Ethnic factors affecting educational achievement Flashcards
ruth lupton - parental attitudes
•adult authority in Asian families is similar to the model that operates in schools.
•she found that respective behaviour towards adults was expected from Asian children leading to parents being more likely to be supportive of school behaviour policies.
material deprivation
the inability to afford basic resources (eg Bangladeshi and Pakistani workers have the highest poverty rate)
Bertier and engelmann - cultural deprivation
•underachievement of some ethnicity groups can be explained by inadequate socialisation in the home.
•they considered the language spoken by low-income black families as inadequate for educational success due to it being ungrammatical, disjointed and incapable of expressing abstract ideas.
gillborn and youdell - teacher student relationships
•use stereotypical notions of ‘ability’ to stream pupils, teachers were less likely to see the working-class and black children as having ability. As a result, these students were more likely to be placed into lower streams and entered for lower tier GCSEs.
- this creates a self fulfilling prophecy for students
archer et al - teacher student relationships
•found that teachers stereotyped asian girls as quiet and passive. findings show that when this stereotype is challenged they are often dealt with more severely than other pupils.
ball - curriculum content
institutional racism and ethnocentric curriculum
•Ball criticise the national curriculum for ignoring ethnic diversity and promoting an attitude of “little englandism” - ignoring the history of black and asian people
moore and davenport - organisation of teaching and learning
•research in the US shows minority students failing to get into better secondary schools due to discrimination
•they found that primary school reports were used to screen out pupils with language difficulties as the application process was difficult for non-english speaking parents to understand
fuller - student identity
•found that black girls subject to negative labelling and placed in low streams consciously chose to reject such labels and channelled their anger about negative labelling into proving teachers wrong by achieving educational success.
wood et al - racism in the wider society
•sent 3 closely matched job applications to each of 1000 job vacancies. these came from fictitious applicants; one appeared to come from a white person, 2 from minority groups. only one in 16 ethnic minority applicants were offered an interview against one in 9 white applicants
