ethnic differences in achievement - internal factors - institutional racism Flashcards
what is critical race theory?
the belief that racism is built into society
what is locked in equality?
in education, discrimination against minority ethnic groups is deep rooted, practically inevitable and unconscious
marketisation and segregation
gillborn
school selection gives schools more scope to select pupils - negative stereotypes can affect admission decisions.
marketisation and segregation
moore and davenport
concluded ethnically stratified education system - putting procedures in place which the education system knows will place white pupils in popular schools and black and ethnic minority pupils in low achieving schools
the ethnocentric curriculum
troyna and williams
lack of access to asian languages in preference to european languages ignores some culture, literature and music
the ethnocentric curriculum
ball
criticises the national curriculum for ignoring ethnic diversity.
history views british people as bringing civilisation to ‘primitive
people’.
black people as inferior and undermines black pupils’ self- esteem.
assessment
gillborn
assessment is rigged and if black children succeed the rules are re-engineered
baseline tests (black children did better) replaced in 2003 by foundation stage profile (fsp).
access and opportunities
black pupils more likely to be entered for lower tier gcse exams than white pupils
white pupils twice as likely to be identified as gifted and talented
the new iqism
gillborn
access to opportunities such as higher sets depends heavily on teachers’ assessment of ability.
black pupils
- perceived low ability
- put in low sets based on discipline
- tests to measure students’ ability don’t measure potential, but previous achievement.
gillborn concludes that the educational system is institutionally racist.
evaluation of gillborn
sewell - racism in schools is not enough of an explanation; we also need to consider external factors.
‘model minorities’ - if institutional racism is truly a problem, why do high-achieving ‘model’ groups such as indian and chinese pupils do better than white pupils ?
gillborn’s response to evaluation
model minorities’ performance creates the false impression that the system is fair.
model minorities’ performance is then used to “justify” the failure of other minorities, suggesting they are less aspirational.
ignores the racism which is still experienced by groups such as chinese pupils.
the interactions effect
interactions effect = class & gender interact differently with different ethnic groups.
black boys more likely to be seen as hyper-masculine & disruptive
(irrespective of class).
asian boys more likely to be seen as feminine, vulnerable & in need of protection.
greater difference shown in treatment between middle class and working class white pupils than other ethnic groups.
