Ethnicity and educational Attainment - External Factors Flashcards
What are the external factors that affect educational achievement
Cultural Deprivation (Language, Attitudes and Values, Parental Support)
Material Deprivation
Racism in wider society
Explain how language affects ethnicity and educational achievement
Children from low income black families are not able to develop reasoning and problem solving skills as their experiences at home do not focus on developing these E.g. May not be encouraged to read in leisure time
The children then speak in a dis-jointed grammatically incorrect form, sometimes they are unable to explain more abstract, conceptual ideas
Why are some people held back due to language and how is this criticised
Argued to be held back because they may not or their families may not speak English at home however evidence does not support this, for example,students who had english as their first language were only 3% higher in their GCSE’s A*-C pass rate than those who did not
How do Attitudes and Values affect educational achievement
Argued many black children have a lack of motivation when it comes to education preferring to adopt a ‘fatalistic’ attitude to their work rather than being ‘optimistic’ and trying to shape their own future. Like the working class subculture a ‘live for today’ attitude is common in the culture which doesn’t foster ambition, competition or the sacrifice needed to reach long term goals such as qualifications
How does Moynihan argue that Family structure affects educational achievement
Many black families are matrifocal (headed by mother), children are deprived of adequate care as the mother has to both work and raise the children. Lack of male role-models results in poor socialisation, especially of black boys; this cycle then reproduces itself as the children remain poorly socialised and form unstable families having failed school. This is similar to the New Right approach to the family.
How does Pryce argue that Family Structure affects education achievement
compared to Black Caribbean and asian students and claimed that asian families encouraged greater resilience and resistance to racism encouraging the children self worth and helping them to maintain a positive morale and focus when facing discrimination. In comparison to this black caribbean families were less integrated and coherent with their children often not having the same- self worth instilled into them and therefore more likely to develop low self esteem when facing discrimination which led to poorer performance in exams and their dislike of schools
Black caribbean families in history have been torn apart and cultural identities torn apart whereas Asian families were not separated and their language and religion remained strong
How did Sewell argue that Cultural Deprivation affected educational achievement
it is not the absence of the father that caused black boys to underachieve but the absence of ‘tough love’. Owing to a lack of nurturing from the male role-model the boys find it more difficult to overcome emotional and behavioural difficulties and often turn to street gangs, compromising of other black boys with no fathers, for support and guidance. Media celebrities are often looked up to by the gangs who promote an anti-school, masculine life style which the peer-group the follow and pressurise its own members to abide to. Speaking in standard english and school success were frowned upon and seen as ‘selling out’ to a ‘white institution’
How do Asians contrast Sewell’s views
Asian families encouraged a strong work ethic and placed high value on education. Parents expected their children to act respectfully towards adults which then transferred into the classroom with a more conformist approach being seen in Asian students
How does Bhatti explain how cultural deprivation affects educational achievement
Parents of Pakistani, Bangladeshi and Indian Asian students were very supportive of their children succeeding in education and had a high level of interest in it, however, they did not understand the daily processes of the school, its organisation or how to make contact with the school so they avoided is as much as possible Many White w/class families foster low levels of aspiration and achievement resulting in their children behaving poorly in school and not pushing themselves to achieve qualifications. Many ethnic minority students increasingly see education as a way of helping them improve their position in society and recognise the importance of qualifications
How can Cultural deprivation be evaluated
Black caribbean families provide strong positive role-models for girls and many males find role-models in their extended kin
Students may fail because of low self esteem caused by racism rather than a lack of a cultural identity and being part of a strong coherent groups
Schools are ‘institutionally racist and ethnocentric’ which results in students under performing
Multi-cultural education (New Labour) and anti-racist education have attempted to challenge the lack of inclusion of different cultures more recently
What evidence does Palmer provide that explains Material Deprivation affects educational achievement
Palmer provided evidence that when compared to whites
50% of ethnic minority children live in low income compared to 25% of Whites
Ethnic minorities are twice as likely to be unemployed
Ethnic minority families are three time more likely to be homeless
Around 50% of Bangladeshi and Pakistani workers earn less than £7 an hour compared to around 25%
Ethnic minorities are more likely to be employed in shift-work and areas with high unemployment and low wage rates
How does Palmer explain his evidence
May be because :
Many live in economically deprived areas with high unemployment and low wage rates
Some cultural traditions (Purdah prevents women working outside of the home in muslim households)
A lack of language skills (especially from new arrivals)
Asylum seekers may not be allowed to work
How does Racism in Wider society affect educational achievement
Discrimination continues in the Uk and often leads to feelings of social exclusion. In housing ethnic minorities are more likely to be placed in substandard accommodation and in employment more likely not to be called for interview for available positions
How did Wood argue that Racism in Wider Society affect educational achievement
He sent 3 very similar fictitious application forms for around 1000 vacancies with names varying appearing to represent different ethnic groups; 2 minority groups and 1 white person. The white application was called for interview 1 in 9 times and the others 1 in 16 times.
