Ethnicity achievement and labelling Flashcards
What percentage of Chinese and India students achieve 5 A*-C at GCSE(2014) ? White British?
Where did Pakistani and Afro-Caribbean pupils fall?
Who performed least well? %?
Who are black girls more likely to go university than?
Despite Bangladeshi children performing well at GCSE are they likely to go university?
-74%-73% of Chinese and Indian students receive 5 A-C at GCSE.
-White British was 56% (2014).
-Pakistani and Afro-Caribbean pupils fell behind white British.
-Roma/Gypsy children performed least well with only 8% getting 5 GCSEs, A-C.(2014)
-Black girls are more likely to go university than white British.
-Despite Bangladeshi children performing well at university they are one of the least likely groups to go uni.
What outside of school factor relating to ethnic differences to achievement did Driver and Ballard question(1981)?
What other possible outside factors lead to differences in ethnic achievement?
What did Archer and Frances discover within some ethnic groups?
-Driver and Ballard questioned the significance of language barriers.
-Language codes.
-Social class can contribute to some of the ethnicity statistics: statistically Pakistani and African Caribbean children are much more likely to be in receipt of FSM than Indian and Chinese children.
-Racial discrimination combined with social class.
-Archer and Frances noted the strong emphasis on education in some cultures(e.g. Indian and Chinese); close-knit Asian families can lead to strong emphasis on education and achievement and high parental expectations.
What in school factors ensure a difference in ethnic achievement?(4)
-Ethnocentric curriculum(centred around white British/European view of the world).
-Ethnocentric structures(school year based around the Christian calendar, and assemblies based around Christian worship.)
-Racism in school
-Racial stereotypes informing teacher labelling (positively and negatively).
Who created the concept for ‘the myth of the black challenge’? What does it lead to?
What might schools be?
What two forms of subcultures can pupils form within school?
-Gillborn.
-It leads to negative labelling of black pupils.
-Schools might be institutionally racist(policies and procedures may discriminate against some ethnicities, possibly unintentionally).
-Pupil subcultures can be both anti-school and pro-school.
Who’s study focused on young black girls?
How did she conduct this?
What key concept did she focus on?
What was their evidence of? How did black girls react?
What subcultures did black girls join? What were they still?
Who did black girls overwhelmingly say they most admired?
-Heidi Safia Mirza.
-Wide range of questionnaires, observations and interviews.
-‘The myth of underachievement’: the black girls in her sample outperformed white pupils and the black boys.
-There was evidence of teacher labelling, but instead of lowering self-esteem it had the opposite effect: a self-refuting prophecy.
-Black girls joined anti-school subcultures but remained pro education.
-Over half of the black girls who responded to the questionnare named themselves as the person they most admired.
What social factor do some sociologists argue has the largest impact on differences in achievement and explains ethnic differences?
Why might close knit-families not provide an explanation for the differences in achievement?
What are Pakistani/Bengali families likely to have on average compared to Chinese/Indian?
Instead of cultural deprivation what might explain low achievement rates amongst Irish travellers/ Roma Gypsy pupils?
What do issues such as the ethnocentric curriculum or school calendar fail to explain?
-Social class.
-While close-knit families and high parental expectation may well be a factor behind high Indian and Chinese achievement, Pakistani and Bengali families are also close-knit and parents have high expectations yet, statistically, they do not perform as well in education.
-Pakistani and Bengali families on average are more likely to have lower household incomes.
-Irish travellers and Roma/gypsy pupils might have low achievement because of low attendance disruption to school life, along with economic/material factors rather than ‘cultural deprivation’.
-Issues like ethnocentric curriculum and school calendar fail to explain many of the patterns as white boys underachieve, and some low-achieving minority-ethnic groups have Christian backgrounds, and some of the highest achievers (Indians) do not.
Who developed the concept of the labelling theory?
What can labels lead to?
What type of factor is this in explaining difference in achievement?
What type of theory is the labelling theory?
What might labels become according to Becker?
Who tested the labelling theory in a classroom?
-Howard Becker.
-A self fulfilling propechy.
-It is an in school factor.
-It is an interactionist theory: does not suggest self-fulfilling prophecy is inevitable; people may choose to reject.
-A master status.
-Rosenthal and Jacobson.
What is the name of the study conducted by Rosenthal and Jacobson?
What type of experiment did they complete?
How was this completed?
What had ‘spurters’ taken on by the end of the study?
Was the study reliable?
What is the study criticised for?
-Pygmalion in the classroom.
-A field experiment in elementary schools in the US.
-Pupils were given an IQ test at the beginning and end of the study.
-Teachers were told that the results indicated certain pupils were ‘spurters’ with great potential(they were randomly selected). Other pupils served as a control group.
-‘Spurters’ had developed much more than the control group demonstrating that teachers’ labels led to a self-fulfilling prophecy.
-Yes. It was completed several times after with similar results.
-Some question the ethics of the research because the subjects were children and there was some degree of deception.
What image do teachers have for the characteristics of the ‘ideal pupil’?
What do stereotypical attitudes lead to this pupil being?
What effect can this lead to? Similar to the self refuting prophecy what other effect could this have on ideal pupils interactions with teachers?
-Hardworking, polite, studious, conscientious, helpful and articulate.
-Stereotypical attitudes can lead to this ideal pupil often being middle class, white and female.
-This label can lead to the ‘halo effect’ where the behaviour of the idea pupil is interpreted differently from the same behaviour by others. They are less likely to be disciplined as the teacher sees the halo rather than misbehaviour or underperformance.
-Similar to the self-refuting prophecy ‘ideal pupils’ may be disciplined more severely than other pupils because the teachers have higher expectations of them.
Who argued schools have an educational triarge(similar to A&E departments) and put students into categories?
What are these three categories?
What is this strategy linked to?
-Gillborn and Youdell.
-Those who will achieve anyway(therefore don’t require much input).
-Hopeless cases(for whom much input would be a waste of effort).
-Borderline cases, who require input and effort from the school to ensure they get their 5 GCSEs A*-C.
-This is linked to educational policy, as this sort of process is linked to league tables and meeting targets.
