or in the housing market, may be unemployed which impacts child’s educational opportunities.
Who talks about labelling black pupils? IF
Gillborn and Youdell
What do Gillborn and Youdell say? IF
They found that teachers had racialised expectations of black pupils and expected more problems and saw their behaviour as threatening.
What did Fuller say? IF
Found that high achieving black girls maintained a positive self-image by rejecting teachers’ stereotypes. Didn’t seek teacher approval, but valued education.
What did Mizra say? IF
Found that black girls strategy for dealing with teacher racism still disadvantaged them, e.g didn’t ask for help.
Who talks about Asian pupils? IF
Wright
What did Wright find? IF
Found that Asian primary school pupils were stereotyped and treated differently, teachers used simple language because they assumed they would speak poor English and became frustrated when pupils pronounced their names wrong.
Who talks about pupil subcultures? IF
Sewell
What did Sewell find? IF
Found that black boys developed a range of responses to teachers racist labelling:
-Conformists: keen to succeed, accept schools goals
-Innovators: pro-education, but anti-school. Valued success but not teachers approval
-Retreatists: disconnected from school and black subcultures outside of it
Rebels: rejected schools goals, conformed to the stereotype of the ‘black macho lad’
Who talks about the ethnocentric curriculum?
Troyna and Williams state that the British curriculum prioritises white culture and the English language, such as holidays in line with the Christian calendar and focuses on events of white leaders.
