ethnicity- external Flashcards
How do cult dep theorists Bereiter and Engelmann argue that language is an external factor to achievement?
language spoken by wc black american families is inadequate, ungrammatical, and disjointed-> affecting educational attainment
2 criticisms for Bereiter and Engelmann’s theory on languages/cult dep
- Baker Bell- ‘anti-black linguistic racism’, labelling black speech codes as inferior, white mainstream English dominates the education system and in wider society
- Demie and McLean- OS- students whose first language isnt English perform slightly better than those who only speak english at home
How do cult dep theorists argue that attitudes and values affect ethnic differences in achievement?
emg students have a lack of aspiration as a major cause of underachievement, some are socialised into a subculture that instils a fatalistic attitude, does not value education-> leaves them unequipped for success
2 crits for cult dep/attitudes and values affecting emg achievement
- platt and parsons- emgs girls and boys have higher career aspirations than their white counterparts, more likely to aspire for higher paying jobs
- archer- emgs students identified racism rather than low aspirations as a major barrier to achieving goals
How does Moynihan argue that family structure-> inadequate socialisation of emgs-> diffs in attainment?
many black families are headed by a lone mother-> children are deprived of adequate care if mother struggles financially to replace male breadwinner
boys lack an adequate role model for male achievement
How does driver criticise Moynihan’s view about the impact of family structure on emg’s education?
ignores positive effects of black family structures on achievement- provides positive role models for girls- strong independent women-> why black girls achieve better
What does Sewell argue about Fathers, gangs and culture?
its not the absence of fathers as role models which leads to black boys underachieving but lack of fatherly nurturing/ ‘tough love attitude’
-> black boys may have behavioural difficulties and join street gangs that offer ‘perverse loyalty and love’-> anti school subcultures
How does Gillborn criticise Sewell’s view of black boys underachieving?
Sewell downplays the impact of racism, it is not peer pressure or absent fathers but institutional racism-> produces the failure of large numbers of black boys
According to Sewell how do Asian pupils benefit from their family structure?
Indian and Chinese pupils benefit from supportive families that have an ‘Asian work ethic’- adult authority in Asian families is similar to the model that operates in schools, Asian parents= more likely to be supportive of behaviour policies
What does McCulloh argue about white wc families view of higher education compared to emgs?
White-often underachieve d2 low aspirations, lack of parental support-> poor behaviour
emgs- parents see education as a way up in society, children are more likely to aspire to go to uni
THUS- Archer- compensatory education, the aiming higher scheme, fixing students low aspirations
4 criticisms of cultural deprivation theory- ethnic differences
- Keddie- cultural deprivation= victim blaming explanation, emgs are culturally different not deprived- underachievement is caused by schools being ethnocentric
- labelling theorists argue low aspirations are caused by racist stereotypes-> SFP
- System= institutionally racist e.g. decisions about entry to higher tier exams-> underachievement
- cannot be considered without material dep
According to Palmer, how does material deprivation-> lower attainment of emg students?
substandard housing and income (almost half of all children from emg backgrounds live in low income households against 1/4 of white children)
minority groups are more likely to be engaged in shift work- Bangladeshi, Pakistani women are more likely to be in low paid home working jobs
3 reasons why emgs are at further risk of material deprivation?
- many live in economically depressed areas-> high unemployment, low wage rates
- tradition- in some muslim households, women are prevented from working outside of the home
- a lack of language skills and foreign qualifications not recognised by UK employers
According to interactionists, how are Black and Asian pupils treated by teacher racism and labelling?
Black and Asian pupils= far from ideal pupil e.g. black pupils= disruptive, Asian pupils= passive-> teachers treat them differently to other minority groups, disadvantaging them= possible failure
What did Gillbborn and Youdell find out about Black pupils and discipline?
How does Bourne support this?
teachers were faster to discipline black pupils even when others are doing the same, result of racialised expectations- teachers expected black pupils to be misbehaved, misinterpreting behaviour as threatening, teachers acted on label-> sfp
Bourne- schools see black boys as threats-> negative labels= exclusions
What does Foster argue about black pupils and streaming?
teachers stereotype black pupils as badly behaved-> lower sets= sfp
What did Wright find out about the treatment of Asian pupils in class?
Teachers had ethnocentric views, assuming Asian students would have a poor grasp on English-> left them out of group discussions, spoke to them in basic language+ Asian pupils felt isolated when teachers expressed disapproval to their culture/mispronounced their name-> girls particularly felt marginalised, preventing them from participating
What are Archer’s 3 different pupil identities?
- The ideal pupil identity= white, mc, masculine, achieves through natural ability
- The pathologized pupil identity= Asian, conformist, over achiever through hard work not natural ability
- The demonised pupil identity= white/black wc, unintelligent, peer led, culturally deprived under achiever
What does Archer argue about the pupil identities of Chinese pupils?
Even those minority pupils who perform successfully can be pathologized, Chinese pupils are both praised and viewed negatively- ‘educational automatons’, too subordinate, seen as achieving success the wrong way through hard work, never achieving ideal pupil, only seen as ‘over achievement’
+ Teachers also often wrongly stereotype their Chinese students as middle class
What was Fuller’s study on black girls rejecting negative labels?
Black girls, Year 11 Comprehensive school-> atypical, high achievers in a school where most black girls were placed in low streams (instead of SFP, girls channelled their anger after being labelled into pursuit of educational success, did not seek approval of teachers- racist)
THUS:
1. Pupils may still succeed even when they refuse to conform
2. Negative labelling does not always lead to failure
What are the three main types of teacher racism according to Mirza?
- The colour- blind: all pupils are equal but allow racism to go unchallenged
- The liberal chauvinists: black pupils are culturally deprived, have low expectations of them
- The overt racists: black pupils are inferior, actively discriminate against them
-> This put black girls at a disadvantage as their opportunities were restricted, unlike girls in Fuller’s study
What are boy’s 4 responses to teacher racism according to Sewell?
- The rebels- ‘Black macho lads’, rejected school goals and rules, peer group membership, anti-school
- The conformists- accepted goals and rules, avoided being stereotyped by teachers or peers
- The retreatists- disconnected from school and black subcultures, despised by rebels
- The innovators- pro education, anti-school-> valued education but did not seek approval from teachers
-> Sewell: teacher racism disadvantages+ SFP, BUT external factors (lack of nurturing father) more important
2 criticisms of labelling and pupil responses to teacher racism:
- Stereotypes are not just the product of individual teacher but racism within whole education system e.g. Gillborn and Youdell- league tables-> A-C economy-> black and wc put in lower streams and tiers for exams
- Cannot assume that once labelled pupils fall victim to SFP- BUT, Mirza shows that even when pupils create strategies to avoid teacher racism these can also limit their opportunities
what is institutional racism?
discrimination that is built into the way institutions such as schools and colleges operate- links to critical race theory
