ethnicity Flashcards
linguistic skills
Bereiter and Engelmann (1966)
consider the spoken language of black American families as inadequate for educational success. Studies in the USA refer to the ‘ebonics’ used by some black children as not meeting the elaborate code used within schools, creating a barrier for students.
Also, children who do not speak English at home may also be held back educationally.
family structure
Moynihan (1965)
argues that because governmental stats tell us that black families are disproportionately headed by a lone mother in comparison to other ethnic groups, children may be deprived of adequate care due to financial constraints, as well as lacking a male role model
family structure
Murray (1984)
argues that generally, lone parenthood leads to lack of positive male role models
attitudes and values
Sewell
argues that Asian families tend to have an ‘Asian WorkEthic’. this means they may play a high value on education
attitudes and values Lupton
also suggests that the adult authority structure in Asian homes - with 21% of households made up of a multi-generational family with dependant children, mirrors that of education so respectful behaviour was expected of children
racism exists in all layers within society including
housing - ethnic minorities are sent to worse housing areas perhaps rough areas, asian and black families are generally the most deprived
employment - less ethnic minorities in higher paying jobs treated differently in workplace. underpaid ethnic minorities
welfare - NHS not free for British citizens refugees - not allowed to work, relieve benefits
Criminal Justice system - often gives different sentences based on your ethnicity. lack of effort in investigating ethnic minorities cases. stop and search tends to be racist
DFES Research Paper (2006)
“minority ethnic pupils are more likely to experience deprivation than white British pupils, especially Pakistani, Bangladeshi, black African and black Caribbean pupils. for example 70% of Bangladeshi pupils and almost 60% of Pakistani and black African pupils live in the 20% most deprived post code areas compared to less than 20% of white British pupils”
family structure Sewell
argues it may not be a lack of father figure leading to black boys underachievement but their lack of ‘tough love’ leading to the boys seeking out other boys who rely on each other as role models
much of their identity stems from media influences which emphasise ‘ultra tough ghetto superstar’ image
family structure Driver
suggests the Black families provide strong role models for girls, thus explaining the higher rates of achievement amongst black girls
attitudes and values Lawrence
suggests that black attitudes are not fatalistic or e’weaker’ but are simply the by product of racism in wider society. recognising structural racism should be the starting point of analysis
Modood (2004)
found that although low income families do less well, it has a bigger effect on white pupils than ethnic minorities - suggesting its not the biggest factor for ethnic minorities underachievement
Noon case study
- the same CV with the names ‘Evans’ and ‘Patel’
- ‘Evan’ the western sounding name got more job offers
Wood (2010) similar to Noons case study
similar study to Noon
results demonstrated that 1 in 16 ‘ethnic minority’ applications got offered an interview while 1 in 9 ‘white’ applications
Gilbourn + Mirza (2000)
in one local education authority black children were the highest achievers on entry level to primary school (20 points above average [locally]) yet by the time it came to GCSE they had the worst results of any ethnic group - 21 points below average
black pupils and discipline Gillbourn and Youdell (2000)
found teachers were quicker to discipline black students than others of the same behaviour
argue that this is a result of teacher ‘racialised expectations’
