ethnicity and achievement

Question 1

external factors - cultural deprivation - bereiter and engelmann - intellectual and language skills

Answer 1

black e/m b/gs lack intellectual stimulation and skills needed for educational success so don’t develop reasoning and problem solving skills. use restricted code which holds them back

Question 2

bereiter and engelmann criticism

Answer 2

many indian british children speak english as additional language but still do well at school

Question 3

external factors - cultural deprivation - family structure - murray and moynihan

Answer 3

murray - lack of positive male role models in black LPFs causes underachievement

moynihan - black e/m children brought up in LPFs where they’re deprived of adequate care as mother struggles financially in absence of male role model

Question 4

moynihan and murray criticism

Answer 4

driver - ethnicity can have positive effect on achievement - caribbean families provide girls with positive female role models so black girls do well

Question 5

external factors - cultural deprivation - subcultures - sewell

Answer 5

black fathers not absent but use strict form of tough love - causes black boys to struggle so turn to music and gangs for male role models - anti school attitudes lead to underachievement

Question 6

sewell criticism

Answer 6

lawrence - black boys underachieve bc of racism at school

Question 7

external factors - material deprivation - palmer

Answer 7

e/m more likely to be w/c so face material deprivation
palmer - e/m such as pakistani and bangladeshi tend to be poorest in UK - live in areas of high unemployment and their traditional values discourage women from work so only one income to support family

Question 8

external factors - racism in wider society - wood et al

Answer 8

sent 3 identical job applications for same job - each application had fictitious name associated with particular ethnic groups - applicants with english sounding names more likely to be invited for interviews

Question 9

internal factors - racialised expectations - gillborn and youdell

Answer 9

teachers hold racialised expectations - expect black students to present behavioural problems and misinterpret behaviour as challenging their authority - teachers more likely to discipline black boys even for minor offences - pupils react negatively leading to further conflict

Question 10

gillborn and youdell criticism

Answer 10

deterministic as students can reject labels, mac an ghaill show that pupils can reject labels

Question 11

internal factors - assessments - gillborn

Answer 11

e/ms underachieve especially when assessments are based on teacher’s judgements, not on externally marked tests - in 2003 baseline tests were replaced with foundation stage profiles - based on teacher’s judgement of students - since introduced, e/ms have underachieved
shows teacher stereotyping affects results

Question 12

internal factors - racist teachers - mirza

Answer 12

racist teachers restricted black girls’ aspirations through the subject and career choices suggested to them - girls tried to avoid these teachers by choosing subjects not taught by them and not asking for help in class leading to underachievement

Question 13

mirza criticism

Answer 13

fuller - girls rejected negative labels and put their anger into achieving and pursuing educational success