ethnicity Flashcards
Inside school factors 1 interactionalists
Gillborn - claims UK education system is “institutionally racist” - teachers racist assumptions led them to believe that black male students would cause trouble and teachers would see the behaviour of these students as challenging
disproportionate amounts of black students are not entered into higher tiers - leading to lower achievement (highest grade they can achieve is an D)
argues the institutional racism and in school factors are to blame for the underachievement.
inside school factor 2
jasper - agrees with Gillborn in that he claims schools are “institutionally racist”. he draws on his own experience of school and claims that self-fulfilling prophecy occurs where black male students live down to the negative labels that are given by teachers
claims the curriculum needs to be updated to be more relevant
eg “arts” rewarded as well as academic
inside factor 3
mac and ghail (new) - carried out 2 ethnographic studies in inner city’s educational institutions where he worked
he studied the relationships between white teachers and two groups of male students with anti-school values
- the “asian warriors”
- “afro-carribean rasta heads”
discovered that for the “rasta heads” racism was the cause of their underachievement
gained in depth insight into the way in which black youths systematically experience education in a different way to white people die to institutional racism and the ethnocentric curriculumn
Inside school factor 4
Coard - developed the idea that the school curriculum is ethnocentric meaning the curriculum is based around one particular cultural viewpoint (white British) while ignoring others.
white history n literature dominate the curriculum - dismissive of non-standard English as a way of speaking
culture of ethnic minorities are devalued and students become de-motivated
outside factors material factor 1
smith and noble - ALTHOUGH HES TALKING ABOUT CLASS MANY ETHNIC MINORITIES LIVE IN DEPRIVED AREAS THEREFORE FACE THESE BARRIERS
Smith and Noble - discusses that some students face “financial barriers to learning”- due to parents low income
unable to afford the following:
- afford school uniforms, transport, textbooks and class materials (can lead to isolation/bullying)
- less likely to have a computer, desk, homework area
- marketisation of schools means the better resourced schools in affluent areas (than deprived)
- pupils more likely to work part time or care for younger siblings if parents do shift work
outside factor material factor 2 and cultural factor 2
Sewell -Blames the culture of the black Caribbean boys for their own failure.
lack positive role models due to being from matriarchal backgrounds - as a result they are typically finically deprived.
boys turn to rap/youth culture, and adapt the idea of “get rich quick” and venerable to peer pressure, hyper masculinity and anti-school subcultures
outside factor material factor 3
Poverty is the key factor to educational underachievement for Bangladeshi and Pakistani students. Family and cultural norms and values are also important, especially for girls…
outside factor material factor 4
Guy palmer - Almost 50% of BAME students tend to come from low-income families which can impact their life chances.
For example, some may lack the necessary economic capital to access high-quality education. This includes, not being able to afford extra tuition to support with their learning outside of the classroom, computer devices and internet access for online learning.
This can lead to an education gap in attainment as BAME students cannot carry out additional research / access a wide variety of information / revision resources available online. Jimenez (2020) discusses the impact of the ‘digital divide’ during the COVID-19 pandemic, on ethnic minority students in the UK, highlights that some students from low-income families less likely to have access to the internet, leading to a gap in educational progress.
outside factor cultural factor 1
Modood- argued that many ethnic minorities parents face language barriers= negative impact on childrens educational attainment
cant support children with homework
3/5
1/2
1/5
outside factors cultural factor 3
Driver and ballard - argue that British- Indian families place greater value on their children’s education.
push their children to have high ambitions and gain best possible grades
reflect on in the achievements of indian pupils who do better than black or white groups on average in GSCEs
outside factors cultural factor 4
Bolognani - discusses the “myth of return” and states that some ethnic groups are attached to their country of orgin and may one day return.
% has increased with the rise of islamophobia within schools
found students with family in Pakistan are likely to take longer holidays and religious commitments results in extra time out of school which leads to gaps in learning
2 problems -students missing course content and teachers potentially presuming that they are not fully on their educational attainment
outside factors new right
hernstein and james - black people have a lower IQ than white people.
states that IQ is largely inherited - he claims that between 60-80% of intelligence is genetically based.
“what children take out of school is proportional to what they bring into school in terms of IQ”
also states that class differences in intelligence largely account for class differences in educational attainment
