Ethnicity and achievement- internal (2)

Question 1

Roithmayr

Answer 1

Locked-in inequality
Scale of historical discrimination so large no longer conscious intent to discriminate
Self perpetuating, feeds on itself

2003

Question 2

Moore + Davenport

Answer 2

Marketisation + segregation
Selection procedures lead to more ethnic segregation
BAME students lower chance of getting into better secondary schools
Procedures only in english, screening out pupils with language dificulties
Produces ethnically stratified system

1990

Question 3

Ball

Answer 3

Ethnocentric Curriculum
Attitude or policy favouring one type of culture
Languages, literature, history, music
Undermines certain cultures reproducing failure

1994

Question 4

Gillborn

Answer 4

Assesment game
Rigged to validate dominant cultures superiority
Success re-engineered to failure
FSP, overnight systematically produced failure of black children
2000- 20% above avg
2003- lower than white
Based entirelyon teacher judgment, done at the end of reception

2008

Question 5

Gillborn + Youdell

Answer 5

New IQism
Access to opportunity heavily dependent on teacher assesment
Racialised expectations, potential is fixed, White 2x more likely than black to be placed onto gifted + talented programme

2001

Question 6

Gillborn

Answer 6

Model minorities
Serves ideological function, labelling Chinese + Indian as hardworking hides institutionally racist nature
Illusion of meritocracy, justifies other BAME failure, ignores harrasment of those students

2008