ethnicity- ext factors Flashcards
intellectual + linguistic skills
-Many children from LIC black families lack intellectual stimulation + enriching experiences.
-Leaves them poorly equipped for school= haven’t developed reasoning or problem-solving skills
Bereiter + Engelmann
Consider the language spoken by LIC black American families as inadequate
-See it as ungrammatical, disjointed + incapable of expressing abstract ideas
Gilborn + Mirza (2000)
-Indian pupils do very well despite not having English as their first language
Pryce (1979)
Family structure:
-Claims Asian pupils are higher achievers because their culture is more resistant to racism = greater sense of self worth
-Argues black Caribbean culture = less cohesive + less resistant to racism
-Impact of colonialism on the 2 groups: was culturally devastating for black people whilst asian family structures = not destroyed by colonial rule
Attitudes + values
Different ethnic groups are socialised or inherit different attitudes + values
E.g. black children are socialised into a subculture that instils a fatalistic ‘live for today’ attitude that doesn’t value education
Family structure + support
Moynihan (1965):
-Black families are headed by a lone mother
-The children are deprived of proper care as she’s out being the breadwinner
-Absence of father means boys lack a male role model of male achievement
Sewell: fathers, gangs + culture (2009)
-Argues it’s the lack of fatherly nurturing or tough love that results in the underachievement in black boys
-Results in them finding it hard to overcome the emotional + behavioural difficulties of adolescence
-Turn to gangs of other fatherless black boys that offer them ‘perverse loyalty + love’: present the boys with a media-inspired role model of anti-school black masculinity
-Greatest barrier to success was pressure from other boys: seen as ‘selling out’ to the white establishment
Arnot (2004)
-Argues that the ‘ultra-tough ghetto superstar’ has become black boys’ inspiration, an image constantly reinforced through rap lyrics + MVs
-BUT is generalising all black boys to be the same
Gillborn (2008)
-It isn’t peer pressure BUT institutional racism within the education system that systematically produces failure in black boys
Asian families
-Sewell argues Chinese + Indian pupils benefit from supportive families that have an ‘Asian work ethic’ + place values on education
-Lupton (2004)- argues adult authority in Asian families is similar to school: respectful behaviour was expected from children to adults
white w/c families
-White w/c pupils often underachieve + have lower aspirations due to lack of parental support
-McCulloch (2014)- found that ethnic minority pupils are more likely to aspire to go to uni than white british pupils
-Evans (2006)- argues street culture in white w/c areas can be brutal + so young people have to withstand intimidation + intimidate others
Evaluation of cultural dep theory
Driver (1977):
-It ignores the positive effect ethnicity has had on education
-Shows that Caribbean families provide girls w a positive role model of strong independent women
Lawrence (1982):
-Challenges Pryce’s view and instead argues black pupils under achieve because of racism.
Material deprivation + class
Palmer (2012):
-Almost half of all ethnic minority children live in LIC households compared to a 1/4 of white children
-Ethnic minorities are twice as likely to be unemployed compared to white people
-Almost half of Bangladeshi + Pakistani workers earned £7 per hour compared to a 1/4 of British workers
Reasons why ethnic minorities are at greater risk of material deprivation that results from unemployment, low pay + overcrowding
-Many live in economically depressed areas with high unemployment + low wage rates
-Cultural factors such as Purdah in some muslim households which prevent women from working outside the home
-Lack of language skills + foreign qualifications may not be recognised by UK employers
-Racial discrimination
Eval
-Indian + Chinese pupils achieved more than 5 GCSEs from A*-C
