ethnicity

Question 1

3 main external factors for differences in educational achievement between ethnicities

Answer 1

• cultural deprivation
• material deprivation and class
• racism in wider society

Question 2

explain how Intellectual and linguistic skills can affect achievement (2)
and evaluate

Answer 2

• Children from low-income black families lack interlectual stimulation and often speak in ‘ungrammatical’ ways
• Children that don’t speak english at home are held back educationally
• however, Gillborn and Mirza found that indian pupils do well in school despite often not speaking english at home

Question 3

explain how family structure and support can affect achievement (3)

Answer 3

• lone parents - struggling financially and lack male parental figure
• boys lack role model
• certain cultures are more ‘resistant’ to racism

Question 4

who talks about certain groups being more resistant to racism

Answer 4

Pryce

Question 5

who says that a high rate of lone parenthood and a lack of positive male role models leads to underachievement

Answer 5

Murray

Question 6

explain concept of culture of poverty and who says it

Answer 6

Moynihan
- absence of male role in black lone parent families produces inadequately socialised children who fail at school, become inadequate parents themselves and perpetuate a culture of poverty.

Question 7

who talks about culture of poverty

Answer 7

Moynihan

Question 8

what does Sewell argue about black boys

three

Answer 8

• lack of fatherly nurturing leads to black boys underachieving.
• Street gangs offer them alternative peverse loyalty and love.
• Successful black boys felt the greatest barrier to success was peer pressure. speaking in standard English seen as ‘selling out’ to white estb

Question 9

explain Mirzas three types of teacher racism

Answer 9

• colour blind (all pupils equal but in practice allow racism to go unchecked)
• liberal chauvinist (believe black pupils are culturally deprived so have low expectations)
• overt racists (believe black pupils are inferior and actively discriminate)

Question 10

how does Mirza’s study evaluate idea of self negating

Answer 10

black girls were unsuccessful with their strategies to avoid teachers negative labelling
- tried to ignore staff and not take part
- not choosing certain options to avoid racist teachers
- restricted opportunities so had a disadvantage

Question 11

Sewell - on variety of boys response to labelling

Answer 11

4 types: rebels, conformists, retreatisst, innovators

• small minority fit stereotype of black macho lad but teachers saw them all that way
• still thinks external factors are more important such as street culture and absent father

Question 12

explain Sewell’s 4 types of responses black boys have to negative labelling

Answer 12

• rebels (only small minority but most visible group, reject goals of school and rules, anti authority macho lad, contemptuous of white boys)
• conformists (Were the largest group. They were keen to succeed, accepted the school’s goals and had friends from different ethnic groups.)
• retreatists (Were a tiny minority of isolated individuals disconnected from both the school and black subcultures outside it.)
• innovators (Were the second largest group. They were pro-education but ant-school. They valued success, but not teachers approval.)

Question 13

explain Critical Race Theory

Answer 13

sees institutional racism as deep-rooted ‘locked in’ feature of the education system. CRT see the education systems as institutionally racist in several ways.

Question 14

state 3 ways institutional racism is present in schools

Answer 14

• ethnocentric curriculum
• assessment (teacher judgements in primary)
• access to opportunities
• new iquism

Question 15

what does Gillbourn say about marketisation as institutional racism

Answer 15

marketisation gives schools more scope to select pupils so allows negative stereotypes to influence decisions
- end up in unpopular schools
- racist bias in interviews and more likely to be unaware of waiting list system

Question 16

Moore and Davenports study

Answer 16

selection procedures lead to ethnic segregation with minority pupils failing to get into better schools due to discrimination

Question 17

Ball on ethnocentric curriculum

Answer 17

sees the history curriculum in schools as recreating a mythical age of empire and past glories, ignoring black and Asian people’s history.

makes minority groups feel they are not valued in education and diminishes their self esteem, having a negative effect on their achievement.

Question 18

evaluation for ethnocentric curriculum causing underachievement

Answer 18

Chinese pupils achievement is higher than whites

Question 19

impact of Foundation Stage Profile

Answer 19

now black pupils were seen to be underachieving
- used to be higher achievers not bottom
- based on teacher judgements
- now at end of reception instead of start

Question 20

the New IQism

Answer 20

Secondary schools are increasingly using old style intelligence (IQs) to allocate pupils to different streams on entry.

Black pupils are more likely to be placed in lower streams as a result.
not just based on intelligence but disciplinary concerns

Question 21

Pryce on why certain ethnic minorities are more resistant to racism

Answer 21

• asians are higher achievers because their culture is more resistant and their culture gives them a greater sense of self worth but argues black culture is less cohesive and less resistant to racism so will have lo

Question 22

who talks about fathers, gangs, and culture

Answer 22

Sewell

Question 23

Mac an Ghaills study

Answer 23

black and asian a level students
- response to negative labels depended on factor such as ethnic group and gender
- some thought all girls school gave them better background to overcome
w self esteem and underachieve
(argues its differing impacts of colianialsim - slavery meant black ppl were taken from families but asians kept culture and family structure)

Question 24

Mary fullers study

Answer 24

rejecting negative lables:
black girls in year 11 London comp school
high achievers in a school where most were low achievers
channelled anger about being labelled into pursuit of educational success
- didn’t seek approval from teachers (Saw them as racist)
- gave appearance of not being bothered (still wanted to be peers with low streams)

Question 25

How does Sewell explain differences between black and asian pupils

Answer 25

Cultural differences in socialisation - asians have different attitude to education and stress its importance but black children do not have these expectations placed upon them

• ‘asian work ethic’ and supportive families and that respectful behaviour towards adults was expected

Question 26

why do white working class pupils underachieve compared to WC ethnic minorities

Answer 26

white wc had negative attitude about education but ethnic minorities saw it as a ‘way up in society’

Question 27

why is cultural deprivation seen as victim blaming (who says this)

Answer 27

Keddie argues that it is a victim blaming explanation. Minority ethnic group children are culturally different, not deprived. They underachieve as schools are ethnocentric (Biased in the favour of white culture).

Question 28

what is sure start (compensatory education)

Answer 28

aims to support the development of pre-school children in deprived areas.

Question 29

what is a policy that has been implemented to tackle cultural deprivation

Answer 29

compensatory education

Question 30

explain concept of cultural exclusion

Answer 30

Ball argues that minority ethnic group parents are less aware of how to negotiate the British education system. This results in cultural exclusion rather than deprivation.

Gerwitz says complex school application forms are an example.

Question 31

a quarter of white ppl live in low income households compared to almost … of ethnic minorities

Answer 31

1/2

Question 32

Wood et al found that one in 16 minority applicants were offered a job compared to … for white applicants

Answer 32

one in 9 for white applicants

Question 33

why are Indian pupils likely to do better one education

Answer 33

they are from mc backgrounds and are the ethnic group most likely to attend private school

Question 34

explain external factor of racism in wider society

Answer 34

It may be the product of racism in wider society which affects pupils achievement.
Members of minority ethnic groups face direct and indirect discrimination at work and in the housing market.
As a result, they are more likely to have low pay or be unemployed, and this affects their children’s educational opportunities.

Question 35

Black Pupils - Gillborn and Mirza

Answer 35

Found that in one area, black children were the highest achievers on entering primary school, yet by GCSE they had fallen to 21 points below average. This suggests schooling is to blame.

Question 36

what study suggests that it isn’t cultural deprivation but an internal factor to blame for low achievement in black pupils

Answer 36

Gillbourn and Mirza: black pupils highest achievers on entry to primary school but got worst gcse results

Question 37

what do Gillborn and Youdell say on Black Pupils and discipline (3)

Answer 37

Found teachers had ‘radicalised expectations’ about black pupils and expected more discipline problems and saw their behaviour as threatening.

• Pupils felt teachers underestimated their ability and picked on them.
• leads to higher levels of exclusions for boys and black pupils being placed in lower sets or streams.

Question 38

explain concept of A-C economy in relation to black pupils

Answer 38

negative stereotypes about black pupils mean they’re more likely to be placed in lower sets and so teachers will not focus on them.- only the sets capable of A-C
+ self fulfilling prophecy

Question 39

what did Wright find about asian pupils and labelling (3)

Answer 39

Wright found that Asian primary school pupils were stereotyped by their teachers and treated differently.

Teachers would assume children had a poor grasp of English so used a simple language speaking to them.
mispronounced children’s names

so Asian pupils were prevented from participating fully, affecting self esteem.

Question 40

Who thought of the 3 dominant discourse concepts (ideal, pathologised, demonised)

Answer 40

Archer !

Question 41

explain ideal pupil identity

Answer 41

white, mc, masculinised identity with normal sexuality
- seen as achieving in the right way with natural ability

Question 42

explain demonised pupil identity

Answer 42

black or white wc, hyper sexualised identity

• unintelligent, peer-led, culturally deprived, under-achiever

Question 43

explain pathologised pupil identity

Answer 43

asian, ‘deserving poor’, feminine identity
- asexual / oppressed sexuality
- plodding conformist and over achiever, hard work not natural ability

Question 44

how does archer say Chinese pupils are treated by teachers (is it negative - does this affect them etc)

Answer 44

both positively and negatively, seen as achieving success the wrong way so are never ideal pupils

‘negative positive stereotype’

Question 45

opposite of self fulfilling prophecy

Answer 45

self negating