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ethnicity and education Flashcards

1
Q

what are the external factors for ethnic differences in education

A
  • cultural deprivation
  • material deprivation
  • racism in wider society
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2
Q

what are the parts of cultural deprivation theory

A
  • language
  • family structure and parental support
  • attitudes and values
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3
Q

what did bereiter and engelmann find in a study

A
  • claimed that language spoken by low income black american families is inadequate for educational success, arguing it is ungrammatical and disjointed
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4
Q

what are some criticisms of bereiter and engelmanns study

A
  • labov – found that black american speech is perfectly logical
  • bell – found their views as anti black linguistic racism
  • statistics show that children who do not have english as a first language actually perform slightly better
  • demie and mclean – found that language barriers and literacy levels came well behind internal factors like teachers low expectations
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5
Q

how might attitudes and values affect the educational achievement of ethnic minorities

A
  • cultural deprivation theorists see a lack of aspiration as a major cause of underachievement
  • most children are socialised into the mainstream culture, which instils aspiration, competitiveness and willingness to make sacrifices necessary to achieve longterm goals. cultural dep theorists believe that some ME group children are socialised into fatalistic subcultures
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6
Q

evaluation of the argument that attitudes and values play a role in educational achievement

A
  • studies show that ME groups tend to have higher aspirations
  • platt and parsons – among 7-14 year olds, ME group pupils had higher career aspirations and were more likely to aspire to highly paid jobs
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7
Q

how does family structure and parental support affect educational achievement

A
  • moynihan – because many black families are headed by a lone mother, their children are deprived of adequate care because she has to struggle financially without a male breadwinner. boys also struggle because they lack a role model
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8
Q

what are some criticisms of the family structure and parental support theory

A
  • driver – criticises cultural dep theorists for ignoring the positive effects of black family structures on achievement. he shows the black caribbean family, far from being dysfunctional, provides girls with positive role models of strong independent women. he argues this is why black girls tend to be more successful in education than boys
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9
Q

what does sewell believe

A
  • it isnt the absence of fathers as role models that leads to black boys underachieving, instead its the absence of of fatherly ‘tough love’ (firm, fair, nonabusive discipline)
    • this results in black boys finding it hard
      to overcome the emotional and behavioural
      difficulties of adolescence
  • in this absence, street gangs of over fatherless boys offer black boys ‘perverse loyalty and love’. these present boys with a media inspired role model of anti school black masculinity
  • sewell found that greatest barrier to success was pressure from other boys
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10
Q

what did arnot say

A
  • ‘the ultra tough ghetto superstar, an image constantly reinforced through rap lyrics and MTV videos’
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11
Q

evaluation of sewell

A
  • downplays the impact of racism
  • gillborn – argues that it is not peer pressure or absent fathers but institutional racism in the education system
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12
Q

how are asian families seen in education

A
  • sewell – indian and chinese families have ‘Asian work ethic’ and place a high value on education
  • lupton – adult authority in asian families is similar to the model that operates in schools. respectful behaviour towards adults was expected from children
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13
Q

evaluation of the beliefs about asian families in education

A
  • there is a danger of over generalising about ‘Asian success’
  • there are important differences in the achievements of pupils from the different Asian ethnic groups (chinese out perform bangladeshi and Pakistani)
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14
Q

what did mcculloch find out about higher education

A
  • a survey of 16000 pupils found that ME group children are more likely to aspire to go to uni than white pupils
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15
Q

what did lupton find out about white working class families

A
  • teachers reported poorer levels of behaviour and discipline in the white working class schools , despite the fact they had fewer children on FSM (common measure of poverty)
  • teachers blamed this on lower levels of parental support and the negative attitude white working class parents had towards education
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16
Q

what did evans argue

A
  • street culture in white working class areas can be brutal and so young people have to learn how to withstand intimidation and how to intimidate others.
  • in this context, school can become a place where the power games are played out again
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17
Q

what is compensatory education

A
  • the main policy to tackle cultural deprivation
  • the Aiming High scheme focused on increasing the participation of MEG in higher education
  • archer et al – its emphasis was on fixing individuals low aspirations
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18
Q

criticisms of cultural deprivation theory

A
  • keddie – victim blaming, MEG children are culturally different not culturally deprived
  • labelling theorists argue that it is not low aspirations but rather stereotypical labelling
  • critical race theorists argue that the education system is institutionally racist
  • material deprivation may have more of a impact
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19
Q

what does palmer argue about MEG and material deprivation

A
  • almost half of all children from ME backgrounds live in low income households, as against a quarter of white children
  • members of MEG are almost twice as likely to be unemployed as white people
  • MEG households are around three times as likely to be homeless
  • almost half of Bangladeshi and pakistani workers earned under £7 per hour, compared with only a quarter of white british workers
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20
Q

why might MEG be at greater risk of material deprivation that results from unemployment, low pay and overcrowding

A
  • many live in economically depressed areas with high unemployment and low wage rates
  • cultural factors such as purdah in some muslim households, which prevents women from working
  • a lack of language skills and unrecognised qualifications
  • asylum seekers may not be allowed to take work
  • racial discrimination in the labour market
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21
Q

why might class not override ethnicity

A
  • indian and chines pupils who are materially deprived still perform better than most
    • 86% of FSM chinese girls achieved 5 or more
      higher grade GCSEs, compared to only 65%
      of white girls who were not on FSM
  • modood – while children from low income families generally did less well, the effects of low income were much less for other ethnic groups than for white pupils
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22
Q

why might racism in wider society impact education

A
  • rex – shows how racial discrimination leads to social exclusion and how this worsens the poverty faced by MEG. minorities are more likely to be pushed into substandard housing
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23
Q

what are the three internal factors

A
  • labelling and teacher racism
  • pupil identities
  • pupil responses and subcultures
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24
Q

how might labelling and teacher racism impact ethnic minority students

A
  • teachers often see black and asian pupils as being far from the ideal pupil
  • negative labels may lead to teachers treating ME students differently
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25
Q

how does labelling affect black pupils

A
  • gillborn and youdell – teachers were quicker to discipline black pupils because of teacher’s ‘radicalised expectations’, they expected black pupils to behave badly
  • bourne – schools tended to see black boys as a threat, leading to exclusion
  • osler – more likely to be placed in pupil referral units (PRUs) where they lose access to mainstream curriculum
26
Q

how has labelling negatively effected asian pupils

A
  • wrights – teachers assumed that asian pupils would have a poor grasp of english and left them out of class discussions
  • teachers viewed them not as a threat but as a problem they could ignore
27
Q

what are archers three pupil identities

A
  • the ‘ideal pupil’ identity
  • the ‘pathologised’ pupil identity
  • the ‘demonised’ pupil identity
28
Q

what is the ideal pupil identity

A
  • a white, middle class, masculinised identity and a heterosexuality
  • teachers see this pupil stereotypically as achieving in the right way, through natural ability and initiative
29
Q

what is the pathologised pupil identity

A
  • an asian, ‘deserving poor’, feminised identity, either asexual or with an oppressed sexuality
  • teachers see this pupil stereotypically as a plodding, conformist and culture-bound ‘over achiever’, a slogger who succeeds through hard work rather than natural ability
30
Q

what is the demonised pupil identity

A
  • a white, black, working class, hyper sexualised identity
  • teachers see this pupil stereotypically as an unintelligent, peer led, culturally deprived under achiever
31
Q

how are chinese pupils labelled

A
  • chinese pupils were simultaneously praised and viewed negatively by their teachers
  • while successful, they were seen as having achieved the wrong way, through hard work instead of natural ability
  • teachers stereotyped chinese families as tight and close and used this to explain the girls’ supposed passivity
32
Q

what do fuller and mac an ghaill argue about students rejecting negative labels

A
  • fuller – did a study in which black girls did not accept negative stereotypes of themselves and instead channelled their anger about being labelled into the pursuit of educational success
  • mac and ghaills – students who believed teachers had labelled them negatively did not necessarily accept the label. how they responded depended on factors such as their ethnic group and gender
33
Q

what did mirza find

A
  • racist teachers discouraged black pupils from being ambitious through the kind of advice they gave them about careers and option choices
  • identified three types of teacher racism
34
Q

what are the three types of teacher racism that mirza found

A
  • the colour blind
  • the liberal chauvinists
  • the overt racists
35
Q

what are colour blind racists

A
  • teachers who believe that all pupils are equal but in practice allow racism to go unchallenged
36
Q

what are liberal chauvinists

A
  • teachers who believe black pupils are culturally deprived and who have low expectations of them
37
Q

what are overt racists

A
  • teachers who believe black pupils are inferior and actively discriminate against them
38
Q

what are the four responses to racism that sewell identifies

A
  • the rebels
  • the conformists
  • the retreatists
  • the innovators
39
Q

what is the rebel response

A
  • the most visible and influential group, but were only a minority of black pupils
  • they were often excluded from school
  • rejected the goals and rules of the school and expressed their opposition through conforming to the stereotype
40
Q

what is the conformist response

A
  • the largest group
  • these boys were keen to succeed, accepted the schools goals and had friends from different ethnic groups
  • they were not part of a subculture and were anxious to avoid being stereotyped by teachers or their peers
41
Q

what is the retreatist response

A
  • a tiny majority of isolated individuals who were disconnected from both school and black subcultures
  • despised by the rebels
42
Q

what is the innovative response

A
  • the second largest group
  • pro education but anti school
  • valued success but didnt seek the approval of teachers
43
Q

evaluation of labelling and pupil responses

A
  • there is a danger of seeing these stereotypes as simply the product of individual teachers prejudices rather than the racism of the educational system itself
  • too deterministic
44
Q

what two types of racism do troyna and williams distinguish between

A
  • individual racism
  • institutional racism
45
Q

what is individual racism

A
  • racism that results from the prejudiced views of individual teachers and others
46
Q

what is institutional racism

A
  • discrimination that is built into the way institutions such as schools and colleges operate
47
Q

how does gillborn see institutional racism

A
  • he sees ethnic inequality as so deep rooted and so large that it is practically inevitable feature of the education system
48
Q

what are the five ways in which critical race theorists see the school system is institutionally racist

A
  • marketisation and segregation
  • ethnocentric curriculum
  • assessment
  • access to opportunities
  • the ‘new IQism’
49
Q

how is marketisation and segregation racist

A
  • gillborn – it allows negative stereotypes to influence decisions about school admissions
  • moore and davenport – minority pupils failing to get into better secondary schools due to discrimination
  • The Commission for Racial Equality – MEG children were more likely to end up in bad schools for four reasons
50
Q

what are the four reasons why the Commission for Racial Authority believe MEGs end up in bad schools

A
  • reports from primary schools that stereotype minority pupils
  • racist bias in interviews for school places
  • lack of information and application forms in minority languages
  • minority ethnic group parents are often unaware of how the waiting list system works and the importance of deadlines
51
Q

how is the curriculum ethnocentric

A
  • troyna and williams – there is barely any focus on asian languages compared to European ones
  • david – describes the national curriculum as a specifically british curriculum that largely ignores non european languages, literature and music
  • ball – criticises the NC for ignoring ethnic diversity
52
Q

how does Coard believe the ethnocentric curriculum may produce underachievement

A
  • in history the british may be presented as bringing civilisation to the ‘primitive’ people they colonised
  • he argues that this image of black people as inferior undermines black childrens self esteem which leads to their failure
53
Q

how might assessment affect the achievement of ME children

A
  • gillborn – ’the assessment game’ is rigged so as to validate the dominant cultures superiority.If black children succeed as a group the rules will be changed tulo reengineer failire
54
Q

what is an example of assessments impacting black pupils

A
  • in the past, primary schools used ‘baseline assessments’ which tested pupils when they started compulsory schooling. however they were replaced by a new way of measuring pupils abilities, the foundation stage profile
  • as a result, black pupils now appeared to be doing worse than white pupils
55
Q

how does gillborn explain the poor achievement of black pupils in the FSP

A
  • the FSP is based purely on teachers’ judgements, whereas baseline assessments often used written tests as well
  • the FSP is completed at the end of the reception year, whereas baseline assessments were done at the start of primary school
56
Q

why might there not be access to opportunities for MEGs

A
  • the gifted and talented programme was created with the aim of meeting the needs of bright pupils from inner city schools however white pupils were over twice as likely to be noticed
  • tikly et al – in 30 schools of the Aiming High initiative, black pupils were more likely than white peoples to be entered for lower tier gcse
57
Q

what is the new IQism and who came up with it

A
  • gillborn
  • argues that teachers and policymakers make false assumptions about the nature of pupils’ ability or potential
  • they see potential as a fixed quantity that can be easily measured
  • gillborn and youdell – secondary schools are increasingly using old style intelligence IQ tests to allocate students into different sets on entry
58
Q

what are some criticisms of gillborn

A
  • sewell – rejects the idea that internal factors have the biggest impact, instead he believes we should focus on external factors
  • how can schools be institutionally racist if there is such an overachievement of indian and chinese pupils
59
Q

what does Evans argue

A
  • to fully understand the relationship between ethnicity and achievement, we need to look at how ethnicity interacts with gender and class
  • for example, in examining black childrens achievement sociologists rarely look at class
60
Q

what is connollys example of how ethnicity impacts labels

A
  • teachers saw black boys as disruptive underachievers and controlled them by punishing them more and by channeling their energies into sport
  • teachers saw asian boys as passive, conformist, keen and academic; when they misbehaved they were seen as immature rather than threatening

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