Ethnicity & Achievement Flashcards
1
Q
Racism
A
Refers to discrimination and prejudice against people based on their skin colour, heritage and religion.
2
Q
Asian work ethic
A
Asian parents have higher expectations of their children and parents are more likely to be supportive of teachers and schools despite other barriers like material deprivation and racism.
3
Q
Institutional racism
A
The idea that institutions such as schools are organised in such a way that children from ethnic minority backgrounds are systemically disadvantaged in education compared to white children.
4
Q
Racialised expectations
A
Teachers hold expectations based upon pupils race.
5
Q
Ethnocentric
A
When British culture and values are seen to be superior to others. The curriculum is taught to be tailored around white culture largely ignoring other ethnic groups. History & languages.
6
Q
Ideal pupil
A
A white, middle class pupil with a masculinized and confident personality and a normal sexual and gender identity.
7
Q
Pathologised pupil
A
Typically an Asian pupil from a poorer background, they are looked upon as more feminised with lacking confidence and are judged for being sexually oppressed. They are assumed to lack intelligence so when they do well they are judged to have over achieved.
8
Q
Demonised pupil
A
Typically black or white working class pupils that are regarded as lacking intelligence with the expectation to under achieve. Teachers assume them to be more interested in socializing than studying and see them as hyper-sexualised and they are regarded as threatening.
9
Q
Model minority
A
A pupil who succeeds through excessive conformity to the rules but don’t fit into the ideal pupil category because teachers don’t relate to them in the same way as they do with the more socially confident middle class pupil. Often Chinese pupils.
10
Q
Colour-blind teachers
A
Teachers who themselves didn’t possess racial prejudices but naively assumed that racism was not a major problem. They tended not to pick up on others racism but didn’t challenge it.
11
Q
Liberal chauvinists
A
Teachers who presume that ethnic minority pupils were less able than white pupils and saw it as their mission to “help” them overcome barriers such as cultural deprivation.
12
Q
Rebels (Sewell)
A
- The development of an overtly anti-school attitude, rejecting school rules and created their own, usually engaging in hyper-masculine subcultural groups and looked down on conformists.
- A small minority of black pupils
13
Q
Conformists (Sewell)
A
The majority of black pupils who followed the school rules and were keen to succeed, work hard and form positive relationships with teachers and non-black pupils.
14
Q
Retreatists (Sewell)
A
- They effectively dropped out of school academically and socially, they don’t have many friends and make little effort with school work.
- A minority of black pupils
15
Q
Innovators (Sewell)
A
- Pupils that wanted to be successful in education but didn’t accept or follow rules.
- They are friendly with the rebels but were covertly working hard to succeed academically
- 2nd largest group
16
Q
IQ-ism
A
The assumption that someone’s potential for success is fixed because of their intelligence.
17
Q
Ethnic group
A
People who share the same heritage, culture and identity. Often including the same language, religion and who see themselves as a distinct group
18
Q
Ethnic minority group
A
An ethnic group that is smaller than the majority in society
19
Q
EAL/ESL
A
English as an Additional/Secondary Language
20
Q
Ethnocentric curriculum
A
- A type of curriculum that is based on the cultural values and perspectives of a particular ethnic or cultural group.
- It is characterised by a focus on the positive history, culture and achievements of the dominant group, often to the marginalisation of other groups.
- In the UK the curriculum is ethnocentrically white British
21
Q
Which ethnic groups consistently have higher levels of attainment?
A
Chinese and Indian pupils
22
Q
Which ethnic group consistently have lower levels of attainment?
A
Black Caribbean & Traveller pupils
23
Q
What ethnic group are overrepresented in special schools?
A
Black Carribean
24
Q
How many more times likely is a Black Caribbean pupil more likely to have emotional, behavioural or social difficulties compared to white pupils?
A
1.5x
25
Which ethnic group is more likely to be exculded from schools that white students of the same gender?
Black Caribbean
26
Where are minority ethnic pupils more overrepresented in education?
- Lower sets
- More likely to leave school without any qualifications
27
What are the 3 external factors which explain differences in achievement based on ethnicity?
- Material deprivation & social class
- Cultural factors
- Racism in wider society
28
What are the 3 internal factors which explain differences in achievement based on ethnicity?
- Teacher labelling
- Puil subcultures
- Institutional racism & the ethnocentric curriculum
29
What statistic from 2012–2013 highlights economic inequality contributing to ethnic differences in education?
2/5 of people from ethnic minorities were living in poverty in 2012 & 2013 which is 2x the rate of white british people
30
The Government's data from 2019 for the overall 10% of deprived neighbourhoods showed what?
- Asian people (15.7%) were the most likely out of all ethnic groups to live in deprived neighbourhoods
- Black people were the second most likely to live in deprived neighbourhoods
- White people were the least likely to live in deprived neighbourhoods
31
The Government's data from 2019 for the overall 10% of deprived neighbourhoods showed what about **poverty**?
- Out of the 18 individual ethnic groups, people from Pakistani (31.1%) and Bangladeshi (19.3%) groups were likely to love in poverty
- People from Indian (7.6%), White Irish (8.1%) and White other (8.2%) were the least likely to live in poverty
32
What are problems associated with living in poverty which impact education?
- Poor quality housing
- Overcrowding
- High levels of unemployment
- Material deprivationW
33
Which group are less likely to be eligible for free school meals?
Indian Asians eligibility for free school meals is below the national average
34
How do Gillborn & Mirza point out that social class doesn't compltely override the influence of ethnic inequality on education?
- Middle class white British pupils will achieve higher than middle class black Caribbean pupils
- Indian and Chinese students are doing better and Black Caribbean, Pakistani and Bangladeshi pupils are doing worse than white pupils from the same social class background (apart from the most deprived social groups where white british pupils perform the worse)
35
Name the 3 cultural factors used to explain ethnic differences in educational achievement
- Language
- Family life & parental support
- Family structures
36
What percentage of pupils in primary and secondary school didn't have English as their first or main language according to official statistics in 2013?
- Primary school: 18%
- Secondary school: 13%
37
What is the proportion of schools where English is no longer the first language for the majority of pupils?
1 in 9 schools
38
Why do language differences cause difficulties and negatively impact achivement?
- Issues in understanding school work
- Communication with teachers
- Teachers may mistake language difficulties for lack of ability and have lower expectations for their pupils
39
The use of non-standard English or having a heavily accented English may have what impact on achievement?
- Might be unconsciously penalised in the classroom because most teachers are white middle class
- Pupils may develop SFP due to negative labelling
40
Evaluation: What did the Department for Education find about pupils who have ESL in 2013?
Pupils with ESL outperformed un the EBacc compared to their classmates who had english as their mother tongue.
41
What did the Swann Report and Pilkington suggest about parental support and family structure for ethnic minority groups?
- Pupils from some ethnic minority groups enjoy greater parental support
- Asian families tend to have close-knit extended families which have high aspirations and very supportive attitudes towards education alongside cultural values encouraging achievement
42
What does Lupton suggest about the link between ethnicity and achievement and family life and parental support?
- Lower working class white British families in the most disadvantaged areas have a fairly indifferent or negative approach towards education
- They have lower aspirations for their children
43
What does Bhatti suggest about the link between ethnicity and achievement and family life and parental support?
- South Asian parents were very supportive and had a high level of interest in their childs education.
- However, many were unconfident in approaching or communicating with teachers. They also found the school unwelcoming.
- Sometimes parents were unable to support with school work due to their own level of eduction
44
What does Vincent et al suggest about the link between ethnicity and achievement and family life and parental support?
- Black middle class parents were actively involved in their child's schooling
- Teachers treated them different to whote middle class parents.
- Teachers expected them to know less about education and to be less interested in their child's schooling
45
What does Moon & Ivins suggest about the link between ethnicity and achievement and family life and parental support?
- Parental involvement was greater in minority ethnic groups compared to the population as a whole
- More parents saw education as mainly the parents responsibility rather than the schools'
46
How did Moon & Ivis research the link between ethnicity and achievement and family life and parental support?
- A telephone survey
- Representative sample of 1,500 parents of minority ethnic group children
47
What does Modood suggest about the link between ethnicity and achievement and family life and parental support?
- Parental aspiration, support and encouragement was a factor as to why minority ethnic students are now more likely to go to uni than white British students
- 24% uni applicants in 2013 were minority ethnic pupils which is nearly double their percentage of the population
48
What does New Right sociolgist, Murray argue that family structure negatively impacts the educational achievement of some ethnic minority children?
- Many black families are headed by a lone mother, their children are deprived of adequate care because she has to struggle financially because there is no male breadwinner.
- Argues the absence of a father also means young black boys lack a male role model
49
What does Sewell argue how family structure impacts the educational achievement of ethnic minorities?
- The lack of a fatherly nuturing that involves firm, fair, respectful and non-abusive discipline.
- Black boys therefore find it hard to overcome the emotional and behavioural difficulties of adolescence.
- The lack of a nurturing father means that black boys are more likely to turn to gangs which offer loyalty and love
- Young black boys are at greater likelihood of influence from the media and the anti-school black masculinity that is promoted through the image of the "ultra tough ghetto superstar"
50
Evaluation: What does Driver argue cultural deprivation theorists have ignored?
- The positive impact ethnicity can have on achievement.
- Girls in a lone parent family headed by the mother has a strong independent women as a role model.
- Argues that this is why black girls outperform black boys
51
Evaluation: How does Keddie see cultural deprivation theorists explanation of ethnic differences in achievement?
- Victim-blaming
- Argues that ethnic minority pupils are culturally different not culturally deprived.
- Argues children underachieved because of institutional racism and the ethnocentric curriculum which marginalise minority ethnic children
52
What did Rex find out about racism in wider society as an explanation of ethnic differences in achievement?
- Racial discrimination leads to social exclusion which worsens poverty facing ethnic minorities
- Housing discrimination means that minorities are more likely to be forced into substandard housing than white people of the same social class
53
Outline Wood's study and what they found out about racism in wider society as an explanation of ethnic differences in achievement?
- He sent 3 closely matched job applications to 1000 job vacancies and used names associated with different ethnic groups
- 1 in 16 'ethnic minority' applications were offered an interview compared 1 in 9 'white applications'
- This explains disproportionate unemployment and low pay which in turn has a negative effect on their children's educational achievement
54
What did Gilborn & Mirza find about the achievement of black children in one LEA which evidences the importance of internal factors as an explanation for ethnic differences in achievement? (2000)
- Black children were the highest achievers on entry into primary school with 20% pointss above the local average
- Black children were worse compared to nay other ethnic group when it came to GCSEs at 21 points below the local average
55
What did Glibourn & Youdell find about teacher labelling/racism's impact on ethnic differences in achievement?
- Teachers were quicker to discipline black pupils than others for the same behaviour due to their racialised expectations
- Teachers expected black pupils to present more discipline problems and misinterpreted their behaviour as threatening or as a challenge to authority
- Black pupils responded negatively to this misperception which created further conflict
- Black pupils felt teachers underestimated their ability and picked on them unfairly
56
What did Osler find about teacher labelling/racism's impact on ethnic differences in achievement?
- Black pupils are more likely to suffer higher rates of official exclusions, unrecorded unofficial exclusions and 'internal exclusions'
- They are more likely to be sent to Pupil Referral Units
57
What did Bhatti find about teacher labelling/racism's impact on ethnic differences in achievement?
-Identified pupils' own views of racist behaviour by teachers
- Being ignores, not given the chance to answer questions, not helped or given responsibility.
- Unfairly picked on for punishment or a telling off
58
What research did Bhatti conduct for teacher labelling/racism's impact on ethnic differences in achievement?
- Studied south Asian students in a comprehensive school in the south of England
- Used interviews, questionnaires and participant observation
59
What did Wright find about teacher labelling/racism's impact on ethnic differences in achievement?
- Despite the schools commitment to equal opportunities, teachers held ethnocentric views which affected how they related to Asian pupils.
- Teachers assumed that Asian pupils would have a poor understanding of English so they used simplistic language towards them and excluded them from discussions
- They sometimes expressed disapproval to their customs which made pupils feel isolated
- They viewed them as a problem they could ignore rather than a threat
60
How and what did Fuller find about pupil subcultures/responses and the impact on ethnic differences in achievement?
- Studied a group of year 11 black girls in a London comprehensive
- Found that they channeled their anger towards being labelled into achieveing academic success
- They did not seek the approval of teachers, whom many regarded as racist, but worked hard to deliberately prove them wrong
- They showed a deliberate lack of concern about rules and routine and remained friends with black girls in other streams
61
Institutional racism & school admissions process
- The Commission for Racial Equality 1993
- School admission procedures meant ethnic minority students were more likely to end up in less successful schools
- Application information and forms are often only in English
- Found evidence of racism in interviews for school places and in primary school reports
62
Gillborn: Institutional racism & Access to opportunities
- White students were 2x as likely than Black Caribbean student to be identified as 'Gifted and Talented'
- White students were 5x as likely than Black African students to be identified as 'Gifted and Talented'
63
Strand: Institutional racism & Access to opportunities
- Analysed the Longitudinal Study for Young People in England
- Black children were systemically underrepresented in entry to higher tier tests at 14 in Maths and Science
64
Evaluation: Ball & cultural exclusion
Ball suggests that minority ethnic parents are at a disadvantage as they are less aware of how to negociate the education system
65
Evaluate the view that institutional racism is the reason for underachievment of ethnic minority pupils
- Indian and Chinese pupils overachieve
- Black Caribbean and Bangladeshi pupils underachieve
