Ethnicity and education Flashcards
Trends in ethnicity and education:
-Income level cannot fully explain the difference in attainment.
Thus, factors relating to ethnicity can explain differences
in educational attainment.
Parental attitudes impacts on educational attainment:
In general ethnic minority parents are more likely to have a positive attitude towards education than white-British parents.
For example Chinese and Indian Parents may value their child’s education and may push them to perform better and get better results.
Recent immigration impact on educational attainment:
Recent immigration may explain the high attainment from students in low-income minority ethnic groups compared to white-British.
Teacher expectations impact on educational attainment:
Black Caribbean students seem to be particularly
negatively impacted by teacher expectations in
school compared to other groups.
What does Basit 2013 argue?
Asian communities such as India and Pakistan value education due to poor education in country of origin – saw free education as a privilege.
What does Archer and Francis 2007 argue?
Chinese parents from all social classes put a very high value on education as did their children.
Parents invested considerable time, effort and money into their child’s education. This was true across all classes.
What does Modood 2004 argue?
Chinese families may have more cultural capital
than would be expected from their class position.
This may be due to the difference in occupation in
the UK compared to in origin country.
What does Bhatti (1999) argue?
Indian, Pakistani and Bangladeshi supportive of their
children.
Not all of them knew the process of school very well.
Found school to be unwelcoming
Own level of schooling held them back from helping their
children with school work.
What are internal factors which affect educational attainment?
Internal factors are factors inside of school which affect educational attainment. e.g. teachers, labelling, bullying.
What are external factors which impact educational attainment?
Factors outside of school which impact educational attainment. e.g ethnicity, parenting, material capital etc.
Gillborn & Youdell (2000, 2001) study: AO2
-Students labelled ‘less able’ tended to be W/C and Black
Caribbean = lower sets – ‘systemically neglected’.
-Black pupils were expected to be disruptive – focus on
“control/punishment” rather than ”academic concerns” =
teacher perceptions and behaviour towards black pupils was racist.
What did Sewell find in his study?
Black boys are ‘drawn to street culture rather than the
classroom’.
A higher proportion of lone-parent female-headed
households = lack of male role model/discipline = more
susceptible to peer pressure. Black Caribbean boys look up to their next male role models which are their peers leading to them joining anti-school subcultures.
41%- Conformist. educational route.
35%- Innovators. Anti-school subculture but kept out of trouble.
18%- Rebels. rejected school norms and values and the importance of school – qualifications were worthless due to systemic racism – low status, low paid job. Reacted confrontationally to racism in school.
6%- Retreatism. loners who kept to themselves
What did Mirza 1992 find in her study?
Evidence of racism from some teachers - the girls felt that
teachers had low expectations of them.
These negative labels did not affect the girls’ self-esteem – they were prepared to work hard.
The black girls in the study achieved better exam results than black boys and white girls in the school.
