ethnicity and educational attainment

Question 1

resilience factors

Answer 1

indcludes a strong academic self concept, a positive attitude towards school planning for the future and completing homework on time

Question 2

risk factors

Answer 2

special educational needs, having been excluded from school and involvement with the police

Question 3

the ethnocentric curriculum

Answer 3

• a curriculum that reflects the culture of one dominant ethnic group
• many sociologists argue that the ethnocentric curriculum is an example of institutional racism in schools

Question 4

the ideal pupil

Answer 4

• white, middle class, heterosexual who have behaviours linked to academic success – hard work, ability and talent.

Question 5

the pathologized pupil

Answer 5

• pupils from deprived backgrounds who strive to do what is expected despite lacking natural ability and talent

Question 6

the demonised pupil

Answer 6

• associated with working class, in particular black and white pupils, sexualised, seen as unintelligent, culturally deprived and underachieving.

Question 7

what were the five categories for teachers in Mirza’s study?

Answer 7

• overt racists
• liberal chuvinists
• black teachers
• christians
• the crusaders

Question 8

overt racists

Answer 8

teachers who were unequivocal about their racial prejudice and often displayed this to students and other staff.

Question 9

christians

Answer 9

teachers whoadopted a ‘colour blind’ approach and treated pupils equally, however they often refused to acknowledge the existence of racial prejudice amongst others.

Question 10

the crusaders

Answer 10

teachers who actively challenged racism in the education system, although Mirza found this was more likely to occur in staff meetings and in discussions with colleagues.

Question 11

black teachers

Answer 11

black teacherswere content with getting on with the job of teaching students regardless of ethnicity and suggested that many of the subject areas were of limited use to black pupils (e.g. the teaching of modern foreign languages) and more practical support was required.

Question 12

liberal chuvinists

Answer 12

liberal chauvinistswere common and adopted liberal attitudes towards ethnicity and looked to promote equality.
However, they were often ill-informed and made assumptions about cultural deficits in students based upon second-hand knowledge rather than the student’s own experiences