Ethnicity 30 marker Flashcards
Anne Longfield
There are 5 essential measures for a supportive family environment, such as “the right to develop language skills”.
Berieter and Engelmann
Language spoken by low income Black American families is inadequate for educational success as it is ungrammatical, disjointed and incapable of expressing abstract ideas. —> Bernstein (speech codes) Sugarman (fatalism)
Murray
Black, one parent families are part of a underclass that is not committed to mainstream values, so they fail to value education.
Strand
In terms of progress 8 scores, Chinese pupils were the highest performers, the second highest being Indian pupils.
Lupton
Adult authority that operates in Asian households is similar to the model in schools. Respectfully behaviour was expected from children which had a knock on effect in schools.
Basit
Pakistani and Indian families saw free state education as a “blessing” as it offered more opportunities than their country of origin. So they put more effort into helping their children (buying desks, computers and textbooks)
Bhatti
Parents of ethnic minority pupils were very supportive of their child’s education, however they didn’t know much about the daily processes and organisation of schools, so avoided approaching or discussing their child’s progress with teachers unless it was essential. —> Douglas (working class attitudes to education)
Kao and Thompson
Recent immigrants devote themselves more to education as they lack financial capital and see education as an opportunity to escape from poverty. They are more likely to go to university than white British pupils.
Wood
Discrimination in the workplace- 1 in 16 ethnic minority applicants were offered an interview, in comparison to 1 in 9 white British applicants.
Gillborn and Youdell
Teachers have racialised expectations of Black students (labelling theory) so discipline them quicker, see their behaviour as a threat and challenge to their authority. Pupils respond negatively which leads to further conflict.
Archer
3 pupil identities. Idealised (white) demonised (black) pathologised (asian)
Archer and Francis
Chinese students were praised and pathologised: yes, they were successful, but they did it in the wrong way. They worked excessively hard so were viewed as a “negative positive stereotype”.
Fuller
Y11 black girls were pro education but anti school. In school, they didn’t try to reject their teachers racist labels, but worked hard at home to achieve high grades: 51.9% achieved a 5 or above in English and Maths GCSE in 2019.
Mirza
3 types of teacher racism: Colour blind (all pupils equal) Liberal Chauvinist (black students are deprived, low expectations) Overt racists. Students had to be selective about what GCSE and A Level options they chose to avoid certain teachers.
Roithmayr
Institutionalised racism is ‘locked in equality’. There isn’t a conscious intent to discriminate, the equality has become self perpetuating and feeds on itself.
Ball
History curriculum in schools try to recreate a ‘mythical age of empire and past glories’ while ignoring the history of black and asian people.
Tikly
When Black History Month was mentioned, it tended to be in relation to slavery, rather than the positive contribution of black people in history.
