ethnicity and education Flashcards
Intellectual and linguistic skills.
(ethnicity and cultural deprivation)
A lack of these skills contributes to underachievement among some minority children.
They claim that many low - income black families may not provide the enrichment needed for reasoning and problem - solving, affecting school readiness.
Bereiter and Engelmann view the language used by low - income black American families as insufficient for educational success.
Despite concerns, data shows language differences have minimal impact; for instance, Indian pupils succeed even when English isn’t their first home language.
Attitudes and values.
(ethnicity and cultural deprivation)
Some theorists suggests a lack of motivation among some black children may hinder educational success.
While mainstream culture promotes ambition, theorists argue that certain subcultures may encourage a more short - term, fatalistic outlook.
Family structure and parental support.
(ethnicity and cultural deprivation)
Theorists link underachievement to family structure, noting that lone parent black families may struggle to provide adequate support, with father absence limiting role models.
Moynihan (1965) describes a cycle where under - socialised children face academic challenges and later struggle as parents.
What did Moynihan, Murray and Scruton argue about cultural deprivation in ethnic differences in achievement?
Moynihan and Murray have discussed the impact of cultural deprivation and lone motherhood in certain communities, arguing that single - parent households in some black Caribbean families may lack the support structure necessary for children to succeed academically.
Murray has suggested that lone motherhood, without the stabilising influence of a father, can lead to weaker socialisation practices that may limit a child’s academic potential.
Scruton supports this view, arguing that certain ethnic minorities face cultural barriers, which may impact their adaptation to mainstream educational norms.
What did Sewell say about the impact of absent fathers?
Sewell studied family structure among black Caribbean families and points out that, in the absence of fathers, young black boys may look to gang culture for guidance, finding role models in these settings rather than in academic or professional environments.
Arnot discusses how media portrayals can reinforce these “hyper-masculine” identities, which sometimes encourage behaviours that conflict with educational success.
What did Lupton discuss about ethnicity and cultural deprivation?
Lupton discusses the “Asian work ethic”, emphasising how high expectations and respect for authority within Asian families foster behaviours that align closely with school values.
This alignment, known as mirroring, enables Asian students to develop discipline and commitment, which can benefit their academic journey.
What did McCulloch and Evans’ research show about ethnicity and cultural deprivation?
McCulloch and Evans highlight how white working-class aspirations often differ due to economic hardship and social limitations.
McCulloch has found that aspirations for higher education among white working-class families tend to be lower, leading to reduced motivation for academic success.
Evans observes that the economic conditions and cultural values of many white working-class families may not prioritise academic achievement, impacting their children’s engagement with school.
What is material deprivation?
Lack of resources and financial stability that can impact a student’s educational experiences and achievements.
Ethnic differences in material deprivation.
(ethnicity and material deprivation)
Ethnic differences in material deprivation are notable across various groups.
For instance, Bangladeshi and Pakistani students often come from lower-income families, with a significant percentage living in poverty compared to white British peers.
These differences are partly due to factors such as employment discrimination and disparities in housing quality.
Racial discrimination in employment and housing.
(ethnicity and material deprivation)
Racial discrimination in employment and housing further influences these differences.
Studies have shown that ethnic minorities frequently face racial bias when seeking jobs or housing, leading to higher unemployment rates and overcrowded or substandard living conditions.
For example, a study by Health and McMahon (2005) highlights that black Caribbean and Bangladeshi individuals are more likely to live in deprived areas with fewer resources, which affects their children’s educational experiences and outcomes.
Examples of ethnic differences in material deprivation.
(ethnicity and material deprivation)
Examples of ethnic differences in material deprivation can also be seen in access to resources like technology or extracurricular activities, which support educational achievement.
Material deprivation among some certain ethnic groups limits access to computers and high speed internet needed for online learning, especially during remote schooling periods, impacting the educational attainment for students from lower-income ethnic backgrounds.
What did Foster (1990) find out about the role of teachers in ethnic differences in achievement?
(ethnicity and teacher racism)
Foster found that black students are more likely to be perceived as disruptive or threatening, which can lead to harsher disciplinary actions.
This contributes to disproportionate exclusion rates and negative educational outcomes for blacks pupils.
What did Gillborn and Youdell (2000) find out about the role of teachers in ethnic differences in achievement?
(ethnicity and teacher racism)
Gillborn and Youdell found that teachers’ racialised expectations affect how they discipline and stream black students.
Black pupils are often placed in lower sets, given less challenging work, and disciplined more quickly than others for similar behaviour.
Teachers tend to misinterpret black students’ actions as threatening or challenging authority, which leads to more conflict.
This response makes black pupils feel underestimated and unfairly targeted, creating tension between them and white teachers.
Gillborn and Youdell conclude that these conflicts often stem from racial stereotypes rather than the students’ actual behaviour.
According to Osler, black pupils appear more likely to suffer from internal exclusions.
What did Archer (2008) find out about the role of teachers in ethnic differences in achievement?
(ethnicity and teacher racism)
Archer noted that teachers often stereotype Asian students, particularly as being “passive” or “overly compliant”.
This stereotype can lead teachers to assume Asian students will not require additional support or encouragement, even when they might benefit from it.
Teachers’ dominant discourse (way of seeing something) defines ethnic minority pupils’ identities as lacking the favoured identity of the ideal pupil.
Archer describes how the dominant discourse constructs three different pupil identities:
- The ideal pupil identity- A white, middle class, masculinised identity, with a normal sexuality. This pupil is seen as achieving in the “right” way, through natural ability and initiative.
- The pathologised pupil identity- An Asian, “deserving poor”, feminised identity, either asexual or with an oppressed sexuality. This pupil is seen as a plodding, conformists and culture-bound “over-achiever”, a slogger who succeeds through hard work rather than natural ability.
- The demonised pupil identity- A black or white, working-class, hyper-heterosexual identity. This pupil is seen as an unintelligent, peer-led, culturally deprived under-achiever.
What did Wright (1992) find out about the role of teachers in ethnic differences in achievement?
(ethnicity and teacher racism)
Wright studied the experiences of Asian students, especially those of Pakistani and Bangladeshi descent, and found that teachers often overlook their potential or fail to recognise their educational needs.
This lack of attention can reinforce negative academic identities and lead to feelings of isolation among these students.
What are racialised expectations?
Assumptions and biases that teachers may hold about students based on their ethnicity.
This can lead to unequal treatment of ethnic minority students, impacting their discipline, placement, and overall educational opportunities.
What is the labelling theory?
The labelling theory suggests that teachers’ perceptions and labels can have a powerful impact on students’ academic outcomes.
When teachers negatively label students, particularly ethnic minority students, this can lead to reduced expectations and biased treatment.
What did Fuller (1984) find out about how students respond to negative labels?
(ethnicity and pupil identities)
Rejection and resilience:
Some students actively resist negative labels and strive to prove teachers wrong.
For example, Fuller studied black girls in a London school who were labelled as underachievers.
Instead of internalising this label, they were motivated to succeed academically and demonstrate resilience.
What did Sewell (1997) find out about how students respond to negative labels?
(ethnicity and pupil identities)
Formation of subcultures:
Sewell identified distinct subcultural responses among black male students to the negative labels placed on them:
1) The rebels - rejected school norms and created their own identities outside academic expectations.
2) The conformists - adhered to school values and avoided drawing attention.
3) The innovators - valued education but resisted school authority.
4) The retreatists - disengaged from school altogether.
What did Mirza (1992) find out about how students respond to negative labels?
(ethnicity and pupil identities)
Avoidance of biased teachers:
Mirza found that some black girls responded to low teacher expectations by selectively engaging with supportive teachers and avoiding those they perceived as biased.
While this helped protect their self - esteem, it also limited their access to academic resources.
What did Mac an Ghaill (1988) find out about how students respond to negative labels?
(ethnicity and pupil identities)
Adopting alternative identities:
Mac an Ghaill observed that some ethnic minority students embraced their cultural identity as a source of pride and resistance.
They maintained a sense of self - worth by aligning more closely with their ethnic group rather than with school values.
What is institutional racism?
Refers to the discrimination embedded within the policies, practices, and procedures of educational institutions.
It operates subtly, creating barriers to achievement or certain ethnic groups without explicit racist intent.
What is an ethnocentric curriculum?
The ethnocentric curriculum is one aspect of institutional racism, emphasising the culture, history, and achievements of the majority (often white British) while marginalising those of other ethnic groups.
This curriculum design can alienate minority students, leading to lower engagement and a sense of exclusion.
The curriculum in many UK schools centres around British culture, ignoring the histories and contributions of other ethnic groups.
What did Gillborns (1997) Marketisation and Selection Policies argue?
(institutional racism)
Gillborn argued that school choice and marketisation policies disadvantage ethnic minorities.
Schools may use “covert selection” practices, favouring certain groups while excluding others, particularly black and Asian students.
This can lead to ethnic minorities being overrepresented in lower - performing schools, perpetuating inequalities.
What did Troyna and Williams (1986) state about the ethnocentric curriculum?
(institutional racism)
Troyna and Williams noted that the focus on British history and European languages sends a message that other cultures are less valuable.
What did David (1993) and Ball (1994) state about the ethnocentric curriculum?
(institutional racism)
David and Ball argued that this narrow curriculum limits students’ understanding of the world and contributes to lower self - esteem and disengagement among ethnic minority students.
What did Gillborns (2008) Assessment Practices highlight?
(institutional racism)
Gillborn highlighted that standard assessments may be biased against ethnic minority students, reinforcing stereotypes and leading to lower results.
For instance, he argued that tests are often designed with culturally specific content that does not reflect the experiences of all students, potentially disadvantaging minority groups.
What did Tikly et al (2006) Access to Opportunities find out about black students?
(institutional racism)
Tikly et al found that black students were often placed in lower academic tracks or vocational programs, limiting their access to higher educational opportunities.
Such practices reinforce low expectations and restrict career advancement options for ethnic minority students.
