Ethnic differences in achievement (EXTERNAL)

Question 1

Lawson and Garrod

Answer 1

Define ethnic groups as people who share common history, customs and identity as well as in most cases language and religion, and who see themselves as a distinct unit.

Question 2

Bereiter and Engelmann

Answer 2

consider the language spoken by low income black american families as inadequate for educational success. They see it as ungrammatical, disjointed and incapable of expressing abstract ideas.

Question 3

Moynihan

Answer 3

argues that because many clack families are headed by a lone mother, their children are deprived of adequate care because she has o struggle financially in the absence of a male breadwinner.

Question 4

Pryce

Answer 4

Sees family structure as contributing to the underachievement of black Caribbean pupils in Britain. Asians are higher achievers because their culture is more resistant to racism and gives them a greater sense of self worth.

Question 5

Lupton

Answer 5

Argues that adult authority in Asian families is similar to the model that operates in schools. Sh found that respectful behaviour towards adults was expected from children. Parents were more likely to be supportive of school behaviour policies.

Question 6

McCulloch

Answer 6

Found that ethnic minority pupils are more liekly to aspire to go to university than white British pupils.

Question 7

Driver

Answer 7

Criticises cultural deprivation theory for ignoring the positive effects of ethnicity on achievement. Argues that black girls are more successful in education than black boys because they havepositive role models of strong independent women.

Question 8

Lawrence

Answer 8

Argues that black pupils underachieve not because of low self esteem but because of racism.

Question 9

Palmer

Answer 9

• almost half of all ethnic minority children live in low income households.
• ethnic minorities are almost twice as likely to be unemployed compared with whites.
• ethnic minority households are around three times as likely to be homeless.

Question 10

Madood

Answer 10

Found that while children from low income families generally did less well, the effects of low income were much less for other ethnic groups than for white pupils.

Question 11

Mirza

Answer 11

• black children were the highest achievers on entry to primary school but the worse by the time it got to GCSE
• not culturally deprived

Question 12

Gillborn and Youdell

Answer 12

Teachers quicker to discipline black pupils than others for the same behaviour. Result of teacher’s racialised expectations.

Question 13

Bourne

Answer 13

Found that schools tend to see black boys as a threat and to label them negatively, leading eventually to exclusion.

Question 14

Foster

Answer 14

Found that teachers’ stereotypes of black pupils as badly behaved could result in them being placed in lower sets than other pupils of the same ability.

Question 15

Wright

Answer 15

• study of multi-ethnic primary school
• Asian pupils can be victims of labelling
• teacher’s held ethnocentric views, despite thinking that everyone was equal and took for granted that British culture and Standard English was superior.

Question 16

Archer

Answer 16

Three different pupil identities:

• The ideal pupil identity: white, middle class, masculined identity, normal sexuality and achieving in the right way.
• The pathologised pupil identity: Feminised identity, either asexual or with an oppressed sexuality. Seen as an over achiever and succeeds through hard work rather than natural ability.
• The demonised pupil identity: Black or white working class, hyper sexualised identity. Pupil seen as unintelligent, culturally deprived underachiever.