Ethnicity

Question 1

what aspects of pupils does the Government record

Answer 1

• ethnicity, gender, location they live in

Question 2

what does the Millennium Cohort Study say about south Asians and black Caribbeans and biological children

Answer 2

• 86% of South Asian children live with both biological parents compared to 30% of Black Caribbean children

Question 3

what is the critical race theory

Answer 3

• the idea that racism in society is inherent and ingrained - esp in the legal and social institutions

Question 4

what 2 groups are the most expensive for schools to take on

Answer 4

• the working class and special educational - thus they’re less likely for schools to market and cater towards

Question 5

what is the funding formula

Answer 5

• the funding given to schools per student. is why schools want as many pupils as possible

Question 6

what does Roithmayer say about the critical race theory

Answer 6

• roithmayer: institutional racism is a locked in inequality so large and historical that its no longer a conscious thought

Question 7

what does Gillborn say about the critical race theory

Answer 7

• Gillborn: sees racism as so ingrained in education that its now inevitable

Question 8

what does Gillborn say about marketisation

Answer 8

• Gillborn: marketisation allows for more covert selection to occur, which can lead to segregation + discrimination of different social groups

Question 9

what did the Commission for Racial Equality 1993 say

Answer 9

• covert selection procedures led to ethnic minority students more likely to be in unpopular / worse schools

Question 10

define ethnocentric curriculum

Answer 10

• ethnocentric curriculum = a curriculum in which it reflects the culture of one ethnic group - usually the dominant culture

Question 11

what does Gillborn say about the education system

Answer 11

• Gillborn: the education system is biased to validate the dominant culture

Question 12

what does Sanders + Horn say about assessment

Answer 12

• Sanders + Horn: the change from written tests to teacher assessments led to black pupil underachievement - could be due to teacher bias

Question 13

outline 2 key facts about access to opportunities

Answer 13

• in Gifted and Talented programmes, White people are 2x more likely to be identified as G&Ts than EMs
• Ethnic Minorities are less likely to be entered for higher tiered exams due to teacher labelling and SFP

Question 14

outline ‘new IQism’ + Gillborn’s view

Answer 14

• teachers + policy makers make false assumptions about pupils ability or potential
• potential is seen as fixed and is measured through old style IQ tests - in which Gillborn argues that these tests only examine current ability - not what could be

Question 15

outline the idea of labels and what Gillborn + Youdell, Bourne say

Answer 15

• Black students are more likely to be labelled as distruptive, and Asian students as passive
• Gillborn + Youdell: teachers are quicker to negatively label Black pupils due to a teachers ‘racialised expectation’
• Gillborn + Youdell: black pupils are more likely to be in bottom sets and treated like ‘hopeless cases’ due to the A-C economy
• Bourne: neg labes often impact black students in terms of higher levels of exclusions. 1 in 5 students who are excluded achieve 5 GCSEs

Question 16

what does Gillborn and Youdell say about black students upon entry

Answer 16

• on entry (age 4), African Carribean students were the highest achievers, however at GCSE level, they were one of the lowest achieveing groups
• this shows that their underachievement is due to internal factors (SFP, institutional racism, streaming, pupil subcultures etc)

Question 17

what does lack of ethnic representation lead to

Answer 17

• lack of positive role models for BAME students, and so they may seek representation in worse places, E.g. MTV image for young black boys without a father
• bias from white teachers can happen - labelling, racism, discrimination etc

Question 18

outline an ideal pupil identity by Archer

Answer 18

• white, middle class, passive, masculine identity (dominant, confident - doesnt have to be boy), normal sexuality, achieving through natrual talent + ability (those that quickly ‘get’ concepts)

Question 19

outline an pathologized pupil identity by Archer

Answer 19

• deserving poor, feminised identity, asexual / repressed sexuality, plodding conformist, succeeding through hard work rather than natural ability

Question 20

outline an demonised pupil identity by Archer + its affects

Answer 20

• black or white, working class, hypersexualised, unintelligent, peer led, culturally deprived, underachiever
• more likely to be excluded, be in an anti-school subculture, in lower streams

Question 21

what does Fuller say about pupil responses and subcultures

Answer 21

• she studied a group of black girls in year 11 in a London comprehensive school. they were untypical as they achieved highly in a school where black girls underachieved / were put in low streams
• shows that pupils can still succeed if they refuse to conform to their labels. negative labels dont always lead to failure
• these black girls channelled their anger of being labelled into educational success instead of accepting their stereotypical label
• they didnt seek teacher approval, or limit their friends if they didnt achieve highly

Question 22

what does Mac an Ghaill say about pupil responses and subcultures

Answer 22

• he studied Black and Asian a level students who rejected their negative labels depending on their gender, ethnicity and nature of former schools
• E.g. some girls who formerly went to an all girls school found that it gave them greater academic commitment, allowing them to overcome neg labels at college
• a label doesnt inevitably produce a SFP

Question 23

what does Mirza say about pupil responses and subcultures

Answer 23

• she studied ambitious Black girls who faced teacher racism. found that the racist teachers discouraged their ambition
• there are 3 types of teachers; colour blind, liberal chauvinists, overt racists
• racist teachers could discourage BAME students from perusing professional careers, subject options, encourage them to do more vocational

Question 24

define Mirzas 3 teacher labels

Answer 24

• colour blind = teachers who believe all pupils are equal - but in doing so, ignores the discrimination that could require BAME students to need extra help - allowing racism to occur
• liberal chauvinists = teacher who believe black students culturally deprived and have low expectations for them
• overt racists = teachers who think black pupils are inferior and actively discriminate

Question 25

what does Sewell say about black boys

Answer 25

• he focuses on street culture + absence of fathers + influence of peers to explain underachievement in black boys
• labels black boys as falling into either rebel, conformists, retreatists, and innovators of black culture and education

Question 26

define Sewell’s 4 key label terms for black boys + black culture + school culture

Answer 26

• rebels = most influential, often excluded, conformed to the anti school ‘macho’ subculture
• conformists = the largest group, conformed to pro school, have friends of different ethnicities
• retreatists = minority of isolated individuals who have disconnected from both school + black subculture
• innovators = pro education, but anti school, valued success, not approval of teachers

Question 27

define institutional racism

Answer 27

• institutional racism = less overt, more subtle, less identifiable in terms of specific individuals committing the acts. its racism built into the (education) system and how institutions operate

Question 28

outline marketisation and segregation in schools

Answer 28

• marketisation = how schools are marketed to attract certain groups
• schools are going to want to attract the ideal pupil (white or Asian, m/c, female, passive)
• contextual EXAMPLE: Dame Alice Owens - a private school that offers music aptitude, offers rugby instead of football, does interviews to get it - attracts/ makes it easier for the m/c to get in
• further examples of marketisation: academies control their own admissions - allows bias
• examples of segregation: streaming - based on perceived perception, at GCSE; putting students into lower or higher tiers

Question 29

what is a counter view of BAME underachievement in schools

Answer 29

• model minorities (chinese and indian groups) chieve highest - goes against idea of institutional racism

Question 30

outline the ethnocentric curriculum + examples in education

Answer 30

• attitudes and policies that prioritises the culture of one ethnicity (white British)
• the UK curriculum : language - teaches white european languages (french, german, spanish), literature/ music - teaches books/ music written by white men, history - teaches mainly british history
• contextual example: Birmingham school banned a girl from the canteen and playground for her braided hairstyle as it didnt fit into the schools uniform policy

Question 31

outline assessments in education

Answer 31

• the culture, language used in exams benefit white m/c pupils
• sanders + horn: teacher assessments led to black girls underachievement
• EYFS: teacher assessments in 6 areas of learning allows teacher bias to come into play

Question 32

outline the other forms of institutional racism

Answer 32

access to opportunities:
- Gillborn: in Gifted and Talented programmes, whites are 5x likely than black African’s to be chosen
- Tikly: for exam tiers, Black Carribean’s are more likely to be entered for lower tier GCSE’s
New IQism:
- false assumptions are made about a pupil’s ability based on appearance, cultural capital and its seen as being fixed through testing and being put into streams - often disadvantages BAME students

Question 33

what are 2 criticisms of Gillborn’s critical race theory

Answer 33

black boys and underachievement:
- Sewell: although it hasnt disappeared, institutional racism isnt powerful enough to prevent individuals from achieving, external factors should have more focus
model minorities:
- the overachievement of chinese and indian students shows that institutional racism isnt the main factor

Question 34

outline black pupils and discipline with 3 theorists

Answer 34

• Gilborne and Youdell: racialised expectations - teachers are more likely to discipline BAME students
• Bourne: schools sees black boys as threats - leads to neg. labels + exclusions
• Osler: black students are more likely to be put in Pupil Removal Unit, or be unofficially excluded from school - excludes them from mainstream education

Question 35

what is the highest and lowest ethnic group most permanently excluded

Answer 35

• highest: Black Caribbean + mixed - feeds into stereotype of aggression
• lowest: Indian/Chinese - feeds into stereotype of passivity

Question 36

what is the percentage ratio of white school staff to BAME staff

Answer 36

• 70% of staff is white, 30% are ethnic minorities

Question 37

what does lack of ethnic minority staff representation lead to

Answer 37

• lack of positive ethnic role models for BAME pupils - they may seek representation in worse places, E.g. MTV image for young fatherless black boys
• possibility of unconscious or conscious bias from white teachers
• BAME teachers allows for representation, cultural understanding

Question 38

outline Archer’s view of Chinese students

Answer 38

• successful students can also be pathologized (treated differently) - e.g. Chinese students are both praised and viewed negatively by teachers who see them as passive, repressed and effeminate
• their success is achieved through the wrong way; hard work rather than natural ability
• any achievement of BAME pupils is seen as over achievement as it is natural to the ideal white pupil

Question 39

what is Sewell’s view on black boys and their achievement

Answer 39

• the under achievement of black boys is due to a lack of fatherly nurturing or ‘tough love’ (firm, fair, respectful discipline supplied by father), resulting in BB finding it harder to overcome their emotional difficulties
• street gangs offer fatherless BB male loyalty and love
• many BB are also subject to peer pressure - not conforming to speaking in standard english + not doing well in school as its seen as selling out to a white establishment
• they must live up to the MTV image of promiscuity, non-chalance, hegemonic masculinity

Question 40

how does being from an asian family affect educational achievement

Answer 40

• the ‘Asian Work Ethic’ places a high value on achieving high/ education
• adult authority mirrors that of authority in school (expecting respectful behaviour towards adults)
• Asian parents are more likely to be supportive of school behavioural policies

Question 41

what evidence is there for white w/c underachievement

Answer 41

• McCulloch (2014): a survey of 16,000 pupils found that ethnic minorities are more likely to aspire to go to University than WWC pupils
• WWC parents dont provide the necessary support and have a negative attitude towards education

Question 42

outline what ethnic groups the DFES research paper (2006) says are the most materially deprived

Answer 42

• BAME pupils are more likely to be materially deprived than white pupils
• the groups most likely to be materially deprived are pakistanis, bangalis, black africans, and black carribeans
• 70% of bangladeshi pupils and 60% of pakistani and black african pupils live in the most deprived area codes compared to less than 20% of white pupils

Question 43

state 3 facts linking ethnicity and material deprivation

Answer 43

• BAME are 2x as likely to be unemployed than white people - could be due to name bias from employers, lack of necessary educational qualifications
• 15% of BAME households live in overcrowded conditions - compared to 2% of white households - could be due to the cultural norm of having many children
• ethnic minority households are 3x more likely to be homeless - could be due to racism/ unconscious bias; due to the probable language barrier, there may be issues when filling out the necessary forms to be a home owner

Question 44

outline an A03 evaluation of the idea that material deprivation leads to poor achievement

Answer 44

• for chinese groups, money isnt a factor - stats show that those on FSM and those not perform similarly

Question 45

outline name-blind recruitment and Noon and Woods’ studies

Answer 45

• was campaign introduced to prevent unconscious bias against potential recruits from BAME backgrounds
• leading companies and unis were asked to remove names form application forms to
• Noon: sent out fake CV’s to top 100 companies - half having the surname Patel, the other Evans. Evans’ CV’s were offered more responses than Patel’s
• Woods: the ‘white’ applications were 2 times more likely to be offered interviews than the ethnic minority’s applications

Question 46

who are the 3 lowest performing ethnic groups

Answer 46

1) white (gypsy/roma) - 4% are hitting targets at 16
2) white (traveller of Irish heritage) - 9% are hitting targets at 16
3) black (Carribean) - 25% are hitting targets at 16

Question 47

how do chinese, white british, and white gypsy/roma students perform in the average attainment 8 sore

Answer 47

• chinese: have the highest score of 70%
• white british: achieve 50%
• white gypsy/roma: achieve the lowest score of 20%

Question 48

name some facts linking ethnicity, gender and achievement

Answer 48

• regardless of ethnicity, girls always perform better than boys
• chinese girls and boys have a smaller attainment gap - gender isnt as much of a significant factor
• the attainment gap between black girls and boys is bigger - plays a bigger role

Question 49

name some facts linking ethnicity, class and achievement based on FSM

Answer 49

• no group on FSM outperforms those not on it
• the attainment gap between chinese pupils on and not on FSM isnt big (4%) - class doesn’t play a big factor
• for white pupils, their attainment gap is the biggest (17%)

Question 50

what did Bereiter and Engelmann say about linguistic skills

Answer 50

• Bereiter and Engelmann (1966): they say the language spoken by low income Black American families is seen as inadequate for educational success,
• Ebonics (African American English - is viewed as a language rather than a dialect of standard English) is spoken by Black Carribeans, as its usually a mix of English and a native language, however Ebonics isnt spoken by Black Africans, as they speak a native language
• children who dont speak elaborated English at home may be educationally held back

Question 51

what is an AO3 evaluation of Bereiter and Engelmann

Answer 51

• the study was conducted in 1966 - when America was racially segregated - the main reason for Black underachievement was their harsher restrictions and less adequate education
• the study is outdated

Question 52

what does Moynihan say about black family structure

Answer 52

• Moynihan (1965): many black families are matriarchal (headed by lone mothers), and so their children are deprived of the adequate care (e.g. not having the time to attend parents evenings), probable financial struggles, as well as a lack of male role models
• matriarchal families offer a strong female role model for daughters - enables black girls to perform better in education

Question 53

what is an AO3 evaluation of Moynihan (1965) and Murray (1984)

Answer 53

• Sewell argues that it may not be the lack of a father figure leading to black boys underachievement, but more so the lack of ‘fatherly tough love’
• this leads to bb seeking out other boys or the media for role models - where an ‘ultra ghetto superstar’ image of black men is prioritised

Question 54

what does Murray say about black family structure

Answer 54

• Murray (1984): lone parenthood leads to lack of positive male role models

Question 55

what does Pryce say about black family structure

Answer 55

• Pryce: the high number of black lone parent families can be traced back to slavery
• slavery didnt allow for a black family to exist - leading to a ‘fatherless, matrifocal (mother focused) pattern’
• men didnt learn the role of providing and protecting for a family - which has been passed down through generations

Question 56

what does Driver say about black families

Answer 56

• Driver: black families provide strong female role models for girls, thus explaining the higher rates of achievement among black girls

Question 57

what does Lupton say about the attitudes and values of WWC families

Answer 57

• Lupton: WWC pupils are less likely to want to go to uni - this lack of aspiration may be due to lack of parental support
• Lupton studied 4 W/C schools - 2 mainly white and 2 mainly Pakistani - and found that there was poorer behaviour and lower aspirations in the mainly white schools
• teachers often blamed this on lack of parental support from white parents - whereas ethnic parents saw education as a way to socially move up

Question 58

what is an AO3 evaluation of Lupton

Answer 58

• Pakistani and Bangladeshi pupils on average perform worse than white students - so parental attitudes aren’t the main determining factor in achievement

Question 59

outline the idea of a fatalistic subculture

Answer 59

• some BAME children may be socialised into a fatalistic subculture (doesn’t value ambition, future time orientation etc)
• this may be due to negative experiences of education or society itself

Question 60

what is an AO3 evaluation of BAME pupils being socialised into a fatalistic subculture

Answer 60

• Lawarence: BAME students dont underachieve due to deficient cultural attidues/ a fatalistic subculture, but due to institutional racism

Question 61

what does Sewell say about asain attitudes and values

Answer 61

• there is an ‘asian work ethic’ in asian families which places a high value in education and achieving high

Question 62

what does Lupton say about the attitudes and values of asian families

Answer 62

• the adult authority in asian families mirrors that of education - respectful behaviour is expected