Ethnic Differences In Achievement

Question 0

(CD) (Intellectual and Linguistic Skills)

Bereiter and Englemann.

Answer 0

Believe that the language spoken by many black, low income families is ungrammatical, disjointed and incapable of describing abstract ideas.

Question 1

External Factors.

CD.

Answer 1

Argues that under achievement of some ethnic groups is a result of inadequate socialisation in the home.

Question 2

(CD) (Intellectual and Linguistic Skills)

Mirza.

Answer 2

Found that many Indian girls did very well despite not speaking English as their first language.

Question 3

(CD) (Attitudes and Values)

CD theorists believe that many black children fail…

Answer 3

…due to a lack of motivation at home.

Question 4

(CD) (Attitudes and Values)

CD theorists believe that many black children are…

Answer 4

…brought up with fatalistic views and ‘enjoy life now’ approaches to life. They say this is an anti-school view and won’t equip them for later life or success.

Question 5

(CD) (Family structure and parental support)

Many CD theorists…

Answer 5

…argue that failure is due to a dysfunctional family structure.

Question 6

(CD) (Family structure and parental support)

Pryce.

Answer 6

Believes Asian pupils have a higher achievement level compared to black Caribbean pupils because Asian pupils have a higher sense of self-worth and respect in their culture, however he argues that the Black Caribbean culture is more likely to be targeted by racism as it is more individual. As a result many black pupils have low self esteem, thus under-achieve.

Question 7

(CD) (Family structure and parental support)

Asian Families.

Driver and Ballard.

Answer 7

Argue Asian family structure brings educational benefits as they say Asian parents have a more positive attitude towards education/higher expectations of their child/more supportive of their child.

Question 8

(CD) (Family structure and parental support)

White, W/c.

Lupton.

Answer 8

Studied 4 mainly w/c schools (2 mainly white pupils, 1 mainly Pakistani pupils, and 1 mixed). Found worst behaviour in mainly white schools.

Question 9

(CD) (Criticisms)

Keddie.

Answer 9

Not culturally deprived…

Fail because of the ethnocentric, biased curriculum.

Question 10

(CD) (Criticisms)

Driver.

Answer 10

Black Caribbean culture shows a good, positive strong role model for girls from strong independent mothers.

Question 11

Material depravation.

Answer 11

Under achievement of some ethnic groups result of lack of material necessities which are seen as essential/normal for life in society. They see educational failure as a result of substandard housing and low income.

Question 12

Material depravation (p2)

Ethnic minorities are more likely to face these problems:

Answer 12

1. Pakistani’s and Bangladeshi’s are 3x more likely to be in the poorest 5th of the population.
2. Unemployment is 3x higher for African, Pakistani and Bangladeshi people than for white people.

Question 13

Swan Report.

Answer 13

Estimated that social class accounts for at least 50% of the difference in achievement between ethnic groups.

Question 14

Mirza and Gillborn. (Criticising Swan report)

Answer 14

Social,class factors don’t override the influence of ethnicity. When we compare pupils of the same social class but different ethnicity, we still find differences in achievement.

Question 15

(MD)

Mason.

Answer 15

Says that discriminating is a continuous and persistent feature of the experience of Britain’s citizens of minority ethnic origin. This would affect education - self-worth etc.

Question 16

Internal factors. Labelling and teacher racism.

Answer 16

Studies have shown that teachers often see Black and Asian pupils as far from being the ‘ideal pupil’.

Question 17

Internal factors.

Gillborn and Youdell.

Answer 17

Found that teachers were quicker to discipline black pupils and misinterpret their behaviour. This then led to them misbehaving due to them not understanding why they were being judged so. Effects ed.

Question 18

Internal.

Gillborn and Youdell. (2)

Answer 18

Say that teachers and black pupil conflict mostly originates from racial stereotypes that the teacher possesses instead of the individual pupil themselves.

Question 19

Internal.

Wright.

Answer 19

Found that teachers had ethnocentric views, and took for granted that British culture and standard English language were superior. This in turn affected Asian pupils success, e.g, teachers would speak to them in simplistic and childish tones.

Question 20

Internal.

Teachers saw Asian pupils…

Answer 20

…as a threat they could just ignore.

Question 21

Pupil responses.

Fuller.

Answer 21

Studied a group of black girls in year 11. They were high achievers yet were put into low streams. The girls faced the negativity and channelled their anger into proving their teacher wrong and aiming for educational success. Proves not everyone fulfils the SFP.

Question 22

The colour blind.

Answer 22

Teachers who believe all pupils are qual but in practise allow racism to go unchallenged.

Question 23

The Liberal Chauvinists.

Answer 23

Teachers who believe black pupils are culturally deprived and who have low expectations of them.

Question 24

The overt racists.

Answer 24

Teachers who believe black people are inferior and actively discriminate against them.

Question 25

Sewell, variety of boys responses:

Answer 25

1. The rebels - conform to ‘black macho lad’ stereotype.
2. The conformist - keen to succeed.
3. Retreatists - despised by rebels.
4. Innovators - work outside of school.