ethnicity in education Flashcards
Wright
schools might be institutionally racist in spite of non-racist staff
How are schools institutionally racist
policies and procedures within the schools discriminate against certain ethnicities
what is institutional racism
racism is WOVEN into the system + fed + EMBEDDED through TIME , people DON’T necessarily SEE that they are being racist
ways in which schools restrict certain ethnicities and create barriers for people
- uniforms
- diet
-prayer
-celebrations/holidays - religious dress
Timpson review
- found that black Caribbean and mix white and black Caribbean MORE LIKELY to be PERMANENTLY EXCLUDED from school than white students
how many times more likely is a black students to be excluded than a white students
1.7x more likely
in schools there is a lack of
black teachers
what % of all teachers in state-funded schools in England are white British?
85.9%
how many headteachers % of head teachers are white British in state-funded schools in England
92.9%
educational triage
Gillborn and Youdell
what does the educational triage suggest (about grades)
that the MARKETISATION of SCHOOLS where they are JUDGED based on A-C grades creates a ‘RATIONING OF EDUCATION’ and REINFORCES the FAILURE of BLACK STUDENTS
what does the educational triage suggest ( about judging)
BLACK PUPILS are JUDGED often UNFAIRLY to be the ‘ NO HOPERS ‘ and are therefore allocated into LOWER STREAMS and SETS
(educational triage) what is the consequence of black students being allocated into lowers streams and sets
their NEEDS get REJECTED as they are seen as UNLIKELY to achieve 5 grade 4’S at GCSE
what does FULLER suggest
black girls in year eleven managed to CHANNEL their ANGER at being negatively labelled INTO EDUCATIONAL SUCESS
- they were able to OVERCOME BARRIERS put in their path to ACHIEVE HIGH GRADES
what did Mirza create
a teacher typology , categorised teachers into 5 different categories
what are the 5 different categories of teacher typology
- overt racists
- christians
- crusaders
- black teachers
- liberal chauvinists
what did Mirza find (about girls)
girls often had ANTI-SCHOOL attitudes but were PRO-EDUCATION and wanted to SUCEED
analysis of Mirza’s teacher typology
- reaction to teachers racism are more likely to result in exclusion for black-caribbean boys
- girls are more to retain the values of education but reject specific teachers that show hostility towards them
what did Sewell study
studied black Caribbean male students’ responses to racist schooling
what did Sewell find
teachers often help STEREOTYPES of ALL BLACK CARIBBEAN BOYS as ANTI-SCHOOL , ANTI-AUTHORITY MACHO BOYS even though only a minority fit this stereotype
what were the different responses of black Caribbean male students to racist schooling
- conformists
- innovators
- rebels
- retreatists
(sewell) conformists
largest group , accepted school , keen to succeed , want to avoid stereotype
(sewell) innovators
pro-education but anti-school and anti-teacher stance
(sewell) rebels
small minority , subculture of resistance , status through ‘black macho masculinity’
(Sewell) retreatists
tiny minority , isolated individuals , disconnected from school and subcultures
what did Moodod argue?
if racism leads to the victims being turned off school , why do asian people have such high entry rates to higher education?
reasons why asian people have such high entry rates to higher education
- parental engagement and support
- historic value of education
- teacher expectations
- family super/extra curricular
- will relocate for education –> children see value of this
- coping strategies and adaptability (focusing on academics as a way to prove themselves)
- gov policies in many asian countries
ethnocentric
a view of the world and other cultures from the perspective of ones own culture , devalues other cultures
what is wrong with the curriculum content
centred around a white British view of the world with the content/focus on English literature/history being European
what did COARD argue
the content of education ignores white people , the people who are acclaimed tend to be white . while black culture , music and art are largely ignored
= low self esteem in black students
what does the ethnocentric curriculum contribute to?
contributes to the LOW SELF ESTEEM of minority ethnic children , and explains PATTERNS of UNDERACHIEVEMENT between ethnic groups
evaluation of the ethnocentric curriculum
doesn’t really explain the statistical differences that we see
what is the general rule when it comes to educational achievement
Chinese and Indian students achieve the highest in education , most ethnic minorities achieve at a similar level to white children , which exception of black Caribbean children and Roma gypsies
What did Cecile wright find
that teachers perceived ethnic minority children differently to white children
what did Cecile wright find about asian children
teachers perceived asian students as a PROBLEM THAT COULD BE IGNORED , receiving LEAST ATTENTION , often EXCLUDED from class discussions , assume their command of the English lang was poor but highly disciplined and well educated
what did Cecile wright find about how teachers perceived African Caribbean children
teachers expected them to behave badly , received considerable attention - nearly always negative , seen as aggressive and disruptive
David Gibborn (main thing he found)
African Caribbean children seen as a threat
What did David Gibbon find
while the vast majority of teachers tried to treat all students fairly , tended to see A.C as a threat even when no threat was intended
what happens despite the fact that teachers rejected racism?
their ethnocentric perceptions meant their actions were racist in consequence
Tony Sewell
teachers threatened bye black masculinity
what does Becker argue happens when a label is applied to someone
influences their self concept and becomes their master status , shapes how they go on to behave (self-fulfilling prophecy
what did Gillborn find
teachers often have HIGH EXPECTATIONS of CHINESE and INDIAN pupils = self fulfilling prophecy
negative labelling
e.g assumption that black students would challenge authority leads to A.C more likely to be given detentions
- because teachers misinterpreted the dress & manner of speech of A.C pupils as representing challenge to their authority
- STUDENTS RESPONDED IN ACCORDANCE W THEIR LABELS
What did Wright find (asian girls)
teachers had more POSITIVE EXPECTATIONS of ASIAN GIRLS , seeing them as quiet , well behaved and highly motivated
What did Wright find (black Caribbean boys)
seen as having LOW ACADEMIC POTENTIAL , often labelled as disruptive trouble makers
what were teacher stereotypes formed through and what were they generated by
teacher stereotypes formed through GENERAL RACIAL PREJUDICE generated through the MEDIA
- the demonisation of young black males as being involved in gun+drug culture and crime
Teachers labelling too deterministic
-ie teachers view determines how that person thinks of themself , their view has a lot of power over someone’s mindset
- the teacher has to be respected by the student , knowledgable , has to maintain and be consistent in their opinion
-internal factors ignore the issue
impact of colonialism
in particular black people experiencing slavery , loss of language , religion and family system
= some black students have low self ……. esteem and underachieve
how many teachers in England were black in 2022
0.9%
what did Sewell find about family structure
low achievement of African Caribbean boys is partly due to cultural factors
what did Pryce find (family structure)
asian pupils achieve higher because their culture is more resistant to racism
in 2022 what % of teachers were black
0.9%
high levels of divorce and single parenthood
can have a negative impact on educational achievement , either through the ABSENCE of a MALE ROLE MODEL or because of RESULTANT MATERIAL DEP
high proportion of black African pupils (family structure)
raised in a lone parent families , can lead to some boys lacking a male role model and discipline provided by a father figure
effect of lone parent families (Sewell)
more VULNERABLE to PEER PRESSURE , more likely to be DRAWN into GANGS which emphasise MACHO FORM + MASCULINITY
- gang culture does NOT value RESPECT or AUTHORITY
= REJECTION of the VALUES of SCHOOL
criticism about sewells claims on family structure
- BLAMING the black Caribbean ethnic group for their underachievement
- rather than concentrating on inadequacies of the education system
- DIVERTS ATTENTION FROM RACISM
Gillborn and Mirza (ethnicity , external)
there was a strong correlation between social class and achievement in all ethnic groups
smith and noble (class , external)
schools may be free, but supplementary costs can be considerable eg being unable to afford school uniforms
Norman (gender , external)
BEDROOM CULTURE
- gender stereotypes held by parents result in GIRLS being ENCOURAGED to engage in QUIET ACTIVITIES that lead to bedroom culture
Driver and Ballard (ethnicity , external)
Asian children who spoke a second language were as good at English as their classmates by the age of 16
Mac and Grail
pupils from booth A-C and Asian families saw their parents as their main source of inspiration
Rosenthal and Johnson
selected a random sample of 20% of the student pop and informed teachers that these students could be expected to achieve rapid intelectual development , the sputter group had gained +1 IQ a year later
despite Bangladeshi + Pakistani households having high expectations
they tend to underperform compared toothier Indian classmates , suggests other factors eg social class might be at play
Poverty/material deprivation
- geographical location
- household multigenerational
- lack of resources , overcrowded
-low paid jobs , little money
cultural deprivation
- home language
- time dedication to religion
- females expectations to stay at home
- talking to teachers , understanding work set
what do CD theorists believe black children are often socialised to have
a fatalistic (live for today_ outlook on life ) , contrast to other ethnicities where a focus on hard work is instilled
ethnic minorities are more likely to suffer from…
material deprivation
why are ethnic minorities more likely to suffer from material deprivation
- more likely to live inn deprived areas with higher unemployment and lower wages
- islam , some believe in ‘purdah’ which prevents women from working
- lack of language skills
- foreign qualifications
- racial discrimination
Fuller (1984)
- studied a group of high achieving black girls in London
- these girls were the exception because most black girls were in lower sets
- challenged their labels by striving for educational achievement
- unlike other high achievers in the school , didn’t seek teacher approval
Mirza’s teacher typology - overt racists
(approx 33% of the observed0 , who were EXPLICIT/PLAIN about their RACIAL PREJUDICE and often DISPLAYED IT this to students and other staff
Mirzas teacher typology - Christians
adopted a ‘ COLOUR BLIND ‘ approach and treated pupils equally, however they often REFUSED to ACKNOWLEDGE the EXISTENCE of RACIAL PREJUDICE amongst others
Mirzas teacher typology - THE CRUSADERS
( roughly 2% of teachers) , ACTIVELY CHALLENGED RACISSM in the EDUCATION SYSTEM , more likely to occur in STAFF MEETINGS and in DISCUSSIONS with COLLEAGES
Mirzas teacher typology - black teachers
were content with gettting 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 ( eg teaching of modern languages) and more practical support was required
Mirzas teacher typology - liberal chauuvinists
were 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 students own experiences
Pryce
Compared the achievements of Afro-Carribean and Asian pupils, he said Asian pupils achieve higher because their culture is more resistant to racism
YAY
YAY
