Ethnic differences in Education Flashcards
How do intellectual and linguistic skills link with ethnic differences in educational achievement? (cultural deprivation)
Cultural deprivation theorist believe that many children from low-income black families lack intellectual stimulation and enriching experiences which leaves them poorly prepared for school.
Bereiter + Engelmann (1966) believed that the
Language spoken by black american fam is inadequate for achieving educational success.
Seen as ungrammatical, dis jointed + incapable of expressing abstract ideas. Concern children who don’t speak English at home may be held back
we educationally.
However Gillborn + Mirza (2000) found that Indian pupils do well despite often not having English as home language.
How do attitudes and values link to ethnic differences in educational achievement ? (cultural deprivation)
Cultural deprivation theorists argue that some black children have been socialised into a subculture that insists a fatalistic attitude that emphasises immediate gratification. This discourages them from valuing education and leaves them unequipped for success
What did SEWELL’s research say about peer pressure and lack of parental support in black lone parent families? How did it link with educational underachievement?
problem with black families being headed by a lone mother is that children are deprived of adequate care due to financial problems and the absence of a male role model. these inadequately socialised children are likely to fail at school.
Sewell (2009):
-lack of fatherly nurturing/’tough love’
results in black boys finding it hard to overcome emotional/behavioural difficulties of adolescence
-absence of restraining influence = street gangs of other fatherless boys offer black boys ‘perverse loyalty and love’.
These gangs present boys with a media inspired role model of anti-black masculinity hose ideas are described as ‘the ultra-tough ghetto superstar’.
-thus, many are subject to powerful peer group pressure. achieving in school were often viewed with hostility by their peers and seen as ‘selling out’ to the white establishment.
most of the boys interviewed by SEWELL felt greatest barrier to success was pressure from other boys.
How does SEWELL explain differences in achievement between Black boys and Asian pupils?
Education isn’t a priority for Black boys but is a priority for Asian pupils.
Peer group pressure for black boys puts forward anti-school ideas which is reinforced through MTV videos. Whereas, Asian peers deal with pressure to do well in school so typically they achieve higher results than Black pupils.
There is greater encouragement for people from Asian backgrounds due to the value of education instilled by their parents.
Explain the higher achievement of certain Asian groups:
DRIVER and BALLARD (1981) - argue that Asian family structures bring educational beliefs that are more positive and supportive towards education and have higher aspirations for their children’s future.
Asian parents view education as a type of capital that can transform the lives of their children, so offer much support.
LIPTON (2004) - argues that adult authority in Asian families positively reinforces that found in school, and parents are more likely to be supportive of school behaviour policies. He found that Asian children are well-behaved and work hard at school as their parents expect them to be respectful towards adults. they are generally supportive of school behaviour and sanctions.
ARCHER and FRANCIS (2005) - found that Chinese parents see education as a ‘family project’ and have high levels of engagement in their children’s education. They invest lots of time and money in their education.
EVALUATION OF How do some sociologists see Asian families as an obstacle for success?
KHAN (1979) sees Asian families as ‘stress ridden’ =, bound by tradition and with a controlling attitude towards children, particularly girls.
PILKINGTON (1997) argues that cultural explanations should be treated with caution as they often generalise/ divert attention away from material inequalities and the possible failings of the education system itself.
MATERIAL DEPRIVATRION in education
1985, Swann report estimated that social class differences account for at least 50% of the difference in achievement between ethnic groups. if the class background of ethnic minorities isn’t taken into account, there is a danger that the effects of cultural deprivation may be over-estimated. The effects of poverty + material deprivation that ethnic minorities are more likely to face will be under-estimated.
PALMER (2012) half of all ethnic minority children live in low-income households, compared to a quarter of white children, they are also twice as likely to be unemployed.
Flaherty (2004): 15% of ethnic minority households live in overcrowded compared w/ 2% of white households.
HOW are BAME pupils more likely to suffer material deprivation?
culture prevents women from working (different norms + beliefs of female role) - low income as only 1 breadwinner in household.
more likely to be in unskilled jobs - racial discrimination in the job market. ( more like to be on minimum wage)
The impact of RACISM IN WIDER SOCIETY on ethnic minorities and their education:
Many sociologists point out that the greater poverty + material deprivation experienced by ethnic minorities is the product of racism in wider society. These problems have a negative effect on educational prospects of children from ethnic minorities.
MASON (2000) Discrimination is part of the experience of Britain’s citizens of minority ethnic origin. this helps to explain why ethnic minorities are more likely to face unemployment + low pay, and this in turn has negative effect on children’s educational prospects.
GILBORN and MIRZA (2000) - internal factors in achievement.
they found that in one LEA, black children were the highest achievers on entry to primary school (20% above the local average), yet by the time it came to GCSE, they had the worst results of any ethnic group - 21% below average.
if a group can begin their compulsory schooling as the highest achievers as yet finish as lowest achievers, this challenges the assumption made by theorists who focus on external factors such as cultural deprivation that black children enter school unprepared due to inadequate socialisation.
Following research suggests that factors internal to the education system, such as labelling and institutional racism play a significant role in the creation of ethnic differences in achievement.
Gilborn (2008)
Not peer pressure but Institutionalized racism in education system that systematically produces failure for many black boys.
HOW does labelling reinforce ethnic differences in school?
COARD - teachers have lower expectations of black pupils which encourages a self-fulfilling prophecy . also found black pupils are disproportionately found in lower streams and are more likely to be excluded from school.
black pupils are often seen as disruptive and Asians as passive.
GILBORN (1990) - found that boys of Afro-Caribbean origin often have labels ‘unruly’, ‘disrespectful’, and ‘difficult to control’ applied to them. In perceiving their treatment to be unfair, the pupils, responded understandably, in accordance with their labels. therefore, much of the conflict between teachers and black pupils stem from racial stereotypes rather than the pupils’ actual behaviour.
SEWELL (2009) found that racist stereotyping led teachers to see all black boys, regardless of their attitude, as ‘rebels’: who rejected the goals and rules of the school and expressed their opposition through peer-group membership, conforming to the stereotype of the ‘black macho lad’.
How do pupil’s identities reinforce ethnic differences in educational achievement?
ARCCHER (2008 and 2010) from interviews with teachers and students she argues the ethnic minority pupils are likely to be seen as having either 'pathologized pupil identity' or a 'demonized pupil identity'. Asian pupils in particular were viewed as having a 'pathologized pupil identity'. Asian pupils = 'pathologized pupil identity': plodding, conformist, passive + culture-bound 'over-achiever' succeeding through hard work rather than natural ability. Black pupils = 'demonized pupil identity': unintelligent, challenging, peer led, culturally deprived and under-achiever with hyper-sexualised behaviour. Even successes of ethnic minority pupils are seen in terms of over-achievement. Chinese pupils were praised for success but viewed as having achieved it in the 'wrong' way . since 'proper' achievement is seen as the natural preserve of the privileged, white, middle class ideal pupil.
How do pupil responses and subcultures reinforce ethnic differences in education? FULLER (1984)
made ethnographic research (when sociologist join the group they’re studying) of a small group of girls of west Indian origin and found that the subculture that emerged enabled them to reject the labels applied to them.
these girls directed their frustrations and anger towards achievement in school. their response to racism was pride in their gender and race and a determination to work hard and prove their worth . she found that they were not conforming ‘good’ pupils, they were pro-education not pro-school.
this study highlights that pupils may still succeed even when they refuse to conform, and negative labelling doesn’t always lead to a self-fulfilling of failure.
How does critical race theory reinforce ethnic differences in educational education?
CRT highlights the importance of institutional racism: discrimination that is built into the way institutions operate.
For critical race theorists, institutional racism is a ‘locked-in inequality’: the scale of historical discrimination is so great that there no longer needs to be any conscious intent discriminate - the inequality becomes self-perpetuating- it feeds itself.
GILBORN (2008) agrees and sees ethnic inequality as ‘‘so deep rooted and so large that it is a practically inevitable feature of the education system’’. inequality is endemic and embedded within the fabric of the education system.
