Ethnic Differences in Achievement.

Question 1

what does ethnicity mean?

Answer 1

individuals who are part of an ethnic group, minority or majority.

Question 2

what are the three external factors and ethnic differences in achievement?

Answer 2

• cultural deprivation.
• material deprivation and class.
• racism in wider society.

Question 3

what do they see the underachievement as?

Answer 3

CDT sees the underachievement as inadequate socialisation in the home.

Question 4

what are the three main aspects of this explanation?

Answer 4

• intellectual and linguistic skill.
• attitudes and values.
• family structure and parental support.

Question 5

what do CDT say about the lack of intellectual and linguistic skill?

Answer 5

they see it as a major cause for many minority.

Question 6

what do they argue?

Answer 6

they argue that many children from low income black families lack intellectual stimulation and enriching experiences.

Question 7

what does Bereiter and Engelmann say about the language spoken in low income black American families?

Answer 7

they say that the language is inadequate for educational success. they see it as ungrammatical, disjointed and incapable of exppressing abstract ideas.

Question 8

is children who don’t speak english at home a major factor to underachievement?

Answer 8

official statistics show that this isn’t a major factor.

Question 9

what’s an example of statistics for having english as first language?

Answer 9

in 2010, pupils with english as their first language were only 3.2 points ahead when it came to gain 5 GCSE A*-C including maths and english.

Question 10

what do CDT say about lack of motivation?

Answer 10

that is a major cause of failure of many black children.

Question 11

what do CDT argue about some black children?

Answer 11

that some black children are socialised into a fatalistic subculture with a ‘live for today’ attitude that doesn’t value education.

Question 12

what is the result of failure to socialise children according to CDT?

Answer 12

it is the result of dysfunctional family structure.

Question 13

what does Moynihan argue about family structure and parental support?

Answer 13

because many black families are headed by a lone mother, their children are deprived of adequate care as she has to struggle financially in absence of a male breadwinner. therefore boys lack adequate role model for male achievement.

Question 14

what view is Charles Murray?

Answer 14

new right view

Question 15

what does Charles Murray say about family structure and parental support?

Answer 15

he argues that a high rate of lone parenthood and a lack of positive male role model lead to underachievement.

Question 16

what does Roger Scruton day about family structure and parental support?

Answer 16

he sees the low achievement levels as a failure to embrace mainstream British culture.

Question 17

what does Ken Pryce see in family structure and parental support?

Answer 17

he sees the family structure as contributing to underachievement of black Caribbean pupils in Britain.

Question 18

what does Pryce also claim?

Answer 18

he claims that Asians are higher achievers because their culture is more resistant to racism whereas black Caribbean culture is less cohesive and resistant to racism leading them to having lower self-esteem.

Question 19

what does Pryce argue?

Answer 19

he argues that the difference is the result of differing impact of colonialism on the two groups- slavery was culturally devastating.

Question 20

what is Sewell’s theory about?

Answer 20

fathers, gangs and culture.

Question 21

what does Tony Sewell argue?

Answer 21

he argues that it isn’t the absence of fathers as role models but he sees the lack of untiring/ ‘tough love’ as a main cause for underachievement.

Question 22

what does street gangs preserve?

Answer 22

loyalty and love.

Question 23

what are many boys subject to?

Answer 23

they are subject to an anti-educational peer/group pressure. most academically successful black boys that Sewell interviewed felt the greatest pressure was other people.

Question 24

what do critical race theorists like Gillborn argue?

Answer 24

they argue that it is not peer pressure but instead institutional racism within the educational system that produces failure to a number of black boys.

Question 25

what does Sewell think about Indian and Chinese pupils?

Answer 25

he thinks they benefit from supportive families that have an ‘Asian work ethic’ and place a high value on education.

Question 26

what does Ruth Lupton argue?

Answer 26

a he argues that adult authority in Asian families is similar to the model that operates in schools. she found that they were more respectful towards adults as it was expected so they were like this in schools.

Question 27

what does Andrew McCulloch say about white w/c families?

Answer 27

he found from a survey of 16,000 pupils that ethnic minority pupils are more likely to go to uni then white British pupils.

Question 28

low level of aspiration and achievement may be the result of what?

Answer 28

a lack of parental support.

Question 29

what is an example of white w/c families with a lack of parental supports?

Answer 29

Lupton- she studied 4 mainly w/c
schools- 2 predominantly white, 1 with large amount of Pakistani community and 1 ethnically mixed community. she found poorer levels of behaviour in white w/c. teachers blames this on low levels on parental support.

Question 30

what does Gillian Evans argue?

Answer 30

street culture in w/c communities can be brutal- young people learn on defend themselves and intimidate others.

Question 31

what can schools become when it comes to street culture?

Answer 31

school can become a place where power games are played out (learned on the street). this bringing out disruption.

Question 32

what theorists criticise of cultural deprivation theory?

Answer 32

• Geoffrey Driver.

- Keddie.

Question 33

what does Geoffrey Driver criticise?

Answer 33

CDT ignore the positive effects of ethnicity on achievement. Driver shows that dysfunctional family provide a positive role model of strong independent women. this is why black girls more successful than boys in education.

Question 34

what does Keddie criticise?

Answer 34

she see CDT as victim- blaming. she argues that they underachieve because schools and ethnocentric biased in favour of white culture.

Question 35

what does ethnocentric mean?

Answer 35

based on one religion or culture.

Question 36

why do critics oppose compensatory education?

Answer 36

because they see it as an attempt to impose dominant white culture on children who have a coherent culture. so they offer two alternatives.

Question 37

what two alternatives do the critics offer?

Answer 37

• multicultural education.

- anti-racist education.

Question 38

what is multicultural education?

Answer 38

a policy that recognised and values minority cultures and include them in the curriculum.

Question 39

what does any-racist education mean?

Answer 39

a policy that challenged the prejudice and discrimination that exists in schools and wider society.

Question 40

what is material deprivation?

Answer 40

a lack of those physical necessities that are seen as essential or normal for life in society.

Question 41

what does material deprivation explanations see educational failure as a result from what?

Answer 41

they see educational failure as resulting from factors such as substandard housing and low income.

Question 42

who are more likely to face these problems?

Answer 42

ethnic minorities.

Question 43

what does Guy Palmer say about the ethnic minorities?

Answer 43

nearly half of all ethnic minority children live in low income households. ethnic minorities is almost twice as likely to be unemployed as whites.

Question 44

reasons why some ethnic minorities may be at greater risk of material deprivation that results from unemployment, low pay and overcrowding…

Answer 44

• living in economically depressed areas with high unemployment and low wages.
• cultural factors: tradition of purdah- stop women from working outside.
• lack of language skills.
• racial discrimination in labour market and housing market.

Question 45

what are some of the effects of material deprivation on achivement?

Answer 45

• inequalities reflected (free school meals).

- indian pupils achieve above average as they come from better backgrounds.

Question 46

what are the internal factors of ethnic differences?

Answer 46

• labelling.
• pupil identities.
• pupil responses and subcultures.

Question 47

what does Gillborn and Mirza say about internal factors?

Answer 47

pupils that achieved the highest in primary, then become the lowest in education means that internal factors of ethnic differences does play a role in achievement.

Question 48

what is said about labelling and teacher racism?

Answer 48

• involves attaching a label to a person.
• black pupils are often labelled as ‘disruptive’. Asian pupils as ‘passive’.
• teachers may treat them differently.

Question 49

what does Gillborn and Youdell say about black pupils and discipline?

Answer 49

• teachers have racialised expectations- the conflict between teachers and pupils grows from the racial stereotypes that teachers hold.
• high exclusions of black boys.

Question 50

what does Osler say about black pupils and discipline?

Answer 50

more black pupils are put in ‘internal exclusion’.

Question 51

black pupils and streaming..?

Answer 51

negative stereotypes- black pupils are more likely to be placed in lower streams- leads to SFP of underachievement.

Question 52

Asian pupils…?

Answer 52

• teachers hold ethnocentric views.

- teachers simplify their language and marginalise Asian pupils-especially girls.

Question 53

what does Archer say about pupil identities?

Answer 53

teachers’ dominant discourse defines ethnic minority pupils’ identities.
there are 3 pupil identities:
-ideal pupil identity: white, m/c, achieves the ‘right way’.
-pathologised pupil identity: asian, succeeds through hard work rather than natural ability.
-demonised pupil identity: black/white w/c, culturally deprived, under-achiever.

the achievement of an ethnic minority group is seen as ‘over-achievement’ as achievement is preserved by the ideal pupil identity.

Question 54

who are the 3 theorists who talk about pupil responses and subcultures?

Answer 54

• Fuller.
• Mac an Ghaill.
• Mirza.

Question 55

what does Fuller say?

Answer 55

pupils may still succeed- negative labelling doesn’t always lead to failure.

Question 56

what does Mac an Ghaill say?

Answer 56

a label doesn’t necessarily produce a SFP.

Question 57

what does Mirza say?

Answer 57

there are 3 types of teacher racism:

• colour-blind: teachers who think all pupils are equal but allow racism to go unchallenged.
• liberal chaivinists: teachers who believe black pupils are culturally deprived and have low expectations of them.
• overt racists: teachers who believe black pupils are inferior and discriminate against them.

Question 58

what does Sewell identifies the types of boys as?

Answer 58

• rebels: black, excluded, anti-authority, anti-school.
• conformists: keen to succeed, not part of a subculture, avoid being stereotyped.
• retreatists: isolated individuals, disconnected from school, hated by rebels.
• innovators: pro-education but anti-school, positive about achievement.

only a minority are rebels. but teachers categories all black boys like this. but external factors are more important to producing underachievement.

Question 59

what is institutional racism?

Answer 59

discrimination that is built into the way institutions such as schools operate.

Question 60

what is individual racism?

Answer 60

results from prejudiced views of individual teachers and others.

Question 61

what does the critical race theory see?

Answer 61

it sees racism as an ingrained feature of society.

Question 62

what does Roithmayr say about locked-in inequality?

Answer 62

• discrimination is so large that inequality becomes self-perpetuating (feeds on itself).
• the education system is institutionally racist.

Question 63

why is the education system institutionally racist?

Answer 63

• marketisation and segregation (Gillborn).
• the ethnocentric curriculum (Coard).
• assessment (Gillborn and Sander and Horn).
• access to opportunities (Tikey et al).
• the new IQism. (Gillborn).

Question 64

what does Gillborn say marketisation and segregation?

Answer 64

negative stereotypes influence school admission systems.

Question 65

what does Coard say about ethnocentric curriculum?

Answer 65

language, literature and music - all limit for studying Asian influences, it is opposed to European ones. History promotes ‘little Englandism’ rendering black people inferior leading to low self-esteem and failure.

Question 66

what does Gillborn say about assessment?

Answer 66

assessment is a game- if black student succeed as a group, the rules will be changed to re-engineer failure.

Question 67

what does Sanders and Horn say about assessment?

Answer 67

the GCSE tasks that are given by teachers had more emphasis than exams- this is why the gap between different ethnic groups widened.

Question 68

what is said about access to opportunities?

Answer 68

‘Gifted and Talented’ programme- whites are over twice as much as Black Caribbeans to be recognised to be gifted and talented and 5 times more likely than Black Africans.

Question 69

what does Tikey et al say about access to opportunities?

Answer 69

black students are more likely to be entered for lower tier GCSE exams because they are placed in lower sets.

Question 70

what does Gillborn say the new IQism?

Answer 70

the teachers and policymakers make false assumptions about the ability and potential of pupils which has no measure.

Question 71

what are the criticisms of Gillborn?

Answer 71

-Black Boys’ Achievement:
racism in schools is not powerful enough to prevent individuals from succeeding- the external factors are more important.
-Model Minorities: Indian and Chinese Achievement
Indian and Chinese students perform better than the white majority.