Ethnicity in education (external and internal Factors Of Achievement)

Question 1

Bereiter and Englemann (external)

Answer 1

cultural deprivation - linguistic skills

Language spoken by lower income black families was inadequate in education

Question 2

The Swann report (external)

Answer 2

cultural deprivation - linguistic skills

Langauge may hold some students back but majority were not important

Question 3

Gillborn and Mirza (external)

Answer 3

cultural deprivation - linguistic skills

Indian pupils do well often not speaking english as a first language

Question 4

Attainment 8 scores

Answer 4

Cultural deprivation - linguistic skills

first languageother than enlgish - 46.8
english - 46.3

Question 5

ethnicity and achievement: external factors

Answer 5

Cultural factors
Material deprivation
Racism in wider society

Question 6

Pilkington (external)

Answer 6

cultural deprivation - family life and parental support

pupils from some ethnic minority groups enjoy greater parental support than others. Asian families provide greater support than black families. Asian families share a culture which values education and academic achievement.

Question 7

Lupton (external)

Answer 7

Cultural deprivation - family life and parental support

working class white families have negative attitudes toward education with low aspirations for children.

Question 8

Wright (external)
Modood (external)

Answer 8

Cultural deprivation - family life and parental support.

there are high levels of support for education in black communities (Wright)

Working class ethnic minority parents are more likely to help their children to move into FE and HE than their white counterparts. (Modood)

Question 9

Palmer (external)

Answer 9

Material deprivation and class - ethnicity and deprivation

Ethnic minorities 2X more likely than white families to live in low income.

Ethnic minorities 2X more likely to be unemployed than white groups

Ethnic minorities 3X to be homeless than white ethnic groups

Question 10

Racism in wider society (Housing)

Answer 10

Racial discrimination leads to social exclusion which worsened poverty of ethnic minorities

E.g: ethnic minorities more likely to be put in lower quality housing than white ethnic groups due to racist housing officers at local councils.

Question 11

Noon study - (external)

Answer 11

Employment
Sent identical letters of enquiry about employment opportunities to the top 100 ik companies

1 set signed ‘Evans’ the other ‘Patel’

In terms of the number and helpfulness of the replies, the companies were bias to the white candidate.

Question 12

Internal factors

Answer 12

Labelling and teacher racism
Pupil identities
Pupil responses and subcultures
Institutional racism
Ethnocentric curriculum

Question 13

Strand (internal)

Answer 13

Black students fall behind after they start
Entry tests results - no different between ethnic groups

Question 14

Gilborn and Mirza (internal)

Answer 14

Black pupils ahead when starting secondary school

Question 15

Gilborn and Youdell (internal)

Answer 15

Teachers more likely discipline black students than other ethnic minority groups - usually seen as threatening
- students react negatively to their treatment

Question 16

Bourne (internal)

Answer 16

Black pupils - exclusion and settings

Schools see black males as threats and label them negatively eventually leading to exclusion

Question 17

Foster (internal)

Answer 17

Stereotypes of black students = lower sets = low achievement

Question 18

Wright (internal)

Answer 18

Labelling and teacher racism
Asian pupils

Study of a multi ethnic primary school.
Teachers - take for granted that british culture is superior.

Assumed they had not got a good grasp of English and left them out of discussion work

Felt isolated - mispronunciation of names/ showed disapproval of customs

Teachers didn’t see them as a threat but as a problem they can ignore

Question 19

Archer (internal)

Answer 19

Ideal pupil identity - white, middle class, achieving the ‘right’ way

The pathologists pupil identity - asian, plodding conformists, culture bound, over achiever success through hard work.

Demonised pupil identity - black or white working class - unintelligent, peer eke, culturally deprived.

Question 20

Fuller study (internal)

Answer 20

Pupil responses and subcultures:

Black girls in year eleven - London comprehensive secondary school

Rejected negative labelling - channelled anger through pursuit of education

Girls high achievers - majorit of black students place in lower sets

Did not seek approval from teachers nor did they limit friendship group to only high achievers.

Question 21

Mirza (study) (internal)

Answer 21

Failed strategies to avoid racism

Unlike fuller, girls coping strategy caused under achievement

Saw majority of teachers were racist

3 types of teacher racism

The colour blind - treats equally but does not challenge racism

The liberal chauvinists - believe black students are culturally deprived, have low expectations of them

Overt racists - think black pupils are inferior and discriminate against them

Question 22

Sewell (internal)

Answer 22

Pupils subculture and identities

Sewell - variety of boy’s responses:

The rebels, conformists, retreatists, the innovators

Question 23

Roithmayr/ Gillborn (internal)

Answer 23

institutional racism

the scale of discrimination is so large that there is no longer needs to e any conscious intent to discriminate

Gillborn: ethnic inequality is so deep rooted that it is a practically inevitable feature of the education system.

Question 24

Gillborn (internal) - M

Answer 24

marketisation
as marketisation gives schools the ability to select students, it allows negative stereotypes to influence admissions

Question 25

Moore and Davenport (internal) - M

Answer 25

marketisation

selection led to ethnic segregation, with ethnic minority students failing to get into better schools due to racism.

Question 26

Commission for racial equality (internal)
(at least one)

Answer 26

marketisation
admissions are discriminatory

reports from primary schools stereotypes ethnic minorities

racist bias in interviews

lack of information and application forms in other languages

ethnic minority parents may be unaware of waiting list systems and the importance of declines

Question 27

David/Ball (internal)

Answer 27

the ethnocentric curriculum

languages, literature and music - David - the national curriculum is specifically british and largely ignores non european languages, literature and music

Ball - the national curriculum ignores ethnic diversity. for example, the history curriculum largely ignores the history of black and asian pupils.

Question 28

Gillborn - assessment (internal)

Answer 28

ethnocentric curriculum

assessment bias agaonst ethnic minorities
black children succeed = rules change to create failure

e.g: baseline assessments replaced by foundation stage profiles.

FSP based on teacher’s judgements, baseline were written tests

FSP - take place at the end of reception
baseline - at the start

Question 29

Gillborn/Tikley (internal)

Answer 29

ethnocentric curriculum

access to opportunities - dictated by teacher’s perceptions of pupils ability and so is disciplinary concerns

g - white students most likely to take part in gifted and talented programmes than ethnic minority students

t - ethnic minority students = most likely to enter lower tiered exams

IQ tests - used to measure potential - western bias.